Curriculum Design and Evaluation: My Educational Path

| A Teacher Diary.

My Journey in Curriculum Design and Evaluation

Welcome to My Curriculum Design and Evaluation Portfolio!

This portfolio is a comprehensive collection of my journey through the subject SME 604: Curriculum Design and Evaluation. Here, you’ll find a curated selection of my course experiences, outputs, and reflections. As you explore, you’ll discover a compilation of paper tasks that showcase my understanding and application of curriculum design principles. Additionally, I have included my reflective pieces that delve into the insights and learnings I’ve gained throughout this course.

This portfolio also features my future goals and aspirations, highlighting my vision for continuing to impact education through innovative curriculum design and thorough evaluation. I invite you to join me in this journey as I strive to shape effective and engaging educational experiences.

What is Curriculum?

Curriculum refers to the structured plan of educational experiences provided by schools or educational institutions to guide learning and development. It encompasses the goals, content, learning activities, and assessments that shape the educational journey of students. Through careful design and evaluation, a well-crafted curriculum aims to equip learners with the knowledge, skills, and attitudes necessary for their personal and professional growth. To delve deeper into the concept of curriculum, please watch the video below. 📚🎥

Psychological Foundations of Curriculum

Understanding the different psychological foundations of curriculum is essential for designing effective and meaningful educational experiences. Psychological theories and principles provide insights into how students learn, think, and develop. By exploring these foundations, educators can create curricula that cater to diverse learning styles, promote cognitive growth, and support emotional and social development. Additionally, knowledge of psychological foundations helps in the selection of appropriate teaching methods and assessment strategies, ensuring that the curriculum meets the needs of all learners. Integrating these insights fosters a more inclusive, engaging, and successful educational environment. 📚🧠

Behaviorism

Cognitive Psychology

Costructivism

Constructivism and the Different Learning Types

Phenomenology and Humanistic Psychology

Gestalt Theory and Maslow’s Self Actualization

Humanistic Psychology: Nondirective and Therapeutic Learning

My View of Curriculum in the Context of Development

The curriculum plays a pivotal role in shaping communities and fostering development by providing a structured framework for education. It guides the learning process, equipping individuals with the knowledge, skills, and values necessary to contribute positively to society. A well-designed curriculum addresses the needs of the community, promotes critical thinking, and encourages lifelong learning. It also supports social cohesion and empowers individuals to actively participate in civic life and economic growth. To realize more about the vital role of curriculum in community development, please watch the music video below. 🎓🌍🎶

Chalkboards and Change: The Evolution of Philippine Education Through the Ages

Indigenous Education System

Before the arrival of foreign colonizers, education in the Philippine archipelago was deeply woven into the fabric of daily life. In these early communities, learning was an organic process that occurred naturally within the family and tribal units. As Corpuz (2018) describes, knowledge flowed from one generation to the next through a sophisticated system of oral traditions, practical demonstrations, and communal activities. Children learned not in formal classrooms, but through direct participation in community life, where every interaction served as an educational opportunity.

The indigenous education system was remarkably holistic in its approach. Young learners acquired practical skills through careful observation and hands-on experience, guided by their elders in what anthropologists now recognize as an advanced form of apprenticeship (Delos Santos, 2019). This system ensured the preservation of crucial survival skills while simultaneously transmitting cultural values and social norms. Boys typically learned farming techniques, hunting strategies, and fishing methods, while girls were educated in the arts of weaving, food preparation, and household management. However, this gender-specific training was not rigid; there was considerable flexibility based on individual aptitudes and community needs.

At the heart of pre-colonial education was the ‘alibata’ or ‘baybayin,’ the ancient Filipino writing system. Fernando (2020) notes that this script was not just a means of communication but also a repository of cultural knowledge. Community elders used various mnemonic devices, including epic poems, songs, and proverbs, to encode and transmit complex information about history, agriculture, navigation, and spirituality. The babaylans, who served as spiritual leaders and community healers, played a crucial role in education, teaching not only religious practices but also medicinal knowledge and ethical principles.

This educational system, while informal by modern standards, was remarkably effective in ensuring the survival and prosperity of pre-colonial Filipino societies. It fostered a deep sense of community responsibility and cultural identity, while also developing the practical skills necessary for sustaining their way of life. The system’s success is evidenced by the rich cultural heritage that survived centuries of colonial rule and continues to influence Philippine society today.

Early Spanish Education (1521-1600)

The arrival of Spanish colonizers in 1521 marked a dramatic turning point in Philippine education. The Spanish regime introduced a formal education system that was fundamentally different from the indigenous learning practices, primarily serving as a tool for colonization and religious conversion. As Agoncillo (2021) explains, the early Spanish period saw the establishment of parochial schools run by Catholic missionaries, where the primary focus was on spreading Christian doctrine and the Spanish language.

This new educational paradigm represented a significant departure from the holistic, community-based learning of the pre-colonial era. The Spanish missionaries, while genuinely committed to education, approached their task with the dual objectives of religious conversion and cultural transformation. They established schools that taught reading, writing, and arithmetic, but always within the context of Catholic teachings. The encomienda system, which granted Spanish colonizers the right to collect tribute from the natives in exchange for their protection and religious instruction, had a profound impact on education access, creating a stark divide between the privileged and the marginalized.

middle Colonial Period (1600-1800)

The middle colonial period witnessed the emergence of higher education institutions that would shape the intellectual landscape of the Philippines for centuries to come. In 1611, the University of Santo Tomas was founded, earning the distinction of being Asia’s oldest existing university. This was followed by the establishment of Colegio de San Juan de Letran in 1620 and the Ateneo Municipal de Manila in 1859. As noted by Palma (2022), these institutions primarily served the elite class, particularly the children of Spanish colonists and wealthy Filipino families.

During this period, education became increasingly stratified. The sons of the native elite, known as the ilustrados, received privileged access to education, while the majority of the population had limited educational opportunities. The “Escuelas de Primeras Letras” (primary schools) were established, but their reach was limited, and the quality of education varied significantly between regions and social classes.

Late Spanish Period (1800-1898)

The late Spanish period marked a time of significant educational reform, primarily catalyzed by changing global perspectives and growing nationalist sentiments. The Educational Decree of 1863 stands as a watershed moment in Philippine educational history. This decree, as analyzed by Cruz (2020), established a free public education system and created teacher training institutions. The curriculum expanded to include reading, writing, arithmetic, Spanish, and Catholic doctrine, though the implementation of these reforms was often inconsistent and inadequate.

The rise of the ilustrados during this period had a profound impact on educational aspirations. These educated Filipinos, many of whom had studied in Europe, began advocating for broader educational access and reforms. The publication La Solidaridad became a powerful vehicle for these advocacy efforts, articulating the educational grievances and aspirations of the Filipino people. The nationalist movement, fueled by education, began to challenge the limitations and biases of the Spanish educational system, setting the stage for the dramatic changes that would come with the American colonial period.

American Colonial Period (1898-1946)

The arrival of American colonizers ushered in a revolutionary transformation of Philippine education. As Thompson (2021) chronicles, the most dramatic change came with the arrival of the Thomasites in 1901, a group of 600 American teachers who sailed across the Pacific to establish a new public education system. This marked the beginning of a systematic overhaul that would reshape the educational landscape for generations to come.

The American colonial government made education a cornerstone of their colonial policy, viewing it as a means of preparing Filipinos for eventual self-governance. English became the primary medium of instruction, a decision that would have lasting implications for Philippine society. The founding of the Philippine Normal School in 1901 and the University of the Philippines in 1908 signaled a commitment to building a comprehensive educational infrastructure (Rivera, 2019).

However, this period was not without its contradictions. While the Americans promoted democratic ideals through education, the system also served as a tool for cultural assimilation. The curriculum emphasized American values and history, often at the expense of Filipino culture and identity. Despite these tensions, the American period saw unprecedented growth in school enrollment and literacy rates, laying the groundwork for a modern educational system.

Post-Independence Period (1946-1972)

The achievement of independence in 1946 presented both opportunities and challenges for Philippine education. In the immediate post-war years, the focus was on reconstruction and rehabilitation of damaged schools. The US-Philippine Rehabilitation Act of 1946 provided crucial funding for this effort, allowing for the rebuilding of educational infrastructure devastated by World War II.

This period saw a conscious effort to ‘Filipinize’ education while retaining beneficial aspects of the American system. The Lopez (2018) study highlights how policymakers grappled with language issues, ultimately implementing a bilingual education policy that used both Filipino and English as mediums of instruction. This approach, known as the 2-2 Plan, reflected the complex linguistic and cultural landscape of the newly independent nation.

The post-independence era also witnessed a boom in higher education. Private colleges and universities proliferated, responding to the growing demand for tertiary education. However, as Gonzalez (2020) points out, this rapid expansion often came at the expense of quality, setting the stage for regulatory challenges that would persist for decades.

Martial Law Period (1972-1986)

The declaration of Martial Law by President Ferdinand Marcos in 1972 marked a significant shift in Philippine education. The regime emphasized technical and vocational education, aligning with its economic development goals. The New Elementary School Curriculum (NESC) was implemented, focusing on practical skills and civic education that often doubled as political indoctrination (Martinez, 2021).

During this period, the Ministry of Education and Culture underwent significant reorganization. The National College Entrance Examination (NCEE) was instituted, ostensibly to regulate admission to higher education institutions. However, critics argue that this also served to limit access to higher education, particularly for marginalized sectors of society.

Post-EDSA Revolution to K-12 Implementation (1986-2012)

The restoration of democracy following the 1986 EDSA Revolution brought renewed focus on education as a pillar of democratic society. The 1987 Constitution enshrined the state’s commitment to education, mandating the allocation of the highest budgetary priority to education. This period saw significant structural changes in educational governance.

The creation of the Commission on Higher Education (CHED) in 1994 and the Technical Education and Skills Development Authority (TESDA) in 1995 represented attempts to streamline and specialize educational administration. The Department of Education, Culture, and Sports (DECS) was eventually reorganized into the Department of Education (DepEd) in 2001, focusing solely on basic education (Santos, 2019).

Modern Era: K-12 and Beyond (2012-Present)

The implementation of the K-12 Program in 2012 marked the most significant overhaul of Philippine basic education in recent history. As Garcia (2023) explains, this reform added kindergarten and two years of senior high school to the basic education system, bringing it in line with international standards. The Enhanced Basic Education Act of 2013 provided the legal framework for this transformation, despite initial resistance from various sectors.

The latter part of the 2010s saw increased focus on technology integration in education. However, the COVID-19 pandemic in 2020 forced an unprecedented rapid shift to distance learning, exposing deep inequalities in digital access and readiness. The Department of Education’s response included the implementation of various learning modalities: online, modular, radio, and television-based instruction (Ramos, 2024).

As of 2024, the Philippine education system faces several persistent challenges. The digital divide remains a significant concern, with many students, particularly in rural areas, lacking access to technology and reliable internet connectivity. Teacher training and professional development continue to be priorities, as educators adapt to new pedagogical approaches and technologies.

Recent initiatives focus on developing 21st-century skills while preserving Filipino values and identity. There is growing recognition of the need to balance global competitiveness with cultural preservation. Industry-academia partnerships are being strengthened to ensure curriculum relevance and improve employment outcomes for graduates (Lopez, 2024).

Looking ahead !

The future of Philippine education appears to be moving toward a more flexible, learner-centered approach. Emerging technologies such as artificial intelligence are being explored for their potential to personalize learning experiences. However, as Dela Cruz (2024) emphasizes, the challenge lies in ensuring that technological advancements in education do not exacerbate existing inequalities.

As the Philippines continues to navigate the complex landscape of 21st-century education, the lessons of its rich educational history serve as both guide and reminder. The journey from the indigenous learning systems of pre-colonial times to the digital classrooms of today reflects a continuing commitment to education as a pathway to national development and individual empowerment.

My Teaching Philosophy

Crafting your own teaching philosophy is a fundamental aspect of being an effective and reflective educator. A teaching philosophy serves as a guiding framework that articulates your beliefs, values, and approaches to teaching and learning. It helps you to define your purpose as an educator, clarify your educational goals, and align your teaching practices with your principles. By thoughtfully crafting your teaching philosophy, you can create a coherent and consistent approach to instruction that resonates with your students and fosters a positive learning environment. Additionally, your teaching philosophy can inspire and motivate you to continuously improve and adapt your methods, ensuring that you remain responsive to the evolving needs of your students and the broader educational landscape. 🌱📚

K-12 vs MATATAG Curriculum

The K-12 Curriculum is the educational framework used in the Philippines to provide students with 12 years of basic education, broken down into kindergarten, six years of primary education, four years of junior high school, and two years of senior high school. This curriculum is designed to improve students’ foundational knowledge and skills, prepare them for tertiary education, and provide pathways to employment or entrepreneurship.

The Matatag Curriculum, introduced by the Department of Education as part of ongoing K-12 reforms, aims to address gaps and improve quality in the Philippine education system. It places a stronger emphasis on essential competencies and student well-being, refines curriculum content to be more relevant and efficient, and integrates Filipino cultural values. “Matatag” means resilient or strong, underscoring a commitment to providing a more robust education system.

RESEARCH AND ANALYSIS

K to 12 Curriculum and Constructivism

Constructivism posits that knowledge is not passively received but actively built by learners as they engage with their environment. This philosophy prioritizes hands-on experiences, collaborative learning, and contextualized knowledge. Central to Constructivism is the belief that students learn best when they are actively involved in the learning process, allowing them to connect new information to their existing knowledge base.

The K to 12 curricula in the Philippines exemplifies Constructivist principles through its design and implementation. At its core, this curriculum aims to provide a holistic educational experience that prepares students for real-world challenges.

The K to 12 curriculum integrates project-based learning and collaborative tasks that require students to work together, fostering social interaction and critical thinking. For instance, group projects encourage students to share ideas, solve problems collectively, and engage in discussions that deepen their understanding. The curriculum emphasizes relevance by connecting academic content to students’ lives and communities. This is evident in subjects that incorporate local culture, history, and current societal issues, allowing students to see the practical application of their learning.

The K to 12 framework employs a spiral approach where concepts are revisited at increasing levels of complexity. This method enables students to build on prior knowledge, reinforcing their understanding and facilitating deeper learning over time.

By teaching foundational skills in students’ first languages during early education, the K to 12 curriculum supports constructivist principles by ensuring that learners can grasp complex concepts more easily before transitioning to English and Filipino as languages of instruction.

MATATAG Curriculum and Constructivism

The MATATAG curriculum builds upon the K to 12 frameworks with an enhanced focus on Constructivist principles aimed at addressing contemporary educational challenges. Launched as a response to the evolving needs of learners, this curriculum emphasizes active engagement and contextual relevance even further.

The MATATAG curriculum prioritizes not just academic skills but also emotional and social growth. It recognizes that learning is multifaceted and aims to nurture well-rounded individuals who can thrive in diverse environments.

Emphasizing critical thinking, problem-solving, and communication skills, the MATATAG curriculum prepares students for real-life challenges. These skills are developed through experiential learning opportunities that encourage students to apply their knowledge in practical situations.

The MATATAG curriculum focuses on making learning meaningful by integrating local contexts into lessons. This approach ensures that education is not only relevant but also resonates with students’ lived experiences, promoting deeper engagement.

By addressing diverse learner needs—including those from marginalized backgrounds—the MATATAG curriculum fosters an inclusive environment where all students can participate actively in their education.

The MATATAG framework encourages ongoing adaptation based on feedback from stakeholders, ensuring that it remains responsive to the changing educational landscape and societal needs.

COMPARISON

Both the K to 12 and MATATAG curriculums share the goal of providing quality education but differ significantly in their approaches. The K to 12 curriculum focuses on structured learning with an emphasis on foundational knowledge, while the MATATAG curriculum seeks to create a more flexible and holistic educational experience that prepares students for the complexities of modern society. The evolution from K to 12 to MATATAG reflects an ongoing commitment to improving educational outcomes in the Philippines. Below is a detailed comparison illustrating their similarities and differences.

Feature/AspectK-12 CurriculumMATATAG Curriculum
Implementation YearEstablished 2012Launched in 2023, effective 2024-2025
FocusStructured and standardized educationHolistic and flexible approach in education
Core SubjectsEmphasizes core subjects like Math, Science, LanguageIncludes core subjects but integrated values education
Learning ApproachSpiral progression with a focus on foundational skillsEmphasizes critical thinking, creativity, and socio-emotional skills
Content DensityInitially criticized for being content-heavyAims to decongest the curriculum for focused learning
InclusivityAttempts to cater to diverse learnersStrong emphasis on inclusivity and equity
Real-World RelevanceLimited integration of real-life contextsStrong focus on contextualized learning experiences
Assessment MethodsStandardized testing prevalentMore flexible assessment methods focusing on competencies
Educational PhilosophyPrimarily essentialist with some progressive elementsGrounded in constructivism, progressivism, and essentialism

EVALUATE

K to 12 Curriculum: Structure and Challenges

The K to 12 curriculum was introduced in the Philippines to provide a comprehensive education spanning from kindergarten through grade 12. Its primary objective is to equip students with essential knowledge and skills necessary for higher education and employment. The curriculum emphasizes core subjects such as Mathematics, Science, and Language Arts, aiming for a structured learning experience.

Strengths

  • Standardization: The K to 12 curriculum offers a standardized framework that aligns with international educational norms, ensuring that students receive a consistent education across various regions.
  • Extended Learning Duration: By extending basic education to 12 years, it allows for a more in-depth exploration of subjects, preparing students for global competitiveness.

Weaknesses:

  • Curriculum Congestion: Critics argue that the K to 12 curriculum is overly dense, leading to an overwhelming amount of content that can hinder student engagement and understanding. Many educators have noted that the sheer volume of required competencies can be difficult to manage within the academic year (International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 2024) 
  • Implementation Issues: The rollout of the K to 12 curriculum faced significant challenges related to teacher training, resource availability, and infrastructure. These factors have impacted its effectiveness in various regions of the Philippines (Philippine Institute of Development Studies, 2024) 

MATATAG Curriculum: A Holistic Approach

In response to the challenges identified in the K to 12 frameworks, the MATATAG curriculum was launched in 2023. This new curriculum aims to provide a more holistic educational experience that emphasizes critical thinking, creativity, and socio-emotional skills. It integrates principles of inclusivity and cultural relevance into its design.

Strengths:

  • Holistic Development: The MATATAG curriculum focuses on nurturing not only academic skills but also values education and character development. This approach aims to produce well-rounded individuals who are prepared for societal challenges (International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence, 2024) 
  • Contextual Learning: By incorporating local culture and community issues into lessons, MATATAG fosters meaningful engagement and relevance for students. This contextualized approach helps students see the practical application of their learning (Cultural Responsiveness and Educational Equity Study, 2024) 

Weaknesses:

  • Initial Implementation Gaps: As with any new curriculum, initial implementation has revealed challenges such as varying levels of teacher preparedness and resource availability. Some educators have reported difficulties in adapting to new teaching methods (Philippine Institute of Development Studies, 2024) 
  • Assessment Concerns: Although MATATAG encourages alternative assessment methods focusing on competencies rather than rote memorization, there are concerns about ensuring consistency in evaluating student competencies across different schools (Developing an Evaluation Scale Study, 2024) 

Summary

The Department of Education (DepEd) in the Philippines recently launched the MATATAG Curriculum as part of a renewed approach to K-10 education. This development follows concerns about the “overloaded” K-12 Curriculum, which educators and stakeholders found challenging due to an excessive number of learning competencies. This report provides a comparative analysis of the K-12 and MATATAG curricula, evaluating the objectives, structural changes, and intended outcomes of each approach.

The K-12 Curriculum was initially introduced to enhance students’ readiness for higher education, employment, and entrepreneurship. Spanning Kindergarten through Grade 12, it included subjects designed to ensure comprehensive learning, including a focus on language, sciences, social studies, and technical-vocational education. However, the curriculum was criticized for including an overwhelming 11,000+ competencies across subjects, which left limited time for teachers to deliver lessons effectively, often compromising students’ mastery of fundamental skills, particularly in literacy and numeracy.

The MATATAG Curriculum, introduced in 2023, aims to streamline and “decongest” the educational structure. By reducing the number of competencies from 11,000 to around 3,600, the new framework intends to emphasize foundational skills in reading, math, and socio-emotional development. This focus aims to support students’ cognitive progression while maintaining simpler, clearer learning objectives. Additionally, the curriculum minimizes separate subjects in early grades and consolidates them into core learning areas such as Language, Math, and Values Education, eventually phasing in subjects like Science from Grade 3 and other areas like Technology and Livelihood Education from Grade 4 onward.

The transition from the K-12 Curriculum to MATATAG reflects a strategic shift toward quality over quantity, where educational experiences are tailored to foster foundational skills, addressing previous gaps in literacy and numeracy. While initial feedback from pilot programs has been positive, with teachers and students reportedly receptive to the changes, the long-term success of the MATATAG Curriculum will rely on sustained support for teachers, ongoing evaluation, and refinement based on observed outcomes.

The MATATAG Curriculum represents a substantial step toward addressing longstanding issues within the Philippine educational system by re-focusing on essential competencies and foundational skills. The phased implementation allows for adaptive strategies in response to feedback, setting a promising precedent for education reform. While the MATATAG Curriculum is still in its early stages, its structured, focused approach has the potential to enhance educational outcomes in ways the original K-12 Curriculum could not fully achieve.

Crafting Our Own Curriculum

In our educational journey, we have been tasked with the exciting and challenging endeavor of crafting our own curriculum. This project is designed to showcase our ability to apply the concepts and theories we’ve learned in the course. By creating a curriculum from scratch, we demonstrate our understanding of educational principles, learning objectives, and assessment strategies. This task not only tests our knowledge but also hones our skills in curriculum design, allowing us to creatively and effectively address the diverse needs of learners.

Through this process, we are encouraged to innovate and think critically, ensuring that our curriculum is not only academically rigorous but also engaging and relevant. This project provides an opportunity to reflect on our teaching philosophies, integrate various psychological foundations, and develop a comprehensive plan that can positively impact educational outcomes. By completing this task, we prepare ourselves to become adept curriculum designers who can contribute meaningfully to the field of education. 📚✏️

Reflection

Reflecting on all the tasks we’ve completed throughout this course, I am struck by the depth and breadth of our learning experiences. Each assignment has provided a valuable opportunity to apply theoretical concepts to practical scenarios, allowing us to gain a deeper understanding of curriculum design and evaluation.

From crafting our own curricula to engaging in critical reflections, each task has challenged us to think creatively and analytically. We’ve delved into the psychological foundations of curriculum, explored various educational theories, and developed strategies to meet the diverse needs of learners. These tasks have not only enhanced our technical skills but also fostered our growth as reflective practitioners who can adapt and innovate in the field of education.

Moreover, the process of compiling our work into this portfolio has been a rewarding exercise in itself. It has allowed us to see the progression of our learning, recognize our achievements, and set future goals for continued professional development. Through these tasks, we’ve built a strong foundation that will guide us as we move forward in our careers, equipped with the knowledge and skills to make a meaningful impact in the world of education.

Future Goals and Aspirations

As I reflect on my journey through the subject SME 604: Curriculum Design and Evaluation, I am inspired to set ambitious goals and aspirations for my future in education. My primary goal is to continue deepening my expertise in curriculum design, staying abreast of the latest research and innovations in the field. I aspire to create curricula that are not only academically rigorous but also inclusive, engaging, and adaptable to the diverse needs of learners.

In addition to enhancing my curriculum design skills, I am committed to becoming a leader in educational evaluation. I aim to develop and implement effective assessment strategies that provide meaningful insights into student learning and program effectiveness. By doing so, I hope to contribute to continuous improvement in educational practices and outcomes.

Furthermore, I aspire to collaborate with fellow educators, researchers, and policymakers to advocate for and implement educational reforms that promote equity and excellence. I am passionate about creating learning environments that empower students to reach their full potential and become active, informed citizens in their communities.

Ultimately, my goal is to make a lasting impact on education by designing and evaluating curricula that inspire and support lifelong learning. I am excited to embark on this journey and look forward to the opportunities and challenges that lie ahead.

Resource List

Disclaimer: Some portions of this blog, including text and images, have been generated or enhanced with the assistance of AI tools, including Claude. While we strive to ensure the accuracy and originality of the content, AI-generated materials may not always fully reflect human expertise or experience. These contributions are intended to support and complement the overall theme of this blog. If you have any questions or concerns, please feel free to contact us for clarification.

References

Developing an Evaluation Scale for Assessing the Effective Implementation of Matatag Curriculum in Philippine Public Schools. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence. Retrieved from JIP Publication.

Educational Transformation: The MATATAG Curriculum and Philippine Education Reform. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence. Retrieved from Rise Journals.

Cultural Responsiveness and Educational Equity: Exploring the MATATAG Curriculum in the Light of Sociocultural Theory. SSRN. Retrieved from SSRN.

DepEd conducts assessment of MATATAG pilot implementation. Philippine Institute of Development Studies (PIDS). Retrieved from PIDS.

Kilag, O.K., Borbajo, M.N., Uy, F., Malbas, M., Dela Cerna, Y.M., & Makiling, N. (2024). Strategic Curriculum Reform: The MATATAG Initiative and Its Potential to Elevate Philippine Education Standards. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence.

Acebuche, Y. (2023). DepEd rolls out ‘decongested’ curriculum. PhilSTAR Life.

Balancio, J. (2023). Adjusted K to 10 curricula launched: What’s in, what’s out. ABS-CBN News.

Bacelonia, W. (2023). DepEd: Teachers, learners ‘receptive’ to MATATAG Curriculum. Philippine News Agency.

Dela Cruz, M. (2024). Artificial Intelligence in Philippine Education: Opportunities and Ethical Considerations. *Educational Technology Quarterly, 52*(1), 15-32.

Gonzalez, R. (2020). The Evolution of Private Higher Education in the Philippines. *Journal of Education Policy, 35*(4), 378-395.

Rivera, A. (2019). American Colonial Education and Its Impact on Philippine Society. *Historical Studies Review, 41*(2), 156-174.

The historical context of the philippine EDUCATION

| A Teacher Diary.

Chalkboards and Change: The Evolution of Philippine Education Through the Ages

By: Rufino T. Segura, Jr.

Indigenous Education System

Before the arrival of foreign colonizers, education in the Philippine archipelago was deeply woven into the fabric of daily life. In these early communities, learning was an organic process that occurred naturally within the family and tribal units. As Corpuz (2018) describes, knowledge flowed from one generation to the next through a sophisticated system of oral traditions, practical demonstrations, and communal activities. Children learned not in formal classrooms, but through direct participation in community life, where every interaction served as an educational opportunity.

The indigenous education system was remarkably holistic in its approach. Young learners acquired practical skills through careful observation and hands-on experience, guided by their elders in what anthropologists now recognize as an advanced form of apprenticeship (Delos Santos, 2019). This system ensured the preservation of crucial survival skills while simultaneously transmitting cultural values and social norms. Boys typically learned farming techniques, hunting strategies, and fishing methods, while girls were educated in the arts of weaving, food preparation, and household management. However, this gender-specific training was not rigid; there was considerable flexibility based on individual aptitudes and community needs.

At the heart of pre-colonial education was the ‘alibata’ or ‘baybayin,’ the ancient Filipino writing system. Fernando (2020) notes that this script was not just a means of communication but also a repository of cultural knowledge. Community elders used various mnemonic devices, including epic poems, songs, and proverbs, to encode and transmit complex information about history, agriculture, navigation, and spirituality. The babaylans, who served as spiritual leaders and community healers, played a crucial role in education, teaching not only religious practices but also medicinal knowledge and ethical principles.

This educational system, while informal by modern standards, was remarkably effective in ensuring the survival and prosperity of pre-colonial Filipino societies. It fostered a deep sense of community responsibility and cultural identity, while also developing the practical skills necessary for sustaining their way of life. The system’s success is evidenced by the rich cultural heritage that survived centuries of colonial rule and continues to influence Philippine society today.

Early Spanish Education (1521-1600)

The arrival of Spanish colonizers in 1521 marked a dramatic turning point in Philippine education. The Spanish regime introduced a formal education system that was fundamentally different from the indigenous learning practices, primarily serving as a tool for colonization and religious conversion. As Agoncillo (2021) explains, the early Spanish period saw the establishment of parochial schools run by Catholic missionaries, where the primary focus was on spreading Christian doctrine and the Spanish language.

This new educational paradigm represented a significant departure from the holistic, community-based learning of the pre-colonial era. The Spanish missionaries, while genuinely committed to education, approached their task with the dual objectives of religious conversion and cultural transformation. They established schools that taught reading, writing, and arithmetic, but always within the context of Catholic teachings. The encomienda system, which granted Spanish colonizers the right to collect tribute from the natives in exchange for their protection and religious instruction, had a profound impact on education access, creating a stark divide between the privileged and the marginalized.

middle Colonial Period (1600-1800)

The middle colonial period witnessed the emergence of higher education institutions that would shape the intellectual landscape of the Philippines for centuries to come. In 1611, the University of Santo Tomas was founded, earning the distinction of being Asia’s oldest existing university. This was followed by the establishment of Colegio de San Juan de Letran in 1620 and the Ateneo Municipal de Manila in 1859. As noted by Palma (2022), these institutions primarily served the elite class, particularly the children of Spanish colonists and wealthy Filipino families.

During this period, education became increasingly stratified. The sons of the native elite, known as the ilustrados, received privileged access to education, while the majority of the population had limited educational opportunities. The “Escuelas de Primeras Letras” (primary schools) were established, but their reach was limited, and the quality of education varied significantly between regions and social classes.

Late Spanish Period (1800-1898)

The late Spanish period marked a time of significant educational reform, primarily catalyzed by changing global perspectives and growing nationalist sentiments. The Educational Decree of 1863 stands as a watershed moment in Philippine educational history. This decree, as analyzed by Cruz (2020), established a free public education system and created teacher training institutions. The curriculum expanded to include reading, writing, arithmetic, Spanish, and Catholic doctrine, though the implementation of these reforms was often inconsistent and inadequate.

The rise of the ilustrados during this period had a profound impact on educational aspirations. These educated Filipinos, many of whom had studied in Europe, began advocating for broader educational access and reforms. The publication La Solidaridad became a powerful vehicle for these advocacy efforts, articulating the educational grievances and aspirations of the Filipino people. The nationalist movement, fueled by education, began to challenge the limitations and biases of the Spanish educational system, setting the stage for the dramatic changes that would come with the American colonial period.

American Colonial Period (1898-1946)

The arrival of American colonizers ushered in a revolutionary transformation of Philippine education. As Thompson (2021) chronicles, the most dramatic change came with the arrival of the Thomasites in 1901, a group of 600 American teachers who sailed across the Pacific to establish a new public education system. This marked the beginning of a systematic overhaul that would reshape the educational landscape for generations to come.

The American colonial government made education a cornerstone of their colonial policy, viewing it as a means of preparing Filipinos for eventual self-governance. English became the primary medium of instruction, a decision that would have lasting implications for Philippine society. The founding of the Philippine Normal School in 1901 and the University of the Philippines in 1908 signaled a commitment to building a comprehensive educational infrastructure (Rivera, 2019).

However, this period was not without its contradictions. While the Americans promoted democratic ideals through education, the system also served as a tool for cultural assimilation. The curriculum emphasized American values and history, often at the expense of Filipino culture and identity. Despite these tensions, the American period saw unprecedented growth in school enrollment and literacy rates, laying the groundwork for a modern educational system.

Post-Independence Period (1946-1972)

The achievement of independence in 1946 presented both opportunities and challenges for Philippine education. In the immediate post-war years, the focus was on reconstruction and rehabilitation of damaged schools. The US-Philippine Rehabilitation Act of 1946 provided crucial funding for this effort, allowing for the rebuilding of educational infrastructure devastated by World War II.

This period saw a conscious effort to ‘Filipinize’ education while retaining beneficial aspects of the American system. The Lopez (2018) study highlights how policymakers grappled with language issues, ultimately implementing a bilingual education policy that used both Filipino and English as mediums of instruction. This approach, known as the 2-2 Plan, reflected the complex linguistic and cultural landscape of the newly independent nation.

The post-independence era also witnessed a boom in higher education. Private colleges and universities proliferated, responding to the growing demand for tertiary education. However, as Gonzalez (2020) points out, this rapid expansion often came at the expense of quality, setting the stage for regulatory challenges that would persist for decades.

Martial Law Period (1972-1986)

The declaration of Martial Law by President Ferdinand Marcos in 1972 marked a significant shift in Philippine education. The regime emphasized technical and vocational education, aligning with its economic development goals. The New Elementary School Curriculum (NESC) was implemented, focusing on practical skills and civic education that often doubled as political indoctrination (Martinez, 2021).

During this period, the Ministry of Education and Culture underwent significant reorganization. The National College Entrance Examination (NCEE) was instituted, ostensibly to regulate admission to higher education institutions. However, critics argue that this also served to limit access to higher education, particularly for marginalized sectors of society.

Post-EDSA Revolution to K-12 Implementation (1986-2012)

The restoration of democracy following the 1986 EDSA Revolution brought renewed focus on education as a pillar of democratic society. The 1987 Constitution enshrined the state’s commitment to education, mandating the allocation of the highest budgetary priority to education. This period saw significant structural changes in educational governance.

The creation of the Commission on Higher Education (CHED) in 1994 and the Technical Education and Skills Development Authority (TESDA) in 1995 represented attempts to streamline and specialize educational administration. The Department of Education, Culture, and Sports (DECS) was eventually reorganized into the Department of Education (DepEd) in 2001, focusing solely on basic education (Santos, 2019).

Modern Era: K-12 and Beyond (2012-Present)

The implementation of the K-12 Program in 2012 marked the most significant overhaul of Philippine basic education in recent history. As Garcia (2023) explains, this reform added kindergarten and two years of senior high school to the basic education system, bringing it in line with international standards. The Enhanced Basic Education Act of 2013 provided the legal framework for this transformation, despite initial resistance from various sectors.

The latter part of the 2010s saw increased focus on technology integration in education. However, the COVID-19 pandemic in 2020 forced an unprecedented rapid shift to distance learning, exposing deep inequalities in digital access and readiness. The Department of Education’s response included the implementation of various learning modalities: online, modular, radio, and television-based instruction (Ramos, 2024).

As of 2024, the Philippine education system faces several persistent challenges. The digital divide remains a significant concern, with many students, particularly in rural areas, lacking access to technology and reliable internet connectivity. Teacher training and professional development continue to be priorities, as educators adapt to new pedagogical approaches and technologies.

Recent initiatives focus on developing 21st-century skills while preserving Filipino values and identity. There is growing recognition of the need to balance global competitiveness with cultural preservation. Industry-academia partnerships are being strengthened to ensure curriculum relevance and improve employment outcomes for graduates (Lopez, 2024).

Looking ahead !

The future of Philippine education appears to be moving toward a more flexible, learner-centered approach. Emerging technologies such as artificial intelligence are being explored for their potential to personalize learning experiences. However, as Dela Cruz (2024) emphasizes, the challenge lies in ensuring that technological advancements in education do not exacerbate existing inequalities.

As the Philippines continues to navigate the complex landscape of 21st-century education, the lessons of its rich educational history serve as both guide and reminder. The journey from the indigenous learning systems of pre-colonial times to the digital classrooms of today reflects a continuing commitment to education as a pathway to national development and individual empowerment.

Disclaimer: Some portions of this blog, including text and images, have been generated or enhanced with the assistance of AI tools, including Claude. While we strive to ensure the accuracy and originality of the content, AI-generated materials may not always fully reflect human expertise or experience. These contributions are intended to support and complement the overall theme of this blog. If you have any questions or concerns, please feel free to contact us for clarification.

References

Dela Cruz, M. (2024). Artificial Intelligence in Philippine Education: Opportunities and Ethical Considerations. *Educational Technology Quarterly, 52*(1), 15-32.

Gonzalez, R. (2020). The Evolution of Private Higher Education in the Philippines. *Journal of Education Policy, 35*(4), 378-395.

Rivera, A. (2019). American Colonial Education and Its Impact on Philippine Society. *Historical Studies Review, 41*(2), 156-174.

My practicies of educational assessment

| A Teacher Diary.

Classroom Assessment explores the ways in which the theory and practice of both educational measurement and the assessment of student learning in classroom settings mutually inform one another (Brookhart & McMillan, 2020).

WHY ASSESS?

Effective assessment procedures play an important role in learner success. They provide us with the tools to differentiate, personalise, analyse and motivate. High quality assessment needs to happen throughout learning and provide a real, holistic “forward looking” snapshot of student progress.

One of the first things to consider when planning for assessment is its purpose. Alberta Education (2006) points out that doing assessment is vital to:

  • inform and guide teaching and learning
    A good classroom assessment plan gathers evidence of student learning that informs teachers’ instructional decisions. It provides teachers with information about what students know and can do. To plan effective instruction, teachers also need to know what the student misunderstands and where the misconceptions lie. In addition to helping teachers formulate the next teaching steps, a good classroom assessment plan provides a road map for students. Students should, at all times, have access to the assessment so they can use it to inform and guide their learning.
  • help students set learning goals
    Students need frequent opportunities to reflect on where their learning is at and what needs to be done to achieve their learning goals. When students are actively involved in assessing their own next learning steps and creating goals to accomplish them, they make major advances in directing their learning and what they understand about themselves as learners.
  • assign report card grades
    Grades provide parents, employers, other schools, governments, post-secondary institutions and others with summary information about student learning.
  • motivate students Research (Davies 2004; Stiggins et al. 2004) has shown that students will be motivated and confident learners when they experience progress and achievement, rather than the failure and defeat associated with being compared to more successful peers.

BEGIN WITH AN END IN MIND

Sewagen (2020) stated that any instructional activity begins with introducing the lesson topic and learning objectives to the students. Learning objectives are the expected behavioral outcomes of the students at the end of a certain instructional process, and assessment is the process of gathering evidence or information about the students’ learning to check whether or not the students achieved the stated learning objectives. Before beginning a certain instruction, the teacher has to communicate the learning objectives to the students for various reasons. To have meaningful student learning, assessment and learning objectives should be linked.

As a result, all assessment procedure should be aligned with the list of specific objectives in order to prepare the students on the scope of the assessment contents and method.

Types of assessment

To learn more about the different assessment procedures, click the play button to watch the discussion below.

CLASSROOM ASSESSMENT: MY PRACTICE

Establishing the Course Syllabus

Classroom assessment is aligned according to the course syllabus which is prepared before the start of the classes. In the syllabus under the teaching activities indicates the strategies, resources and the assessment tasks.

In the same syllabus also indicates the different formative and summative assessments. The criteria for grading is also highlighted.

Formative Assessments

Formative assessment uses wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course (Sabbot, 2014).

Assigning problems sets is one of the used tools of assessement especially in teaching Mathematics. Problem-solving allows students to develop understanding and explain the processes used to arrive at solutions, rather than remembering and applying a set.

Problem-solving are essential skills for students in the 21st century. It involves the ability to analyze, evaluate, and create solutions to complex challenges. Meanwhile, measuring the problem-solving skills of the learners is not that easy. However, one possible tool is using rubrics, which are scoring guides that describe the criteria and levels of performance for a given task.

Problem Solving and Rubrics

Rubrics are documents that define the expectations and standards for a specific assignment or activity. They usually have two components: a set of criteria that describe the key elements or dimensions of the task, and a scale that indicates the levels of achievement or quality for each criterion.  It aims to measure the performance of the students in an objective manner.

Performance Task

A performance task is any learning activity that asks students to perform or to demonstrate their knowledge, understanding and proficiency. Performance tasks yield a tangible product that serves as evidence of learning.

  • Measurement of the height of a flagpole using the clinometer applying their knowledge in Trigonometry.
  • Measuring the height of the TEB building.
  • Measuring the height of the school stadium.
  • Measuring the height of the school research hub building.

The images above shows the application of simple trigonometry in measuring the height of the specific buildings that can be found inside the school. This is performed by using a clinometer instrument (created by the students) and a knowldege in hypotenuse and leg relationship to measure the height.

In addition, students employed video-making activity to showcase the application of problem-solving. They are to show their acting and editing skills to create an outstanding output.

  • Applying geometric transformations in creating Tesselations and Patterns.
  • Applying Geometric Transformation in Creating Tesselations and Patterns.
  • Exif_JPEG_420

Summative Assessment

Summative assessments are used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.

My practices of summative assessment is in the form of midterm and final exams. These major exams are also aligned with the objectives required in the course. To strengthen the validy of the created test, a table of specifications should be prepared.

The table of specifications ensure that there is a match between what is taught and what is tested. It aims to identify the achievement domains being measured and to ensure that a fair and representative sample of questions appear on the test. Teachers cannot measure every topic or objective and cannot ask every question they might wish to ask. But through it, it allows the teacher to construct a test which focuses on the key areas and weights for those different areas based on their importance.

SUMMATIVE ASSESSMENT IN ONLINE LEARNING

One of the challenges brought by online learning is the authenticity of the assessment methods. But, by putting-up a school virtual learning environment (VLE), different assessment procedures became possible.

On the brighter side, the checking of papers and outputs became easier. Hence, the results can be downloaded right away, organize in a class record, and ready for any computation.

Classroom assessment is important for several reasons as it plays a crucial role in the educational process. It helps measure learning progress, informs instructional decisions, provides feedback for improvement, motivates students, ensures accountability and quality assurance, identifies special needs, supports diverse learning styles, sets learning objectives, facilitates communication, and enables data-driven decision making.

References

1. School: General Information and Academic Administration

| A Teacher Diary.

About Daar El-Qolam

School Profile and History

KH Ahmad Rifa’i Arief was an alumnus of the Gontor Modern Islamic Boarding School , Ponorogo , East Java in 1964 . Before establishing Daar el-Qolam boarding school, he taught first at his alma mater for two years. Had studied several classical books in several traditional Islamic boarding schools. In late 1967 , he returned to his village, Gintung, to help his father H. Qasad Mansyurmanage the Masyariqul
Anwar Islamic School ( مشارق الأنوار ).

H. Qasad Mansyur, indeed requires the existence of an educational institution in the future to a higher level. Then, he suggested that his son, Ahmad Rifai Arief, set up a boarding school like his alma mater, Gontor. His father’s advice was finally realized by Ahmad Rifa’i Arief to establish a boarding school named Daar el-Qolam ( دار القلم ), which in terminology means Kampung Ilmu . The only infrastructure in Daar El-Qolam pesantren at that time was only an old kitchen owned by his grandmother, Hj. The renovated dustpan is a room for learning. Hj. Pengki also inherited one hectare of land.

The early days of the cottage’s education were passed by various difficulties and limitations of facilities. However, the limitations did not prevent him from continuing to do so. Rifai remains consistent with his intentions. Daar El-Qolam began to show its development, in 1983 . His relationship with KH Muhammad Natsir , an Indonesian charismatic cleric, helped Rifai so much that he helped Rifa’i to get funding from Saudi Arabia .

In 1983, the government of the Kingdom of Saudi Arabia provided assistance in the amount of 64 million rupiah. The money was used to build a male dormitory which was later named the Gedung al-Saudi ( مبنى السعودي ). Some other money, bought land for expansion of the cottage area.

In the 1980s until now, Daar el-Qolam increasingly gained widespread public confidence from various provinces in Indonesia. Its modern education system, the application of living discipline and worship are the reasons for parents to educate their children in Daar el-Qolam.

On his 25th birthday held in 1994 , several Indonesian officials came to Daar el-Qolam, including Dr. Tarmizi Taher (who was then Minister of Religion ), Prof. Dr. Haryono Suyono (BKKBN Coordinating Minister), Hayono Isman ( Minister of State for Youth and Sports ), Harmoko ( Minister of Information ), and Maj. Gen. AM Hendropriyono ( Pangdam Jaya ). The anniversary will make Daar el-Qolam increasingly known to the public.

Development of Islamic Boarding Schools 

After the death of the founder of the pesantren, the leadership of the pesantren was transferred to his first brother, Ahmad Syahiduddin and his first son, Adrian Mafatihullah Karim .Kiai Ahmad Syahiduddin then asked his sister, Hj. Enah Huwaenah to guide students, while he handled the pesantren policy.

The Daar el-Qolam Islamic boarding school began a significant expansion under the leadership of KH Ahmad Syahiduddin. From around 15 hectares when abandoned by the founder, Daar el-Qolam now extends to reach 29 hectares. With many ideas coming to improve quality, especially coming from alumni such as Tafta Zani, Muhammad Wahyuni ​​Nafis, Ubaidillah Asnawi, Tabah Rosyadi and others, the Daar el-Qolam Islamic Boarding School established the Excellent Class Program, starting in the 2007/2008 school year. The Excellent Class program was finally inaugurated by the Minister of Religion of the Republic of Indonesia , H. Maftuh Basyuni on January 21, 2008 , along with the 40th anniversary of the Daar el-Qolam Islamic Boarding School. The Excellent Class program is then projected as an International Standard School in the form of Islamic boarding schools.

The construction of Daar el-Qolam is also not finished there. Now, Kiyai Ahmad Syahiduddin is also developing Daar el-Qolam branch boarding schools, which are specifically for handling junior high school students, in Pangkat Village, Jayanti, Tangerang, which until March 2009 were in the middle of building dormitories and classrooms.

Panca Jiwa and Motto Pondok 

Daar el-Qolam Islamic boarding school (and several Islamic boarding schools in Pondok Modern Daarussalam Gontor and Daar el-Qolam alumni themselves) carry five and four philosophies called “Panca Jiwa and Motto Pondok”. The five souls are the five basic principles that must be embedded in the soul of anyone who becomes a dweller, whether it is a cleric, teacher or santri.

The five souls of the lodge are as follows:

  1. Sincerity . 
    The soul of sincerity is the main and first thing that must be in human beings. Ikhlas has a very deep meaning, namely removing elements that lead to personal interests that can pollute the purpose of life, as well as the purpose of education and teaching. For example in the process of education and teaching, the teacher must be sincere in providing knowledge as a form of gratitude and intended to worship God as the owner of knowledge. When students, they must be sincerely educated and taught with the aim of understanding the nature of themselves as the initial step to worship God.
  2. Simplicity . 
    The point is to do something based on need rather than desire. Thus simplicity is an attitude that is not measured by quantity, large or small, many or few, cheap or expensive, but because it is needed. Simplicity is also based on ability not volition.
  3. Stand alone . 
    This trait shows one’s freedom in determining attitudes. Berdikari also means trying with one’s own abilities without relying on others. This trait is also very important to give birth to militant souls who are ready to fight and serve the community. The cottage does not depend on the help of others.
  4. Ukhuwah Islamiyah . 
    The purpose of this fourth principle is to establish human relations that are based on the principles of the teachings of Islam that are peaceful and tolerant . Ukhuwah in Islam is the value of brotherhood in the spirit of helping help who do not see certain boundaries, such as groups, ethnicities or even other people’s religion or beliefs. Islam tells its followers to respect anyone, cooperate and socialize regardless of their social status or even their beliefs. This is certainly very in harmony with the teachings of Islam as a religion that spreads universal peace or rahmatan lil âlamîn .
  5. Freedom . 
    Free attitude means breaking away from the influence of others, both thoughts and actions. Freedom is not meant to do what they want, but freedom in determining attitudes and opinions that do not conflict with the basic values of Islamic teachings . Freedom also acts moderately without impartiality, which it supports is truth in accordance with religious teachings.

The following is the Pondok Motto:

  1. Virtuous . 
    This is a trait that must exist in humans, especially the younger generation. This trait is very important and must be at the first level before other properties will be possessed.
  2. Healthy body . 
    As potential community leaders, healthy and strong physical qualities are also very important. Noble character, coupled with excellent physical will give birth to tough people in the face of every challenge and trial.
  3. Knowledgeable . 
    This requirement is certainly no doubt. He is also the main requirement that must be owned by future leaders. Perfection of a leader can be known through manners , a healthy body and extensive knowledge .
  4. Free thinking . 
    Personality wrapped in moral , physical health, extensive knowledge must be able to place itself in a free place, not bound to anyone. What he stands for is only the truth for the benefit of the people.

TEACHING SYSTEM

Every stakeholders of Daar El-Qolam believe that the main purpose of education is not just intellectual development, but especially the emotional and spiritual aspects. So in its application, the education and teaching system in the Daar el-Qolam Islamic Boarding School is on two lines, namely the teaching path and the education path (foster care). The two paths go together to go towards the desired mission and goals, which are contained in PANCA JIWA and MOTTO PONDOK . (Which are stated above)

MATERIALS AND OTHER LEARNING SOURCES

school library
students computer room
students locker room

To ensure quality and advanced education, the school has provided several departments that is responsible for the development of the school and taking good care of the curriculum to follow. Thus, the school is strict with implementations and therefore doing each of their responsibility to acquire quality education thus pertaining the following departments:

A. Curriculum Development Section

B. School Teaching and Administration Section

C. Section of Supervision of Learning and Teaching Activities

D. Development Section of Study Field

5. Study Section of the Salaf Book

E. Section of Monitoring the Qur’an’s Tilawatil

F. Laboratory and Library Section

8. Library Section

G. Worship Management and Supervision Section

H. Drive Section of Worship

I. Health Section

MEASUREMENT AND EVALUATION SYSTEM

Teachers use different methods in assessing their students therefore utilizing the assessment of student learning 1 where the teacher uses quiz, paper and pencil test, worksheets, summative tests and exercises to ensure students’ learning on a certain topic. On the other hand, the teachers also utilized the use of performance task and output as part of assessing them provided that they prepared rubrics and criteria to ensure the validity of their ratings.

The teachers rate every student in 1 to 10 scaling. 1 being the lowest and 10 being the highest.

The final rating will determine the students capacity on a certain subject hence will also decide for the passing or fail of the students. The rating is comprised of three categories 1.) summative tests 2.) performance and quizzes 3.) attitudes and behaviors. Holistic observation will be used in assessing students’ behaviors, therefore the rating will be based on the teacher’s observation.

CURRICULUM

COURTESY: GOOGLE IMAGE

The curriculum applied in the Daar el-Qolam Islamic Boarding School includes religious lessons and integrated general lessons. Every day santri get a 7-hour lesson, each of which is 45 minutes long, stroked by a 25-minute break, which ranges from 7:00 local time to 15:00 local time. Outside of these formal hours, the santri also received teachings of the Koran, yellow books , and courses that could be followed in accordance with the interests and abilities of the students themselves, such as English language courses, Arabic language courses, computer courses, martial arts courses, and so on.

The integration of the system also made it easier for the santri to continue their education at the higher education level, especially to the State Islamic Institute (IAIN) which was intended for madrasah and pesantren graduates. Stocks of Arabic and English that have been given during the study at the cottage, make it easier for the students to understand the curriculum at the IAIN. Some Daar el-Qolam students who were outstanding students at IAIN included Ihsan Ali Fauzi, Muhammad Wahyuni ​​Nafis, Nanang Tahqiq, Ismatu Rofi, and Siti Nafsiah, who were excellent students at IAIN Syarif Hidayatullah , Jakarta . In addition, there are also many santri who continue their education to the Middle East such as Egypt , Makkah and Madinah .

Because indeed in the class they also study general science lessons, the santri will also be guided by general lessons with the same composition as religious studies. This is done so that the santri later after leaving the lodge can proceed to public higher education institutions such as medicine , technology and so on. This goal is missioned so that Muslims will be able to fill in more diverse social spaces, not only in the field of religion.
To support the program, this class has been equipped with modern facilities that allow all programs to be implemented.

TEACHING PLAN (Mathematics)

2. PEDAGOGICAL CONTENT

| A Teacher Diary.

Teaching Methods

Teachers are well equipped to the use of different methods of teaching. They follow the school format in teaching planning and therefore stick to the school’s standards. The school has partnership with other universities as well, that’s why in one day every week some lecturers coming from the partner university will give lecture about certain subject.

Below is an example video of the teaching strategy of Ma’am Ichank of English class.
She adopted a game to test students’ public speaking skills. Students will sing a song, and when the teacher says stop the last person holding the paper ball will peel off one piece of paper from the ball and make a statement out of it.

Learning Materials and Innovation

The school owned some technology materials, such as flat screen LED tv, overhead projector, while students also owned some gadgets where they are limited to have and use on some scheduled time. Teachers also engaged the students in some media instructions to arouse the students interest in the subject therefore improve students engagement in learning.

Sources of Learning

The school has the library department where every students are free to enter at any time. But the school has the textbooks being provided for every student at every subject. Every student also owned some textbooks and reading materials of which they have coming from their parents being brought as they are being visited.

Authentic Assessment used by Teachers

The teachers are required to assess the students twice every semester, but they can also give some unassessed examinations to the students. Some teachers engaged in essay writing, role playing, projects, etc… to assess the students performance and understanding in the topic.

3. Teaching Plans

| A Teacher Diary.

Curriculum

In Daar El Qolam, Friday is only the free day of the students, it is the time where they could spend leisure time to play different sort of games.

Each subject lesson is comprised in 45 minutes. In the morning the students should take 6 periods in the morning which start at 6:40 and end at 12:10 p.m. They also have a quick 20-minute break after the 2nd period and another 15-minute break after the 4th period and the afternoon class starts at 2 p.m and ends at 3 pm.

There is regular and international section in the school That’s why some of the subjects are found in the international class program class but not in the regular.

In teaching Mathematics, Math is divided into two the Math 1 and the Math 2. Math 1 includes basic lessons in mathematics such as Algebra and Geometry, while in Math 2 includes Trigonometry and Basic Calculus.

However, I cannot find a concrete syllabus of the mathematics curriculum since the curriculum itself is written in Bahasa Indonesia but the book itself is a good source for the chronological order of the topics needed to master by the students.

Example Teaching Plan (Mathematics subject)

Below are lists of all of my teaching plan in Mathematics

4. Teaching Practice

| A Teacher Diary.

Procedure of Teaching

My procedure of teaching must always coincide with the teaching plan I prepared. Hence, before anything else I engage the class to some motivational activities that could arouse their interest to make them active. Especially that some of the activities I gave are activities popular to my country and commonly used by Filipino teachers. Below is a video of some of the activities I practiced:

Tagalog word tongue twister
“MAHAL KO ANG AKING BAYAN”

Tagalog word tongue twister “nakakapagpabagabag”


After the motivation, I immediately present my lesson through a wise introduction of the topic. I relate the topics I have with the real world situation so that students will understand easily the topic with their general view of it. And that is the time I start my lesson. Students will use their textbooks as resources of the lesson. And some of the problems are based on it but some of my lessons also being visualized through the powerpoint presentation that I prepared. I summarize my lesson after the discussion, ask some abstraction questions to ensure that they understand the topic. After everything, I gave a short quiz as assessment to the learning of the students.

Time Management and Organizing Activities

Honestly, I will say that the time intended for every period in the subject is not enough to cope one lesson. Considering that you need to engage in various activities and assess the students after all, 45 minutes is really not enough. What I do is to make sure there is an allocated time for every activity I do. Less than ten minutes must be observed to make sure all other activities will be taken up. That’s why evrytime I start an activity I always make sure that I have explained everything well to them and emphasize the time needed for them to finish one activity so they will be aware.

I am giving instruction for an activity to make

Problem Solving

I always make sure to include problem solving in some activities I gave to the students. That’s why I love to include varied activities to the students to discover their talents and engage in multiple intelligence improvements.

Students solving simple sequence pattern
Solving a Math problem

Classroom Management

I have no problem with managing my every class since everybody is courteous and very diligent. When it comes to noise, I believe it is normal but I just keep quiet when everybody is speaking and they would keep quiet if they notice I stop speaking. A good classroom management will be practice when students follow routines at the start up to the end of class. The key is just a clear and complete instruction to be followed by students in that way good classroom management will be practiced.

Authentic Assessment

One of the ways to measure students capacity for learning is through authentic assessment. As I teach Mathematics, I employ on assessing students through drama or role playing, dance, singing, essay, poem writing, poster making, etc. This is to engage the class in multiple intelligences as one way of harnessing heir talents and skills.


This is one of my students’ outputs. To make a recycled poster making which involves Mathematics.

As I teach Mathematics, I let my students perform a singing and role playing activity that connects to my Mathematics class. Students actively perform their part and showcase their talent as integration to Mathematics class. Below are videos of some presentations made by my students:

Assessing Students- Cognitive Assessment

eachers use different methods in assessing their students therefore utilizing the assessment of student learning 1 where the teacher uses quiz, paper and pencil test, worksheets, summative tests and exercises to ensure students learning on a certain topic. On the other hand, the teachers also utilized the use of performance task and output as part of assessing them provided that they prepared rubrics and criteria to ensure the validity of their ratings.
The teachers rate every student in 1 to 10 scaling. 1 being the lowest and 10 being the highest.

The final rating will determine the students capacity on a certain subject hence will also decide for the passing or fail of the students. The rating will be comprised of three categories 1.) summative tests 2.) performance and quizzes 3.) attitudes and behaviors. Holistic observation will be used in assessing students’ behaviors, therefore the rating will be based on the teacher’s observation.

Summary and Suggestions Terimah Kasih – Daar El Qolam, Untirta, Indonesia

| A Teacher Diary.


This could be my first land in Indonesia and learning the people and the place makes me want to come back here someday. I am grateful to be
part of this SEATEACHER program, with this I really learn a lot about teaching and learning on another country and felt home on another place with friendly students and humble teachers.

One of the challenges I encountered is when I am alone at my room in an isolated place. Since I was the only male participant in the group, two from Thailand whom are both female and my friend from Philippines who is together with them. Since, we are in Indonesia, the school has strict implementations as to marginalization between male and female citizen. Boys are forbidden to enter into the females’ area. One of the things I could suggest is to make sure that there is two or more male and female participants to be in charged in one school, for socialization purposes and helping hands as well. However, my whole stay in the place is very memorable that I got to socialize with the students that they personally go to my room and talk, also the student buddy is very helpful, you add more the friendly faculty of the school that monitor my activities and help me a lot that I could easily adapt to their culture/

One month is in fact not enough to witness the whole place but the said month is enough to see the beauty of Indonesian culture.

This experience of mine will forever be in my memories. To be a teacher, I wish i could come back to the school again and meet the students I already miss by now. If I will be asked to come back on the school right now, I wouldn’t doubt to pack my things right away. Terima Kasih.

 

T