I agree, and these are all because of people resisting change. Researches are done, but still we stick to something we are comfortable with. I just thought that why the situation is like this maybe because people are not fully aware of the advantages it will do. We or they are educators, they educate so that students learn something because not all could be learned in school and we must face the fact that quantity is irrelevant in the field of education. I myyself just learned this at our class, but iam willing to change for my students.

evancarlo wrote:

A growing body of research from such diverse fields as developmental psychology (Bruner, 1972; 1983; 1986; Sroufe, 1979; 1986), cultural anthropology (Heath, 1983), linguistics (Cazden, 1981; Halliday, 1975), early childhood education (Bowman, 1994; Clay, 1966; Kagan, 1992; Katz, 1993) and brain-based research (Caine & Caine, 1994; Hart, 1975) has provided a rich literature to inform best practices in the field of education. Yet, according to Darling-Hammond, professor of education at Columbia University's Teachers College, " Our school system was invented in the late 1800s, and little has changed. Can you imagine if the medical profession ran this way?" (Hancock, 1996). If change has come slowly for middle and secondary-age children, during the last ten years, the field of early childhood education has seen a great deal of change in educational practices, due, in large part to the influence of DAP. Cooperative learning, integrated curriculum, whole language, family involvement, authentic assessment, and "hands-on learning" are just a few of the buzz words that have become part of the popular vernacular and are increasingly influencing classroom practices. Changes are being implemented, despite the difficulties presented by insufficient time for study, practice and reflection, and confusions regarding the practices themselves. Meier (1995) observes: Unlike most industries, we can't retool by closing down the factories while we build new ones and send all the workers back to school for retraining. We need to do everything at once. It's driving while changing the tires, not to mention the transmission system (p. 151). Reference: http://www.nwrel.org/cfc/publications/DAP2.html silva731 wrote: I think the critical issue that we are facing is on how our curriculum is structured today. It is ussually teacher centered. And also some teachers really do resist change. That is why it is very hard to implement learner centered approaches to the classroom. Nonetheless learner centered principles are very good to implement because we focus on each individual and not on the whole class. Giving the students a family atmosphere. In my own experience iam really trying to use this approach, eventhough iam not paid for the extra time and effort but it is the sense of being an educator that matters. All we have to do , I think is to increase their awareness, people who do not know fears the unknown. Making them aware the effectiveness of this approach is a crucial step in improving our way we teach students. Divinia Joy Tuzon wrote: Classmates, please relate your discussion with the following guide questions we provided: 1.Among the eight challenges mentioned in the article that are encountered by educators in implementing the developmentally appropriate practice approach, what do you think is the most critical issue that educators are facing today and how can we respond to the "Yeah, But's" in our own curriculum? 2.Knowing the advantages students receive from a learner-centered approach, do you think applying developmentally appropriate practice is feasible and more appropriate in our setting, considering: a.Absence of No Child Left Behind policy and organizations such as National Association for the Education of Young Children (NAEYC) that advocates such approach? b.The cost of applying multiage programs, child-initiated activities and project approach over the traditional “cookbook” curriculum? 3.How can we as educators and would be educators overcome our own resistance and help others included in the education of our students such as our fellow colleagues, the administrators and most importantly the families of the students to do so also? Thank you very much and we are really looking forward for your opinions. God bless!

Iam really moved with your material because iam the teacher who is always scolded by his coordinator because I usually dont finish the topics in the course outline becuase I always make sure they know the concept before we move to another. Quantity of what you have taught is irrelevant. What iam after is the retention my students get. And Iam really glad we have a subject like this because iam learning more.

Developmentally appropriate practices and culturally relevant teaching, well grounded in human development and brain-based research, are a pervasive force in our educational system. Yet the tension between the views of education as nurturing a child's intelligence and curiosity and education as a means to transmit the knowledge, skills, and social and moral rules of the culture (Kohlberg & Meyer, 1972), often creates an environment that makes their implementation problematic. Teachers may feel caught between emphasizing skills and meaning, between coverage and "the having of wonderful ideas," and between raising standardized test scores and nurturing multiple intelligences.

As Apple (1992) has argued, school curriculum is not neutral knowledge. "Rather, what counts as legitimate knowledge is the result of complex power relations and struggles among identifiable class, race, gender, and religious groups (p. 4). In short, schooling takes place in a wider political context, one in which currently there is a great deal of anxiety and controversy regarding the nature of schooling, the economy, and our society, itself.

Reference:

http://www.nwrel.org/cfc/publications/DAP2.html

silva731 wrote:

I agree, and these are all because of people resisting change. Researches are done, but still we stick to something we are comfortable with. I just thought that why the situation is like this maybe because people are not fully aware of the advantages it will do. We or they are educators, they educate so that students learn something because not all could be learned in school and we must face the fact that quantity is irrelevant in the field of education. I myyself just learned this at our class, but iam willing to change for my students. evancarlo wrote: A growing body of research from such diverse fields as developmental psychology (Bruner, 1972; 1983; 1986; Sroufe, 1979; 1986), cultural anthropology (Heath, 1983), linguistics (Cazden, 1981; Halliday, 1975), early childhood education (Bowman, 1994; Clay, 1966; Kagan, 1992; Katz, 1993) and brain-based research (Caine & Caine, 1994; Hart, 1975) has provided a rich literature to inform best practices in the field of education. Yet, according to Darling-Hammond, professor of education at Columbia University's Teachers College, " Our school system was invented in the late 1800s, and little has changed. Can you imagine if the medical profession ran this way?" (Hancock, 1996). If change has come slowly for middle and secondary-age children, during the last ten years, the field of early childhood education has seen a great deal of change in educational practices, due, in large part to the influence of DAP. Cooperative learning, integrated curriculum, whole language, family involvement, authentic assessment, and "hands-on learning" are just a few of the buzz words that have become part of the popular vernacular and are increasingly influencing classroom practices. Changes are being implemented, despite the difficulties presented by insufficient time for study, practice and reflection, and confusions regarding the practices themselves. Meier (1995) observes: Unlike most industries, we can't retool by closing down the factories while we build new ones and send all the workers back to school for retraining. We need to do everything at once. It's driving while changing the tires, not to mention the transmission system (p. 151). Reference: http://www.nwrel.org/cfc/publications/DAP2.html silva731 wrote: I think the critical issue that we are facing is on how our curriculum is structured today. It is ussually teacher centered. And also some teachers really do resist change. That is why it is very hard to implement learner centered approaches to the classroom. Nonetheless learner centered principles are very good to implement because we focus on each individual and not on the whole class. Giving the students a family atmosphere. In my own experience iam really trying to use this approach, eventhough iam not paid for the extra time and effort but it is the sense of being an educator that matters. All we have to do , I think is to increase their awareness, people who do not know fears the unknown. Making them aware the effectiveness of this approach is a crucial step in improving our way we teach students. Divinia Joy Tuzon wrote: Classmates, please relate your discussion with the following guide questions we provided: 1.Among the eight challenges mentioned in the article that are encountered by educators in implementing the developmentally appropriate practice approach, what do you think is the most critical issue that educators are facing today and how can we respond to the "Yeah, But's" in our own curriculum? 2.Knowing the advantages students receive from a learner-centered approach, do you think applying developmentally appropriate practice is feasible and more appropriate in our setting, considering: a.Absence of No Child Left Behind policy and organizations such as National Association for the Education of Young Children (NAEYC) that advocates such approach? b.The cost of applying multiage programs, child-initiated activities and project approach over the traditional “cookbook” curriculum? 3.How can we as educators and would be educators overcome our own resistance and help others included in the education of our students such as our fellow colleagues, the administrators and most importantly the families of the students to do so also? Thank you very much and we are really looking forward for your opinions. God bless!

Exactly what I was saying earlier! By keeping parents informed and involved in their children's education, we gain their support and consequently their acceptance. As mentioned in the article, "parents can become great allies in teachers' efforts to incorporate best practices into their classroom". Also, in order to avoid problems and confrontations as much as possible (though I belive this is part of the whole process and cannot be avoided at the beginning) we should explain clearly to the parents and assure them that such change in the teaching style will not decrease or lessen the amount of academic quality their children will be receiving from your class.

patmarban wrote:

By involving parents in their children's learning, maybe they will see the benefits of learner-centered approach. Although it is a challenge when parents confront and criticize one's teaching style, open communication should be encouraged. Josh wrote: A novice educator like me see the learner-centerd approach as a challenge. the challenge is how to make learnign meaningful? To make learning meaningful is to create self-directed activity. According to the author, Self-directed activity had proven to students who have the opportunity to investigate topics of personal interest, they grow acaademically and socially/emotionally competent (Helm and Katz 2001, quoted by the author). " The first, second and three challenges are critical. and to that the 6th also. The preparation of teachers and succeeding teachers is critical because for me, to be able to see the longer effect of this approach it should be applied by students continously. The institution and societal aspects also a big challenge, worse in the Philippines the hardest challenge to beat because of the traditional and cultural biases. The time for preparation and resources are very critical factors that may affect its implementation. The parents, traditional parents, preferred the passive approach. However, the bottom line here is the author's suggestion "by becoming advocates for high-quality instruction, we can offer a model to teachers and help them introduce more appropriate practices." I think this is feasible and eventually work into our educational system if there will be one group who will serve as benchmark of success. This will attract parents, support groups and then will be spontaneously accepted by Philippine educational system.

In a developmentally appropriate classroom, teaching strategies are based on the knowledge of how young children learn (based on the developmental stages of young children) Bredekamp and Rosegrant (1992). This may help the teachers because the curriculum is designed to integrate knowledge from multiple disciplines. Developmentally appropriate classrooms are appropriate for the age group that they serve; they focus on individual developmental and the learning needs of each child. The classrooms are structured to encourage children's learning through hands-on manipulation of materials, toys, group play, and individual exploration. In effect there will be high-quality, positive experience that you give a child and has a lasting effect

Do I have to agree again? hehehe! yeah it what you wrote already came to my mind, but still we cannot change the world by ourselves, we have to make our own difference . That's why I try to do this in my own little ways, but still i take into consideration the quality of education i give.

evancarlo wrote:

Developmentally appropriate practices and culturally relevant teaching, well grounded in human development and brain-based research, are a pervasive force in our educational system. Yet the tension between the views of education as nurturing a child's intelligence and curiosity and education as a means to transmit the knowledge, skills, and social and moral rules of the culture (Kohlberg & Meyer, 1972), often creates an environment that makes their implementation problematic. Teachers may feel caught between emphasizing skills and meaning, between coverage and "the having of wonderful ideas," and between raising standardized test scores and nurturing multiple intelligences. As Apple (1992) has argued, school curriculum is not neutral knowledge. "Rather, what counts as legitimate knowledge is the result of complex power relations and struggles among identifiable class, race, gender, and religious groups (p. 4). In short, schooling takes place in a wider political context, one in which currently there is a great deal of anxiety and controversy regarding the nature of schooling, the economy, and our society, itself. Reference: http://www.nwrel.org/cfc/publications/DAP2.html silva731 wrote: I agree, and these are all because of people resisting change. Researches are done, but still we stick to something we are comfortable with. I just thought that why the situation is like this maybe because people are not fully aware of the advantages it will do. We or they are educators, they educate so that students learn something because not all could be learned in school and we must face the fact that quantity is irrelevant in the field of education. I myyself just learned this at our class, but iam willing to change for my students. evancarlo wrote: A growing body of research from such diverse fields as developmental psychology (Bruner, 1972; 1983; 1986; Sroufe, 1979; 1986), cultural anthropology (Heath, 1983), linguistics (Cazden, 1981; Halliday, 1975), early childhood education (Bowman, 1994; Clay, 1966; Kagan, 1992; Katz, 1993) and brain-based research (Caine & Caine, 1994; Hart, 1975) has provided a rich literature to inform best practices in the field of education. Yet, according to Darling-Hammond, professor of education at Columbia University's Teachers College, " Our school system was invented in the late 1800s, and little has changed. Can you imagine if the medical profession ran this way?" (Hancock, 1996). If change has come slowly for middle and secondary-age children, during the last ten years, the field of early childhood education has seen a great deal of change in educational practices, due, in large part to the influence of DAP. Cooperative learning, integrated curriculum, whole language, family involvement, authentic assessment, and "hands-on learning" are just a few of the buzz words that have become part of the popular vernacular and are increasingly influencing classroom practices. Changes are being implemented, despite the difficulties presented by insufficient time for study, practice and reflection, and confusions regarding the practices themselves. Meier (1995) observes: Unlike most industries, we can't retool by closing down the factories while we build new ones and send all the workers back to school for retraining. We need to do everything at once. It's driving while changing the tires, not to mention the transmission system (p. 151). Reference: http://www.nwrel.org/cfc/publications/DAP2.html silva731 wrote: I think the critical issue that we are facing is on how our curriculum is structured today. It is ussually teacher centered. And also some teachers really do resist change. That is why it is very hard to implement learner centered approaches to the classroom. Nonetheless learner centered principles are very good to implement because we focus on each individual and not on the whole class. Giving the students a family atmosphere. In my own experience iam really trying to use this approach, eventhough iam not paid for the extra time and effort but it is the sense of being an educator that matters. All we have to do , I think is to increase their awareness, people who do not know fears the unknown. Making them aware the effectiveness of this approach is a crucial step in improving our way we teach students. Divinia Joy Tuzon wrote: Classmates, please relate your discussion with the following guide questions we provided: 1.Among the eight challenges mentioned in the article that are encountered by educators in implementing the developmentally appropriate practice approach, what do you think is the most critical issue that educators are facing today and how can we respond to the "Yeah, But's" in our own curriculum? 2.Knowing the advantages students receive from a learner-centered approach, do you think applying developmentally appropriate practice is feasible and more appropriate in our setting, considering: a.Absence of No Child Left Behind policy and organizations such as National Association for the Education of Young Children (NAEYC) that advocates such approach? b.The cost of applying multiage programs, child-initiated activities and project approach over the traditional “cookbook” curriculum? 3.How can we as educators and would be educators overcome our own resistance and help others included in the education of our students such as our fellow colleagues, the administrators and most importantly the families of the students to do so also? Thank you very much and we are really looking forward for your opinions. God bless!

Its true - quantity doesnt quantify the means. We should all look on the brighter side where in we are assured that we did provide them quality education. Just by completing a certain task wont do much - and it will never be a learner centered approach thus becomes the teacher centered appraoch. This will boil down to the things weve learn via this article and to appropriately respond to the challenges.

silva731 wrote:

Iam really moved with your material because iam the teacher who is always scolded by his coordinator because I usually dont finish the topics in the course outline becuase I always make sure they know the concept before we move to another. Quantity of what you have taught is irrelevant. What iam after is the retention my students get. And Iam really glad we have a subject like this because iam learning more.

Guys, one thing though

Accurate assessment of young children is difficult because their development and learning are rapid, uneven, episodic, and embedded within specific cultural and linguistic contexts. Too often, inaccurate and inappropriate assessment measures have been used to label, track, or otherwise harm young children.

Can you give any example? or cite any strategies you can think of..???

In addition, when parents are involved in their children's education, both children and parents are likely to benefit. Researchers report that parent participation in their children's schooling frequently: enhances children's self-esteem, improves children's academic achievement, improves parent-child relationships, helps parents develop positive attitudes towards school, and a better understanding of the schooling process.

Becher, R. (1987). PARENT INVOLVEMENT: A REVIEW OF RESEARCH AND PRINCIPLES OF SUCCESSFUL PRACTICE. ED 247 032.

Becker, H. J. & Epstein, J. L. (1982). "Parent Involvement: A Survey of Teacher Practices." ELEMENTARY SCHOOL JOURNAL, 83, 2, 85-102.

DeKanter, A., Ginsburg, A., & Milne, A. (1986). PARENT

patmarban wrote:

By involving parents in their children's learning, maybe they will see the benefits of learner-centered approach. Although it is a challenge when parents confront and criticize one's teaching style, open communication should be encouraged. Josh wrote: A novice educator like me see the learner-centerd approach as a challenge. the challenge is how to make learnign meaningful? To make learning meaningful is to create self-directed activity. According to the author, Self-directed activity had proven to students who have the opportunity to investigate topics of personal interest, they grow acaademically and socially/emotionally competent (Helm and Katz 2001, quoted by the author). " The first, second and three challenges are critical. and to that the 6th also. The preparation of teachers and succeeding teachers is critical because for me, to be able to see the longer effect of this approach it should be applied by students continously. The institution and societal aspects also a big challenge, worse in the Philippines the hardest challenge to beat because of the traditional and cultural biases. The time for preparation and resources are very critical factors that may affect its implementation. The parents, traditional parents, preferred the passive approach. However, the bottom line here is the author's suggestion "by becoming advocates for high-quality instruction, we can offer a model to teachers and help them introduce more appropriate practices." I think this is feasible and eventually work into our educational system if there will be one group who will serve as benchmark of success. This will attract parents, support groups and then will be spontaneously accepted by Philippine educational system.

When individual children do not make expected learning progress, neither grade retention nor social promotion are used; instead, initiatives such as more focused time, individualized instruction, tutoring, or other individual strategies are used to accelerate children's learning (Shepard & Smith 1989; Ross et al. 1995).

Reference:

http://www.nwrel.org/cfc/publications/DAP2.html

[quote="Kriselda Manzano"]Good eve,

YEAH I think a developmentally
appropriate curriculum is best,
BUT the teacher in the next grade is
not going to teach that way and I don’t want to confuse the children.


After exerting a lot of effort to apply
learner centered (LC) approach to your students, you found out that the next educator
will not be using of the same method is frustrating. You might even feel furious
and as a result you will not use the LC anymore because you think it’s just a
waste of time and learners might be confused.

I believe this is a normal reaction
from an educator, but remember one must not compromise learning just because he
thinks that there will be no proper reinforcement.
[b][color=Black]Reference:
Geist, E. & Baum, A., (2005). Yeah, But’s
That Keep Teachers from Embracing an Active Curriculum Overcoming the
Resistance. Young Children. Proquest Education Journals. 28-35

Sir Joel, I sincerely appreciate your thoughts.. I admire you for your willingness to change for your students and for being brave enough to admit that you're one of those frequently scolded by the coordinators at your school. But I agree that what matters most is that your students are able to understand and retain the knowledge you impart to them. Though students getting high grades and passing all of your exams may be flattering, it is not a valid reason for you to stick with your teaching style especially after we realize the uniqueness of each student as well as the differences in their learning styles. Though it may be challenging for you to implement the change and the strategies you want because of the resistance of the administration or the parents, for instance, pursuing and actively engaging them will make them embrace your idea. Good luck!

silva731 wrote:

Iam really moved with your material because iam the teacher who is always scolded by his coordinator because I usually dont finish the topics in the course outline becuase I always make sure they know the concept before we move to another. Quantity of what you have taught is irrelevant. What iam after is the retention my students get. And Iam really glad we have a subject like this because iam learning more.

What challenging? It just so happen iam not sleeping well for 2 weeks because of this, hehehehe, Thanks! well its not the coordinator that will keep your job, its how the students evaluate you. As long as you know your doing your best for them to learn, every scolding I get is worth it.I know were quite off the thread already but I really do like the material.

Divinia Joy Tuzon wrote:

Sir Joel, I sincerely appreciate your thoughts.. I admire you for your willingness to change for your students and for being brave enough to admit that you're one of those frequently scolded by the coordinators at your school. But I agree that what matters most is that your students are able to understand and retain the knowledge you impart to them. Though students getting high grades and passing all of your exams may be flattering, it is not a valid reason for you to stick with your teaching style especially after we realize the uniqueness of each student as well as the differences in their learning styles. Though it may be challenging for you to implement the change and the strategies you want because of the resistance of the administration or the parents, for instance, pursuing and actively engaging them will make them embrace your idea. Good luck! silva731 wrote: Iam really moved with your material because iam the teacher who is always scolded by his coordinator because I usually dont finish the topics in the course outline becuase I always make sure they know the concept before we move to another. Quantity of what you have taught is irrelevant. What iam after is the retention my students get. And Iam really glad we have a subject like this because iam learning more.

The only problem iam having is reading and giving feedbacks as consistent as possible. I still have to make a system for this to be easier, well i think i have to read more.

silva731 wrote:

What challenging? It just so happen iam not sleeping well for 2 weeks because of this, hehehehe, Thanks! well its not the coordinator that will keep your job, its how the students evaluate you. As long as you know your doing your best for them to learn, every scolding I get is worth it.I know were quite off the thread already but I really do like the material. Divinia Joy Tuzon wrote: Sir Joel, I sincerely appreciate your thoughts.. I admire you for your willingness to change for your students and for being brave enough to admit that you're one of those frequently scolded by the coordinators at your school. But I agree that what matters most is that your students are able to understand and retain the knowledge you impart to them. Though students getting high grades and passing all of your exams may be flattering, it is not a valid reason for you to stick with your teaching style especially after we realize the uniqueness of each student as well as the differences in their learning styles. Though it may be challenging for you to implement the change and the strategies you want because of the resistance of the administration or the parents, for instance, pursuing and actively engaging them will make them embrace your idea. Good luck! silva731 wrote: Iam really moved with your material because iam the teacher who is always scolded by his coordinator because I usually dont finish the topics in the course outline becuase I always make sure they know the concept before we move to another. Quantity of what you have taught is irrelevant. What iam after is the retention my students get. And Iam really glad we have a subject like this because iam learning more.