QCA ACADEMIC BASH 2016

INTRODUCTION
(by Science Area)

The academic fiesta in Quezon City Academy is a mixing together of seven curricular subjects in which the subjects could no longer be recognized by the eyes but the individual flavours could still be savoured by the taste buds.

Science & Technology, mathematics, Filipino, English, Social Studies, MAPEH, TLE-ICT, become one single bowl of tossed salad, with Values Education as salad oil.

The Academic Bash has a different aura from classroom instruction. Activities in the bash develop cooperative learning while classroom instruction measures individual efforts.

                 THE SCIENCE & TECHNOLOGY FAIR

There is no substitute for an investigatory project as a tool for a better understanding of the scientific process. Here, students identify problems, keenly observe situations, conduct experiments, formulate hypotheses, and arrive at conclusions with solid bases.

No research study is complete without a written technical report. So students have to hone their writing skill. In the science congress they develop their speaking capability as well. They have to talk to judges, fellow investigators, & the visiting public.

No school curriculum is complete without a science and technology fair component.

THE RECYCLING FAIR

Your visit to the recycling fair in the Biology laboratory will show how recycling could turn garbage into decors, implements, and accessories in homes and schools, and other feasibilities.

Recycling could be a seed bed of many sunshine business. Appreciate the joy of working on recycled items in the process of helping the anti-global warming efforts to make Earth a better place to live in.

THE GUEST SPEAKER 

Guest Speaker Kevin Jace A. Miranda

Quezon City Academy, Batch 2007

College of Pharmacy, Adamson University

Department of Natural Sciences, San Beda College, Manila

Department of Chemistry, Ateneo de Manilaption

QCA ACADEMIC BASH 2016

January 25, 2016

OUTLINE PRESENTATION

I. The Traditional Education 

II. The Education of the 21st Century

III. Outcome-Based Education in the Field of Science and Technology

IV. Perspectives

V. Challenges

 What is Traditional Education?

"Traditional education lies on the control of the teacher." (Novak, 1998) 

 Characteristics of the Traditional Education

• The environment is controlled by the teacher

• There is a curriculum content and decision making in every lesson

• Learning is chiefly centered in the classroom and is often competitive

• The use of technology is now indispensable

• Therefore, the traditional approach to education is not enough. Institutions must provide students with the 21st century skills

• ASEAN Integration last 2015

• International accreditation of degrees

• Mutual recognition of degrees

• It dictates the content of learning

• Outcome will only determine the essential topics

• Not anymore focusing on knowledge and skills that students must have

• Primary Role: Teachers should be the bridge and facilitator on what students should be CAPABLE of, and that is FUNCTIONING ABILITIES

• Teachers are expert-capable people that can provide higher outcomes for students

• Biology

• Chemistry

• Earth Science

• Physics

• The traditional is still a necessary in terms of the FACTUAL knowledge

• The internationalization and globalization of the curriculum will open avenues to our graduates

• Teachers will now change the syllabus of the subject in order to have a learning outcome that is workable in the current measurement system. It will also change the way that teachers make their exams and evaluations.

• Students will now have the opportunity to develop their skills that is beyond the four corners of the classroom. This will encompass the cognitive, effective and behavioral aspects.

• Educational institutions and government offices will have a stronger collaboration in assuring the quality of education and research in the country. 

• Are we ready to adapt the Outcome-Based Education pedagogy

• How do we assess if the strategy that we use is effective? The scope of OBE is quite large than the traditional education.

• We cannot entirely neglect the traditional education because it possesses the basic learning method that our students must have.

• The OBE is designed to envision an educational system that is beyond the classroom. This is evaluated by the performance of the graduates in their field.

• The learning system in the 21^st century is all about collaborative efforts of different disciplines.

• And therefore, it challenges us to formulate and implement a curriculum that will produce graduates that are globally competitive.

(Theroux 2002, Novak 1998)

The outcome of the student is highly dependent on the educator/teacher.

Education in the 21st Century

(Jerald, 2009)

 With the advent of technology, how do we define now the education of the 21st Century?

The Outcome-Based Education (OBE)

Why Shifting to OBE?

What is now the contest of OBE in attaining a quality education?

Now, what is the role of teachers in OBE?

The Science and Technology Curriculum in the Helm of Outcome-Based Education  

In the Traditional Curriculum

 What is new about S & T in OBE?

 What is new about S & T in OBE?

  (photos credit to owner)

What are the outcomes that we will expect?

We give the best learning for students

....through Learning activities

……That leads to Learning evidences

Perspectives in Teaching in the Advent of OBE

Now that there is a shift in learning pedagogy…

 Some Challenges in Teaching in the Advent of OBE

The differentiation of one discipline from another

SUMMARY

“You are young and you can afford to make mistakes, hopefully, not major mistakes – or the adjective in vogue, not epic mistakes, hopefully not irreversible mistakes. That is the risk one should be willing to take, and it is worth the risk” -Fr. Adolfo N. Dacanay,S.J, J.C.D