Comparative Analysis - English 73

Xavier University – Ateneo de Cagayan

Corrales – Hayes Sts., Cagayan de Oro City

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

In partial fulfillment of the course

English 73: Materials Preparation for English Language and Literature Teaching (ELLT)

Instruction Evaluation from Sectarian High School within Cagayan de Oro City

And Non-sectarian High School outside Cagayan de Oro City

Submitted by:

Mecyll T. Jamila

BSE English 4

Submitted to:

Mrs. Nancy Cocamas

Professor

August 17, 2012

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TABLE OF CONTENTS

About this paper 5

Acknowledgements 6

Introduction 7-10

Schools’ Profile

Riverdale School 11-23

Illustration 1: Classroom Visual Sketch 13

Illustration 2: Classroom Activities Summary 15

Illustration 3: Table Summary of Vision, Mission, Goal, Philosophies/Beliefs, 16-18

Teaching Strategies/Classroom Activities and Subject Matter

Findings 19

Illustration 4: Presentation of the classroom activities 20

Illustration 5: Checklist for observing 20-21

Illustration 6: General Observation Form 22

Illustration 7: Record to use to explain, illustrate and demonstrations 23

Pilgrim Christian College 24-37

Illustration 8: Classroom Visual Sketch 28

Illustration 9: Table Summary of Vision, Mission, Goal, Philosophies/Beliefs, 30-32

Teaching Strategies/Classroom Activities and Subject Matter

Findings 33

Illustration 10: Presentation of the classroom activities 34

Illustration 11: Checklist for observing 34-35

Illustration 12: General Observation Form 35-36

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Illustration 13: Record to use of explanation, illustrations and demonstrations 37

Appendix A

Photos

Riverdale School Observation 38

Pilgrim Christian College Observation 39

Appendix B

Figure 1: Carpe Diem Activity 40

Figure 2: Puzzle Activity 40

Figure 3: Formal Writing Sample 40

Appendix C

C-1 2002 Basic Education Curriculum (Secondary Level) 41

C-2 Revised 2010 Secondary Education Curriculum (English) 41-42

C-3 Standards and Assessment in the 2010 English Curriculum for High School:

A Philippine Case Study (Abstract) 42

Appendix D

Riverdale School 43

D-1 Certificate of Attendance

D-2 Approved Letter to the Principal

D-3 Sample Test Paper

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D-4 Lesson Plan

D-5 Photocopy of the Textbook

D-6 Summary of Covered Topics

D-7 Over-all Evaluation Checklist

D-8 Photos featuring the School Campus

Pilgrim Christian College 43



D-11 Photocopy of the Lesson Plan



D-14 Summary of the Covered Topics

D-15 Over-all Evaluation Checklist


References 44

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ABOUT THIS PAPER

This paper is made to examine the existing instruction among the high schools in the community with the

goal of finding out which of the high school has the most aligned classroom instruction to the schools’ set

mission, vision, goals and/or beliefs as well as their philosophies and has the most ability to maintain

learning among the high school students being handled.

This paper is limited to the high school English classes, Fourth Year class. Thus, the content as well as

the theories/hypotheses made is only focused to the said level. To effectively pursue the purpose of

evaluating the effectiveness of an instruction used by the teacher for the class, there are several sources

gathered from these high schools. The categories chose are the non-sectarian outside Cagayan de Oro City

and sectarian within Cagayan de Oro City. Hence, Riverdale School was chosen as the non-sectarian high

school and Pilgrim Christian College as the sectarian high school.

To further understand the task, several researches and figures from published books are attached as well

as the resources asked from the English subject teacher per se to explicitly scrutinize the existing

instructional material used to impart knowledge to high school students. Apart from the researches and

figures, the summary of the paper is also attached for the benefit of those who are interested about this

paper which comprehensively examine the occurring instruction in the secondary level of English

Language and Literature Teaching (ELLT). In this way, the further readers may have the opportunity to

see the overview and the results of this paper.

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ACKNOWLEDGEMENTS

I would like to say thank you to the following persons who contributed a lot for the success of the paper:

Mrs. Evangeline Rabañes for giving me a warm welcome and an alert recognition through

allowing me to conduct classroom observation and for calling the attention of the subject teacher.

Mrs. Veronica Mutia for helping me gather the resources needed for this paper through sharing

her personal experiences and at the same time her instructional materials for evaluation.

Mrs. Marjorie Maagad for allowing me to conduct a classroom observation and for

recommending the subject teacher to be the person to be observed.

Ms. Cindy Ella Campos for giving me reflective insights about teaching experiences and a warm

welcome to her classroom to observe. Also, for aiding me to gather resources needed for this

paper and instruction materials for evaluation.

Mrs. Nancy Cocamas for assisting me upon processing the required documents for the pursuance

of the paper and for approving them.

God Almighty for giving me enough strength, courage, wisdom, knowledge and good health to

successfully make this requirement possible.

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INTRODUCTION

Quality teaching is the most desired by educators for their learners. That is why they are striving hard to

achieve the set objective and goal. Yet, upon achieving this, a teacher must have background knowledge

to the standard goals, mission and vision set by the school. No schools allow teachers to impart lessons

that are not part of their set curriculum or misaligned and so with their philosophies they adhered,

however, they are allowed to modify instructional materials and/or methods to strategize learning impacts

to the students depending upon the subject matter to discuss. According to McLead and Reynolds (2007),

―decisions about how to teach can only be made by considering who we are teaching – the learners;

where, when and what we are teaching – the contexts of our teaching; and why we are teaching – the

values that underpin our teaching‖. Furthermore, quality teaching is focused on the student achievement

and facilitates high standards of student outcomes for heterogeneous groups of students. Hence, with this,

it is normal for the teachers to adjust with their instruction depending on the learners they are handling.

There is no such thing are constant variety of learners. They always come in different groups with

different behaviors such as the manner and the pace they learn.

However, the twenty-first century learning and teaching will be a bit higher than the set standards of

today. It emphasizes the ability to learn created by people not just by traditional forms. Thus, teachers in

the twenty-first century are increasingly becoming understood as knowledge workers with the power to

facilitate motivate and collaborate. (McLead & Reynolds, 2007). These expectations set by Kalantzis and

Harvey are existing of today’s instruction. As seen in the later parts, the manner the teachers set plans are

in line with the expected skills to be developed by the students in preparation for global competencies.

In the Philippines, our pattern for education is aligned to the American tradition. At first primarily

conditioned to the basic concepts of American democracy, the educational system is more of

Americanism rather than Filipinism. But after the years of independence, through the initiative of Senate

President Arturo M. Tolentino in October 1966, he called on the educational leaders of the Philippines to

reorient the educational system in such a way as to imbue the Filipino youth with a real sense of

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independence (Agoncillo, 1990). Then the government agencies are formed to further monitor the

progress of the educational patterns and practices in the country which is the Department of Education,

Culture and Sports (DECS) which is now called Department of Education (DepEd).

With the current demand of revising the Educational Standards to fully aid the students to be competent

for the global community, there is a change of explosion of the work force in the world where there is a

need to re-revise the standards set. This means there is a need to re-evaluate the factors that affect the

performance of the students especially in the English subject (Plata, 2010). In addition, there is a need to

have higher standards such as more effective writing skills to persuade the community to the existing

problems; oral communication skills to convince the inform every one of the solutions, researches, that

would give solutions to the existing problems of the society. In the field of English Language Teaching

(ELT), communicative competence standards are assessed using tasks that reflect real-life situations

where English will be used. In the country Philippines, the reason behind the high demand of investors

among foreigners is the competence of the English language as a second language. Because of this, there

is a high need to enforce English language competence [by writing or by speaking] since the demands for

economics is high such that the foreign countries hire professionals here in the country (Plata, 2010).

However, this record has slid down of 77 out of 117 countries in the world from 47 in 2001 based from

the results of examinations done which is the National Secondary Assessment Tests (NSAT). One thing

they find out is the problem with the educational system in the Basic Education Sector.

The World Bank Report (Cuadra & Moreno, 2005) states that, the Secondary Education is the highway

between primary schooling, tertiary education, and the labor market since it has the ability to connect the

different destinations and to take young people where they want to go in life…can act as a bottleneck,

constricting the expansion of educational attainment and opportunity—or it can open up pathways for

students’ advancement. Therefore, the nation strives hard to prepare the high school students to be

prepared for the work force which is more emphasized during their tertiary education especially the skills

of making wise decisions which refers to the thinking ability. Yet the 2002 Revised Basic Education

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Curriculum is found out to be low for the students since the Department of Education (DepEd) is still

basing to traditional forms of testing and does not provide for mechanism of self-monitoring and self-

assessing.

That is why in the Revised 2010 Secondary Education Curriculum particularly in English desires to

develop a functionally literate Filipino who can function in various communicative situations. A

functionally literate individual demonstrates the following critical competencies: to express clearly one’s

ideas and feelings orally, in writing, and non-verbally; the ability to learn on his own; the ability to read,

comprehend and respond in turn to ideas presented; the ability to write clearly one’s ideas an feelings, and

the ability to access process, and utilize available basic and multimedia information. The 2010 English

Curriculum points out that the goal of communicative competence includes development of linguistic,

sociolinguistic, discourse, and strategic competence with emphasis on cognitive academic language

proficiency. For the Fourth Year English curriculum the learner is expected to understand key concepts

and demonstrates communicative competence for effective interaction, as well as literary competence for

better appreciation of his/her culture and those of others through the study of World Literature. To

achieve this expectancy, the said curriculum gave suggested quarterly activities and lessons to discuss

such as:

First Quarter: Narrative

a. The learner demonstrates understanding and appreciation of how narratives affect humanity through a

ten-minute movie trailer.

b. The learner understands the importance of using appropriate language structures in demonstrating

his/her understanding and appreciation of narratives (adjective phrases and clauses, single word

intensifiers, if clause and adverb clauses.

Second Quarter: Drama

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a. The learner demonstrates understanding and appreciation of how drama affects humanity through

creative presentation of a modern adaptation of a classic play.

b. The learner uses the language to address a variety of meaningful contexts to enrich drama presentation.

Third Quarter: Poetry

a. The learner understands that poetry provides a magical experience conveying a meaningful message

about life that inspires him/her to create fresh ways of viewing the world through writing lyrics which

highlight and compress emotions, sound, ides, rhythm, and language in a carefully chosen word.

b. The learner uses the correct modifiers, moods of verbs, and conditional clauses to help in the effective

communication of feelings, thoughts, and ideas in writing lyric poetry.

Fourth Quarter: Essay

a. The learner understands that the knowledge of the features, content, structures, and other specific and

standards for evaluating a literary work addresses a well-developed and meaningful critical essay.

b. The learner uses parallel and balanced structure in sentences to effectively express ideas in writing a

critical response.

To further see the data, the following findings will be seen and evaluated from the two different schools:

a. Non-sectarian high school outside Cagayan de Oro

b. Sectarian high school within Cagayan de Oro

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SCHOOL PROFILE

TYPE: Non-Sectarian outside Cagayan de Oro City

NAME: Riverdale School

ADDRESS: Barra, Opol, Misamis Oriental

DIRECTRESS/PRINCIPAL: Mrs. Marjorie Maagad

HISTORY:

From a sleepy barrio to bustling community along the line of education, Riverdale Grade School has

produced over a hundred pupils. Founded in 1999 as pre-school named Riverdale by Mr. and Mrs.

Maagad, who saw the necessity of facilitating the holistic development of a child, especially those who

have less in life. From 75 pupils, Riverdale has grown steadily through the years and so the Grade School

Department was started in 2000 with grades 1 to 4. Then on the following year, Grades 5 and 6 were

added. In 2002, the school’s name was changed to Riverdale Grade School with Nursery, Kindergarten

and Grades 1 to 6, and now Riverdale School because of the High School level. Thanks to the vision of

the founder, no legacy have been more fulfilling than what we have left behind.

(Source: Riverdale School Yearbook)

MISSION:

The primary mission of Riverdale School, clearly states that it will provide the very best education to its

pupils in all aspects to prepare them to face a bright and prosperous future.

Riverdale School strives to provide a well-rounded program designed with activities to encourage the

emotional, spiritual and intellectual development of the individual.

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To provide educational, cultural, recreational and moral programs to enhance the lives of the youth …

aiming for the young to have a solid and strong foundation to meet today’s and tomorrow’s challenges.

To raise self-esteem and improve socialization skills.

To provide adequate opportunity to all children to master academic subjects and to develop life skills in a

safe and disciplined environment which promotes the development of the whole child.

BELIEFS:

We believe our school mission can be achieved in a partnership with parents and community, by

addressing, social and physical needs of the learner.

Our school is committed to graduating these children who will be prepared to continue their learning and

be competent workers, become good citizens and live a productive and fulfilled lives.

CLASS: Fourth Year English

SUBJECT TEACHER: Cindy Ella Campos

NUMBER OF STUDENTS: 8

CLASSROOM OBSERVATION:

A. Date: July 23, 2012

B. Time: 8:20 – 9:20 AM

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C. VISUAL SKETCH:

Illustration 1. Classroom Visual Sketch of Fourth Year Class (only one section)

D. NARRATIVE REPORT:

The class started with an opening prayer and immediately the teacher introduced the new Latin word

―Carpe Diem‖. The rationale of having this type of strategy upon opening the class discussion is to

capture the attention and the interest of the students with the new and strange word to the students. The

unfamiliarity of the students means they are not able to encounter the word/s with their everyday life.

―Carpe diem‖ means Seize the Day (see Appendix B, Figure 1).

Instructional Material (IM) used: Blackboard, chalk

Activity No. 1: Mind Game

Afterwards, the teacher introduced an activity which is more of a mind game where the class is tasked to

write down five (5) characteristics or descriptions of a chosen animal. They are given one (1) minute to

recall giving the students think and/or recalling the discussions the previous meeting and at the same time

Blackboard Door

Students’ locker

Teachers’ Table

Door

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for icebreaker. After one (1) minute, the student presents the five (5) descriptions then the class will be

guessing the animal referred. The activity preludes the discussion ―Adjectives‖ which is the class topic.

The teacher discusses the topic and gives examples to further explain the points to the students. Another

activity is given after which allows interaction with the teacher and the students.

Instructional Material (IM) used: Manila paper, masking tape (visual aids)

Activity No. 2: Puzzle

The students stand up and approach the blackboard to solve the puzzle given by the teacher (see Appendix

B, Figure 2). The class enjoys the activity except for the student named Clyde who finds the activity

difficult especially the last item. Hence, the classmates help him (named Neil) to solve the item and

congratulate him afterwards.

Assignment:

Before the class ends, the teacher gives an assignment for the class. The following activities are:

Activity 1 – p. 243



The textbook used by the class:

Carell, J., Wilson, E., & Ferlini, G. (2004). Writing and Grammar: Communication in Action (Platinum

Level). Pearson Education South Asia Pte. Ltd.:Jurong, Singapore.

How the teacher uses the book:

Grammar is applied in writing i.e. Formal Writing which is scheduled during Wednesdays. The book will

be divided into two, the grammar and the writing. Thus, with the discussion about the grammar in the

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other side of the chapters, the teacher will get a writing activity on the other side of the book to apply the

grammar lessons. Another application is the formal writing (see Appendix B, Figure 3).

Schedules of class activities:

Scheduled Day Class Activity

Monday – Tuesday Class Discussions

Wednesday Formal Writing

Thursday – Friday Class Activity/Quizzes

Illustration 2. Class activity summary scheduled per week

Vision

Mission

Goals

Philosophies/Beliefs

Teaching

strategies/Classroom

Activities

Subject Matter

Design well-

rounded

program with

activities to

encourage the

emotional,

spiritual and

intellectual

development of

the individual

Provide

educational,

cultural,

recreational &

moral programs

Mission in achievable

with cooperation from the

parents and community

through addressing social

& physical needs of the

learner.

Produces graduates with

preparedness of students

to competence to work

force & become good

citizens & live with

productivity & fulfilled

lives.

Student-centered

instruction/activities

Interactive & critical

mind game (both

pre-discussion &

discussion proper)

Writing activities i.e.

formal writing every

Wednesday

Scheduled quizzes to

check the

understanding level

of the students

Adjective

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to enhance lives

of the youth

aiming to have

solid & strong

foundation to

meet today’s &

tomorrow’s

challenges

Raise self-

esteem &

improve

socialization

skills

Provide adequate

opportunity to

master academic

subjects

Develop life

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skills in a safe &

disciplined

environment.

Illustration 3. Table summary of the Vision, Mission, Goals, Teaching Strategies and Subject Matter.

FINDINGS

Riverdale School is a non-sectarian school where they design curriculum which encourage the emotional,

spiritual and intellectual development of the individual. This is manifested through the manner the

English teacher designs the classroom discussions which is more of student-centered instruction. The

students are given chances to recall their prior knowledge to answer the pre-emptive activities. The school

sets to produce graduates who are prepared for the workforce such that there should be an improvement

or even an assessment of the oral communication skills which are able to convince or to persuade the

global community with the researches and the like to give solutions to the existing problems of the society

nowadays (Plata, 2010). Another thing is the instruction of the English teacher to let the students develop

the skills of writing through the formal writings done per Wednesdays. Through these kind of design of

instruction, the students are given opportunities self-esteem and socialization skills are improved which is

aligned to the school’s mission which is believed to be achievable to prepare the students to workforce or

to real world and become good citizens in the latter through the help of the parents and community.

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Oral

Verbal

(including all learning

channels)

Visual

Tactile

Teacher explaining

Teacher writing on the

board

Teacher noting the

adjectives on the board

Students listening

Teacher/students asking

questions

Students discuss the

possible answers to the

puzzle and the animal

referred to the

descriptions presented

Students looking at the

words

Students constructing

presentation

Students reciting

Illustration 4. Presentation of the classroom activities in different modalities (adapted from Pearson

Education, 2010)

Behavior Observed Not observed No opportunity to

observe

1. Develops unit and

lesson plans in

accordance with

text and curriculum

guides

√

No recorded objectives

from the lesson plan.

2. Handles

administrative and

clerical

√

Teacher is

commendable for the

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interruptions

efficiently

efficient management of

the classroom

interruptions.

3. Stops or prevents

misbehavior with a

minimum of

disruption to the

class

√

Focused attention to the

certain student who

created disruption

4. Selects the most

appropriate

instructional

strategy for the

objectives taught

√

Through the visual aids

made to further explain

the subject matter

5. Builds toward unit

outcomes with

clearly defend

events (weekly and

monthly reviews,

feedback and

testing)

√

Teacher made sure that

there is a clear

understanding with the

flow/sequence of the

chapter/unit to the

students

Illustration 5. Checklist for observing the Ms. Campos’ classroom (adapted from Pearson Education,

2010)

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Instructions: For each item, place a check mart on the blank closest to the word that best describes the

classroom you are observing.

1

Learning Climate

Teacher-centered ___ ___ ___ ___ ___ ___ ___ Student Centered

2

Classroom Management

Orderly ___ ___ ___ ___ ___ ___ ___ Disorderly

3

Lesson Clarity

Clear ___ ___ ___ ___ ___ ___ ___ Unclear

4

Instructional Variety

Varied ___ ___ ___ ___ ___ ___ ___ Static

5

Teacher’s Task Orientation

Focused ___ ___ ___ ___ ___ ___ ___ Unfocused

6

Students’ Engagement in the Learning Process

Students Involved ___ ___ ___ ___ ___ ___ ___ Students Uninvolved

7

Higher Thought Processes and Performance Outcomes

Many ___ ___ ___ ___ ___ ___ ___ Few

Illustration 6. General Observation Form for Ms. Campos’ class (adapted from Pearson Education,

2011)

Indicator Occurrences

V

I

S

U

A

L

Writes on board

Uses overhead

Points to or holds up visual

Shows slides or film

Demonstrates with model or

equipment

Other

O

R

A

L

Provides or asks for example

Tells illustrative story

Recalls personal experience

Relates to past learning

Poses Problem

Compares and contrasts

Other

Illustration 7. Record to use of examples, illustrations and demonstrations to explain and clarify content (adapted from Pearson Education, 2010)

SCHOOL PROFILE

TYPE: Sectarian within Cagayan de Oro City

NAME: Pilgrim Christian College

ADDRESS: Capistrano-Akut Sts., Cagayan de Oro City

DIRECTRESS/PRINCIPAL: Mrs. Evangeline Rabañes

HISTORY:

Pilgrim Institute, now Pilgrim Christian College, was born out of the dreams and aspirations of a group of

dedicated men and women who felt the need for a school aimed at giving quality education hinged on the

development of Christian character in 1948. These men and women who share the same vision are: Atty.

Pedro Melendez, Mr. Isabello Gatchalian, Rev. Roberto Gahuman, Mrs. Feliza Pena-Lojo, Col. Luis

Franco, Mr. Felix Caburian, Sr., Mr. Leoncio Madronal, Mr. Clemento Chavez, and Mr. Paterno Velez.

On June 6, 1948, the school opened a complete four-year secondary education with around 250 students.

classes were held at the Carruth Hall, a pre-war girl’s dormitory converted into church library and student

center after World War II.

Pilgrim Institute was awarded government recognition in 1950. In 1964, the old stock corporation was

dissolved and was later reincorporated on March 11, 1965 as non-stock, non-profit educational institution

to qualify as a church-related school under the United Church of Christ in the Philippines.

Campus life is inspired by the motto: Soli Deo Gloria (To God Alone Be the Glory). It is the institution’s

commitment to continually provide the academic community opportunities towards the wholistic

transformation of the students. opportunities to grow wholistically are purposely created and integrated in

both curricular and co-curricular/extra-curricular programs to ensure that the students and the whole PCC

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community can express their faith in God through worship, stewardship, and service thereby giving the

Almighty honor and glory.

Pilgrim Christian College continues to strive to bear an active and effective witness of Jesus Christ in the

evangelical tradition. It serves an educational arm of the United Church of Christ in the Philippines

(UCCP) as a church-related institution, and it continues to work cooperatively with 17 other member-

schools of CREATE-UCCP (Church Related Educational Action Towards Empowerment), a consortium

of church-related educational institutions of the UCCP. As CREATE-UCCP member, it adheres to the

consortium’s guiding principles committing its educational efforts towards strengthening of faith,

learning and Christian values; promotion of nationalism; and the realization of justice, freedom, and

social responsibility.

Through the years, Pilgrim Christian College has done its share in bringing about change where this was

needed, expertise where this was missing and leadership where this was wanting. Today, it is relentlessly

pursuing spiritual, academic and service excellence with a renewed dedication and a firm determination.

INSTITUTIONAL PHILOSOPHY:

Vision

A premier Christ-centered educational institution in the community of God to build lives for global

competitiveness and sustainable development.

Mission (What are we doing)

To produce graduates with Christian values of faith, integrity, responsibility, excellence and service.

Goals

1. Develop leaders and managers who live God’s will

2. Develop compassionate, honest, empowered students who are sensitive to the needs of humanity

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3. Strengthen linkages with the community through responsive instruction, research and community

outreach programs

Objectives

1. To nurture students with Christian faith for eternal faith

2. To instill into the midst of the students one’s worth as a person and wisdom that comes from the

Lord

3. To develop students to higher-level literacy, critical thinking and learning and professional skills

for global competencies

Corporate Core Values

1. We believe that the lost, the least and the last matter to God, and therefore, ought to matter to

Pilgrim Christian College (PCC).

2. We believe that PCC, as a community of faith, should manifest authenticity and yearn to grow

continuously holistically.

3. We believe that PCC should operate as a unified community of servants with men and women

stewarding their spiritual gifts.

4. We believe that excellence honors God and inspires people.

Credo (What we, as CREATE-UCCP Member-School, Believe)

We believe that seeking life of Christian faith, learning and action will develop people into

becoming intellectually competent and honest, morally and ethnically sensitive and creatively aware and

responsive to the needs, aspiration, and realization of a just, free, and responsible Christian social order.

Objectives of Secondary Education

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Pilgrim Christian College is committed to the responsibility and functions of secondary education

accentuated by the development of strong values and moral discipline in an atmosphere of Christian

living.

Its high school department’s objectives conform to the provisions of the Education Act of 1982 that are:

1. To continue to promote the objectives of elementary education especially those related to the

development of skills, attitudes and values essential to personal development and necessary for

social fulfillment;

2. To help student discover and enhance their different aptitudes and interests so as to equip

themselves with skills for productive endeavor; and

3. To prepare students for tertiary education

CLASS: Fourth Year English – Joshua

SUBJECT TEACHER: Veronica T. Mutia

NUMBER OF STUDENTS: 50

CLASSROOM OBSERVATION:

A. Date: July 24, 2012

B. Time: 7:30 – 8:30 AM

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C. CLASSROOM VISUAL SKETCH

Illustration 8. Classroom Visual Sketch of Fourth Year-Joshua (English class)

D. NARRATIVE REPORT:

The class starts with an opening prayer which is followed by devotion. The teacher reads a verse then the

real situation or scenario that modernizes the verse read. The students keenly listen to the sermons of the

teacher. The previous meeting, the subject teacher was substituted by another teacher due to her absence.

The substitute teacher gave an assignment to the class. Hence, the subject teacher calls to submit these

assignments.

Instructional Materials (IM) used: The assignment given by the substitute teacher which is a picture of

their best friend pasted in a sheet of bond paper

Activity No. 1: Present your B-Friend

The students are given five (5) minutes to do the activity. They shall make five (5) sentences that merely

describes the learning from the company of their best friends or any significant event where they have

learned something from him/her. while constructing and finalizing their sentences, the subject teacher roll

Entrance Exit

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calls and checks whether the class are bringing textbooks with them. Afterwards, the students present

their five (5) significant learning/insights.

Instructional Material (IM) used: Blackboard and chalk

The teacher recaps the story ―The Little Prince and The Fox‖. She allows her students to interact using the

mother tongue and English. The manner she introduces the topic is pre-emptive through using probing

question, ―What do you notice first upon seeing the person the first time?‖ She is referring to best friend.

By attacking the emotions of the students is her technique to keep their attention to the discussion such as

recalling the past year’s experiences and discussing each word (adjectives) taken from the works of the

class. This is to attack and to reflect past mistakes with friends/best friends. Through this, she is able to

give a brief review of the story ―The Little Prince and The Fox‖ by relating the discussion about

friendship [for the sake of those who are not able to read the story]. The teacher is using direct instruction

through the medium of oral communication [Visayan-English] with a mixture of humors that are also

related to the topic. Before she ended the class, she gives an assignment to the class which is to read the

whole story to prepare them for a quiz after the discussion.

Textbook used by the class: Castrott & Reyno, S. (2004). Exploring Life Through World Literature

(Fourth Year). Phoenix Publishing House, Inc.: Quezon City, Philippines.

Vision

Mission

Goals

Philosophies/Beliefs/Objectives

Teaching

strategies/Classroom

Activities

Subject Matter

Christ-centered

educational

institution to build

lives for global

competitiveness and

sustainable

development

Produce graduates

with Christian values

of faith, integrity,

responsibility,

excellence and

service

Develop leaders

& managers of

God’s will

Develop

compassionate,

honest,

empowered

students who are

sensitive to

needs of people

Strengthen

community

linkages through

responsive

instruction,

Nurture students with

Christian faith

Instill Godly worth as a

person and wisdom

Develop high-level literacy,

critical thinking and learning

and professional skills for

global competence

(Secondary Education)

Holistic development (skills,

attitudes and values)

Discover student aptitudes

and interests for productive

endeavor

Prepare for tertiary

Class starts with a

devotion through

reading a verse

and discuss it to

the students for 15

minutes approx..

The teacher uses

direct instruction

which allows

teacher to speak

all the time;

allows less

opportunities to

students to speak

and interact.

―The Little Prince

and The Fox‖

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research and

community

outreach

programs

education

Visayan-English

class interactions

with a mixture of

humors

Reflective notes

from the teacher

Short presentation

of assignments to

the class which

allows them to

reflect to

significant events

in their lives with

the presence of

their best friends

and at the same

time practice and

develop speaking

Page 32 of 44

skills which is

needed for global

competence

Illustration 9. Table summary of the Vision, Mission, Goals, Teaching Strategies and Subject Matter.

FINDINGS

Based from the gathered resources, there is an alignment of set curriculum of the school and the

classroom instruction done by the teacher in some ways. However, there is less chances for the students to

develop their speaking skills since the teacher allows to have the Visayan-English interaction even at the

Fourth Year level in high school which is not supposed to be done if it is for the whole time. The mother

tongue may be used to emphasize an idea to let the students and the teacher and vice versa understand the

thought of the thing or matter meant but not supposed to be used all the time. This is because such act is

contrary to the set objectives of the school which is to develop high-level literacy, and other skills

essential for personal development upon preparation for tertiary education and at the same time for global

competence. If the teacher allows the same interaction, it would allow students assume that the manner

the things communicated can be through Visayan or to mother tongue which may be a hindrance to

preparation for higher level of oral skills development for the class. Although the interaction is present,

yet there is absence of probing questions that would really tickle the minds of the students and allow them

to develop their critical thinking and analysis of the presented idea or problem. Another hindrance is the

tendency for the subject teacher to talk a lot during the whole duration without even checking the

attention of the class with such questions as, ―Class, are you still with me?‖ which will cause silent chaos

in the class. This means that although the class is in silence yet their attention is absent. Punctuality is

another issue. A lot of the students during the class are late which is contradicting to the set goal of the

school which is to develop competence of the students. Even they are already half an hour late, the

teacher still allows the students to come in without even bothering to ask about the reason of their

tardiness. The student, too, did not even greet the class and to the teacher and ask for apologies for being

late. The discussion of recalling the past experiences and even giving the class only a brief glimpse of the

story is a form of not managing the time well. Recalling the matters or things about the past and pre-

empting the topic should not be done for the whole duration of the class. There should be inputs to be

done to compensate the time and the lack of background of knowledge or the prior knowledge of the

students.

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Oral

Verbal

(including all learning

channels)

Visual

Tactile

Teacher explaining

Teacher writing on the

board

Teacher noting the

adjectives on the board

Students listen

Teacher/students asking

questions

Students looking at the

words

Students reciting

Illustration 10. Presentation of the classroom activities in different modalities

Behavior Observed Not observed No opportunity to

observe

1. Develops unit and

lesson plans in

accordance with text

and curriculum guides

√

There are objectives in

line with the set

curriculum by the

school.

2. Handles

administrative and

clerical

interruptions

efficiently

√

Teacher is not

commendable for the

efficient management of

the classroom

interruptions.

3. Stops or prevents √

Page 35 of 44

misbehavior with a

minimum of

disruption to the

class

Focused attention to the

certain student who

created disruption

4. Selects the most

appropriate

instructional

strategy for the

objectives taught

√

Through the visual aids

made to further explain

the subject matter

5. Builds toward unit

outcomes with

clearly defend

events (weekly and

monthly reviews,

feedback and

testing)

√

Teacher does not make

sure that there is a clear

understanding with the

flow/sequence of the

chapter/unit to the

students

Illustration 11. Checklist for observing the Mrs. Mutia’s classroom (adapted from Pearson Education,

2010)

Instructions: For each item, place a check mart on the blank closest to the word that best describes the

classroom you are observing.

1

Learning Climate

Teacher-centered ___ ___ ___ ___ ___ ___ ___ Student Centered

2

Classroom Management

Orderly ___ ___ ___ ___ ___ ___ ___ Disorderly

Lesson Clarity

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3 Clear ___ ___ ___ ___ ___ ___ ___ Unclear

4

Instructional Variety

Varied ___ ___ ___ ___ ___ ___ ___ Static

5

Teacher’s Task Orientation

Focused ___ ___ ___ ___ ___ ___ ___ Unfocused

6

Students’ Engagement in the Learning Process

Students Involved ___ ___ ___ ___ ___ ___ ___ Students Uninvolved

7

Higher Thought Processes and Performance Outcomes

Many ___ ___ ___ ___ ___ ___ ___ Few

Illustration 12. General Observation Form for Mrs. Mutia’s class (adapted from Pearson Education,

2011)

Indicator Occurrences

V

I

S

U

A

L

Writes on board

Uses overhead

Points to or holds up visual

Shows slides or film

Demonstrates with model or

equipment

Other

O

R

A

L

Provides or asks for example

Tells illustrative story

Recalls personal experience

Relates to past learning

Poses Problem

Compares and contrasts

Other

Illustration 13. Record to use of examples, illustrations and demonstrations to explain and clarify content (adapted from Pearson Education, 2010

APPENDICES A

A. Photos taken from Riverdale School

These are taken during the class discussion.

These are taken during the class activity.

A pose with the English subject teacher and me

Page 39 of 44

B. Photos taken from Pilgrim Christian College

These are taken during the class discussion.

These are taken during the class activity.

A pose with the English subject teacher and me

Page 40 of 44

APPENDIX B

Figure 1. “Carpe Diem” Preparatory

discussion

Figure 2. “Puzzle” Activity

Figure 3. Formal Writing Sample

Page 41 of 44

APPENDIX C

Government Intervention to Philippine Secondary Education

C-1: 2002 Basic Education Curriculum Secondary Level

DESCRIPTION OF THE ENGLISH CURRICULUM SET BY DepEd

It seeks to develop citizenship and to address the communicative needs (interpersonal, personal,

informative and aesthetic) of Filipino students for English, which is an emerging lingua franca. Therefore

using communicative-interactive collaborative approach as well as the reflection and introspection are

recommended to achieve the following aims:

a. Developing autonomous language learners

b. Coping with global trends

EXPECTANCIES TO THE FOURTH YEAR STUDENTS (2002 BEC Secondary Level)

1. To have acquired skills of assessing, evaluating and using relevant information to meet their various

needs, enabling them to adapt and respond flexibly to a rapidly changing world;

2. To have developed listening, speaking, reading and writing skills and appreciation of literature

resulting in a deeper understanding of the ideas, experiences and cultures of other people, customs

and traditions as well as values.

C-2:Revised 2010 Secondary Education Curriculum (English)

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Revised 2010 Secondary Education Curriculum particularly in English desires to develop a functionally

literate Filipino who can function in various communicative situations. A functionally literate individual

demonstrates the following critical competencies: to express clearly one’s ideas and feelings orally, in

writing, and non-verbally; the ability to learn on his own; the ability to read, comprehend and respond in

turn to ideas presented; the ability to write clearly one’s ideas an feelings, and the ability to access

process, and utilize available basic and multimedia information and points out that the goal of

communicative competence includes development of linguistic, sociolinguistic, discourse, and strategic

competence with emphasis on cognitive academic language proficiency. For the Fourth Year English

curriculum the learner is expected to understand key concepts and demonstrates communicative

competence for effective interaction, as well as literary competence for better appreciation of his/her

culture and those of others through the study of World Literature.

C-3: Standards and Assessment in the 2010 English Curriculum for High School: A Philippine Case

Study (Abstract)

This study was conducted in order to analyze the alignment of standards in the 2010 English curriculum

with the overall goal of the reform and to analyze the authenticity of the assessment tasks. In addition, this

research also asked English teachers to choose what proficiency standards to include in a new English

curriculum for Filipino high school students. Policy documents were analyzed and focus-group discussion

was used to collect data from selected English teachers. The results showed that most of the standards

targeted literature rather than language use. In addition, only few performance tasks were related to

authentic use of language. Finally, the teachers chose standards that integrate language for academic, for

social, and for literary response (Plata, 2010).

Page 43 of 44

APPENDIX D

Attachments

Riverdale School




D-4 Lesson Plan


D-6 Summary of Covered Topics


Pilgrim Christian College



D-10 Photocopy of the Lesson Plan



D-13 Summary of the Covered Topics


Page 44 of 44

REFERENCES

Bernardo, A. B. I. (2008). The Paradox of Philippine Education and Education Reform: Social Science

Perspectives (Edited). Philippine Social Science Council: Quezon City, Philippines.

Borich, G. D. (2011). Observation Skills for Effective Teaching (6th Ed.). Pearson Education, Inc.:

Massachusetts, USA.

McLead, J. H. & Reynolds, R. (2007). Quality Teaching for Quality Learning: Planning through

Reflection. Thomson Social Science Press: Australia.

Pilgrim Christian College. (2012). High School Student Handbook. Capistrano-Akut Sts., Cagayan de Oro

City, pp. 1-3.

Plata, S. M. (2010, July). Standards and Assessment in the 2010 English Curriculum for High School: A

Philippine Case Study. Philippine ESL Journal: De La Salle University: Manila, (Vol. 5.)

Riverdale School (2010). Student Handbook. Barra, Opol, Misamis Oriental.

Scales, P. (2008). Teaching in the Lifelong Learning Sector. Open University Press: New York, USA.

Documents

Comparative Analysis - English 73