A Paper Realization

Paper was once considered the greatest invention. Indeed, it became a means for enlightenment as it was used as medium to contain ideas. Paper revolutionized human life. In doing so, it took a toll in our precious environment.

 Imagine a forest area, full of trees, organisms --- big and small, fresh air, and gushing water. Imagine cutting down these trees for paper production. This will be non-renewable. Irreplaceable. The number of reduced trees would mean lesser plants to convert carbon dioxide to oxygen, thus would increase carbon dioxide resulting to warming of the earth. Destruction of trees also means a habitat lost for organisms, frequent landslides, or can even displace certain communities depended in such areas. Even the mere process of paper would entail hazardous chemicals that can further harm the environment. Papers produced in large quantity taking different sizes and forms after use will only add to landfills, thus creating more “garbage”. With this, I was made to think, what can I do, what should I do, what should I think? Are resources absolutely non-renewable?

As I gleaned from my answers in Activity 2-1, it shows that I feel resources are non-renewable in the sense that resources run out. This was confirmed after I read the modules.  Resources are of different forms and if such are utilized, it essentially changes its form, matter or composition. I would like to simplify what I think by comparing this process with a paper. Papers come from trees. A tree changes its form and characteristics in order to be a paper. Such paper cannot be renewed to be a tree again. Once trees are used up for paper production, essentially there is reduction of resources especially that what are used are fibers of old trees from virgin forests. This would disturb the delicate balance of nature. Although in the case of papers, some of these papers may be recycled or reused, but not all papers are recyclable. Therefore, we cannot truly renew resources, but at least we can reduce its harmful effects or preserve what is left.

           

As for activity 3-1, I included these statements: I believe that environment is vital as life. Without environment life can be impossible. Our environment provides us with our needs. As seen and felt around us, the environment requires our attention. It is my belief that for the longest time our environment has been neglected, and now we must make sure we do right. Environment needs our care as we continue to rely on it. As more of us depend on it, the environment may not be able to sustain all our needs. Since presented above that resources are non-renewable, I believe it must be in the best interest for everyone that we maximize the use of our resources. We should then reduce, reuse, and recycle.  Further, to add to my own statement of belief, this is my list;

1.      Everyone, no matter who, or in how seemingly insignificant way, must help in the awareness and advocacy of environmentalism;

2.      Activities and programs must be promoted so that it would help spread awareness and accountability towards environment conservation;

3.      Learn more to do more. People must be informed to be able to do their share in environment preservation;

4.      It is necessary to abide by the environmental laws like Republic Act No. 9003 of 2000 for Ecological and Solid Management, Republic Act No. 7586 on Management of National Integrated Protected Areas System, Republic Act No. 9147 of 2001 on Conservation and Protection of Wildlife Resources and their Habitants, among others; and adhering to principles of equity, fairness, and accountability.

In addition, as for my statement of intention I shall work hard to be resourceful and to conserve materials like paper. I shall help recycle papers by putting up designated large bins for that purpose in my college. I will also try to advocate to my students and co-workers minimizing the use of papers. Other ways of conservation would be reducing the use of aircondition units, and conserving water by making sure there are no dripping faucets. Personally I will not stress myself, to avoid exhaling more carbon dioxide. J

Further, I commit myself to learn more about environmental conservation, to work harder to protect it because it is my gift to my offspring and my responsibility towards my creator. Environment is a gift from God, as a gift it must be cherished. 

To sum up, after comparing the two activity journals, there were changes in my beliefs and commitments. Although I was really concerned with environment even before, but now I’m reinforced with my belief to do something, and contribute my share of its protection. These changes were partly due to the courses I’m currently taking, the readings I’ve had and realization afterwards. 

In conclusion, life changes for human beings and necessarily so with his needs. From wood to coal, from coal to oil. Whatever it may be, it means the same thing, it is environment that shoulders it. Even papers have taken different forms. E-books are now a trend. While it may reduce the use of paper, it may mean using other finite resources. It would therefore be impossible to stop totally relying on environment for human needs. What is realizable is that whatever we may choose to use, we should use it wisely because if we "ignore the environment, it will certainly go away." J

Spiralling through a Spiral Curriculum

The teaching and learning process is an interesting topic. It is full of discussions, development and examinations. Its importance is shown by the numerous literatures on different educational topics ranging from learning theories, methods and instruction, assessment process, and even curriculum.

The curriculum designs are important components of the learning process. These designs, each with its proposed advantages and labeled disadvantages, are among interesting notes since its design would determine the usefulness or effectiveness of other components in the teaching process.

One of the curriculum designs is the Spiral Curriculum. Simply understood as a curriculum in which students repeat the study of a subject at different grade levels, each time at a higher level of difficulty. The word “spiral” is descriptive of the idea of a repeated learning in spiral fashion.

The Spiral Curriculum is aimed at enabling the learners to strengthen the retention of learning and development of skills since the design is organized through repeated learning opportunities and from simple to more complex ideas.

To understand the spiral curriculum further, the words of Bruner will give a gist of it in the following manner:

            A long time ago, I proposed the concept of a “spiral Curriculum”, the idea that in teaching a subject you begin with a “intuitive” account that is well within the reach of a student, and then circle back later to a more formal or highly standard account, until, with however many more recycling are necessary, the learner has mastered the topic or subject in its full generative power. (The Culture of Education. Jerome Seymour Bruner.Pg. 119)

As gleaned from the words of Bruner, one of the major proponents of the Spiral Curriculum, students use what they know and what they can grasp to be able to understand more complex ideas. For Bruner, learning is an active process in which learners construct new ideas or concepts based upon their current or past knowledge (a process very similar to the Constructivist Theory). The learner uses his cognitive set-up to process information, and applies the information.

Bruner (1975) also described the principles behind the spiral curriculum in the following way:

 

     “I was struck by the fact that successful efforts to teach highly structured bodies of knowledge like mathematics, physical sciences, and even the field of history often took the form of metaphoric spiral in which at some simple level a set of ideas or operations were introduced in a rather intuitive way and, once mastered in that spirit, were then revisited and reconstrued in a more formal or operational way, then being connected with other knowledge, the mastery at this stage then being carried one step higher to a new level of formal or operational rigour and to a broader level of abstraction and comprehensiveness.  The end stage of this process was eventual mastery of the connexity and structure of a large body of knowledge”…(p.3-4).

Gerome Bruner calls this “spiral curriculum” where the organization of the content is based on the interrelationship between a basic idea and with other ideas. Besides the using of past or current information to learn new ones, the spiral design also relates this information to other ideas.

The curriculum design is very much linked with the constructivist ideas. It was a product of evolution and contributions of many theorists of education like Bruner, Taba, Piaget and Vygotsky. Constructivism is a philosophical view on learning, anchored upon principles that learning must be based upon interaction with one’s environment, a product of stimulus for learning and subjected to social negotiation. Constructivism adheres to the idea that knowledge is self-constructive. 

Jean Piaget proposed that learning is the product of assimilation and accommodation. Assimilation and accommodation go hand-in-hand in the sense that assimilation is the process while accommodation is the result; that a person learns from his/her environment to create changes in his/her mind. Russian educator Lev Vygotsky, on the other hand, examined the interaction between the individual and others in a learning environment. Understanding context of his theory, he proposes that learning is subject to how others may influence learning. Bruner believed in both that learning is internal and subject to social influence. Hilda Taba, a major proponent of this design and relevant to social studies curriculum worked to create a more responsive and flexible design. Her work provided new insights in organization of objectives, learning experiences and assessment of such. For Taba, learning experiences should be planned in order to achieve desired objectives. As stated by Hilda Taba in her teacher handbook for elementary social studie, taken from Prospects (UNESCO, International Bureau of Education), vol. XXXIII, no. 4, December 2003, p. 481-91 by Edgar Krull:

The selection and organization of content implements only one of the four areas of objectives—that of knowledge. The selection of content does not develop the techniques and skills for thinking, change patterns of attitudes and feelings, or produce academic and social skills. These objectives only can be achieved by the way in which the learning experiences are planned and conducted in the classroom. […] Achievement of three of the four categories of objectives depends on the nature of learning experiences rather than on the content (Taba, 1967, p. 11).

The spiral curriculum sprouts from various learning theories and principles. It may be summarized in the following manner:

1. Readiness of the students to learn. Instruction must be concerned with the experiences and backgrounds that make the student willing, and his ability to learn. A key aspect in this design, is the consideration of the students’ capacity to learn new ideas by making use of past knowledge. This process involves an internal reorganization of previously known ideas to acquire new ideas.

2. Learning must be in interaction with the environment. Learning is structured around ideas, concepts, principles, and values that a society deems worthy and useful. Learning must be usable. Instruction should be designed for students to further infer or supplement their understanding.

3.  Instruction must be structured so that it can be easily grasped by the student (spiral organization). Learning skills and attitudes can be achieved by planning learning experiences.

4. Interest in a subject is the ideal motivation for learning. “Intuitive” and analytical thinking should be encouraged and applied for motivation in learning.

5. Learning is an active, social process. Learning involves interaction with others and learning is subjected to social understanding and approval.  

This design helped teachers develop their lesson presentation. They have structured their plans from simple lesson/s to more complex subjects, building on the previous learning of students in past years and incorporate additional more complex ideas. For example, in Social Studies lessons students in secondary education, first year students will study Philippine History, for the second year Asian History, for the third year on world history and Economics for the fourth year. When we check the books and lesson structures, the students learn more complex ideas that are not necessarily the same subjects they have learned the previous year.

The spiral curriculum is not without negative observations and censure. The design can be held with its weak points and disadvantages. As gleaned from the design, one of the disadvantages is the use of time in teaching the lessons. When subjects are taught in such manner, the tendency is that there maybe too many repetitions that would reduce teaching and learning time. Learners may be also find the design a bore or may not stimulate their interest in the subject since it was taught to them the previous grade. Learning can also be better assessed if students are expected to learn certain concepts and skills in a certain grade level than assessing learning for the same concepts or skills at different levels. Another disadvantage of the design is that when students are taught to master specific concepts or skills, it can also reduce topics that can be covered. There would be lesser topics to be discussed and sometimes at a superficial level only. The spiral design can also develop in students lesser adaptability and coping skills in discussions for higher and complicated learning. Another disadvantage of the design is the means of reviewing lessons. It would be disadvantageous if students would review lessons taken at a certain grade level and relearn them in the next level. The time allotted for reviewing can also be disadvantageous for learners. Finally, an important disadvantage is its sensitivity to cultures and backgrounds. Considering that students have different backgrounds, sometimes the teachers tend to neglect the fact that not all students come from the same background, and therefore do not build up to the student’s specific background appropriately.

To minimize these disadvantages, the curriculum developers, book publishers, administration and especially teachers, may study carefully what concepts they wish to be emphasized more and allot more discussions and time so that understanding and learning by students are not superficial. The structure of the curriculum or textbooks can be patterned in a way that chapters have relations with each other that students may review previously learned topics and not encounter these lessons the following year. Teachers can also make adjustments for teaching time to give emphasize to certain topics that are more significant than others.

To conclude, this design has it advantages and disadvantages but what is important is that we must capitalize on the advantages, and minimize the disadvantages. 

A Review of "The butterfly effect: the impact of citizenship education"

"The butterfly effect: the impact of citizenship education."

by Ponder, Jennifer, and Genell Lewis-Ferrell

A Journal Review

The main point of the journal is to portray how to develop citizenship among elementary students by actively integrating civic integration and democratic principles in the classroom by conducting projects in class and implementing a social action curriculum.

The journal pertains to development of citizenship --- one of the basic goals of the teaching of Social Studies. The journal is applicable to the teaching of Social Studies especially showcasing a concrete example of a novel approach of the subject---one that is interesting, and interactive.

The journal must be appreciated because of its equal distribution of discussion to topics. The discussion was interesting from the beginning and would lead the readers throughout the journal. How the paper was presented was in sequence and readers do not need to adjust too much to be able to get the authors’ ideas. Also, the presentation needs no further clarification, the presentation was detailed to a point that it became too technical.

Another positive point of the journal is the creativity of how it was written. Involving the butterfly effect and the similitude of development of a butterfly and development of citizenship is a fresh mode of writing.

The journal’s recounting of a journey of a classroom teacher is a courageous step in improving citizenship education. The enthusiasm of the authors in the realization of this journal is especially remarkable. First, considering the limitations of elementary curriculum as regards the issues and concerns of citizenship, the authors were able to integrate such innovative steps. Second, the broadness of the topic considering the target audience can be a hard task. Third, the limitations of preparations on the part of Social Studies educators. Fourth, the support system in the elementary education on the citizenship education considering the low level of awareness among the young proves to be challenging. Lastly, the difficulty of the subject matter, it being not so appealing for the elementary students.

Notwithstanding the foregoing limitations the authors ventured on developing strategies towards understanding as well as sending infectious message of promoting the level of citizenship awareness to the elementary students. A bold step indeed.

Although ambitious the authors opened an avenue for intellectual discourse involving citizenship education in the youth in various communities. However the presentation is highly technical and posited a lot of assumptions to wit:

·        Applicability to all communities without considering the children’s experiences, background, traditions, cultures or ways of life

·        Homogeneity of understanding big terms in political and legal parlance

·        The empirical data as shown in the tables may not be applicable to all considering context and its meanings to their being citizens

·        The relations of the individual, family and community relation vis-à-vis state was not emphasized and clear.

The journal failed to analyze that it may not be applicable to all communities and failed to show sensitivity. Schools are composed of students coming from different backgrounds  and beliefs and may not necessarily have uniform reaction to citizenship education taught to them. An example is US, a country of multicultural people, or migrants that may not very well relate to “citizenship”. The authors also failed to see that certain terms in political and legal parlance do not mean the same all the time. They failed to qualify the terms used. Another assumption is the data used by the authors would not be always applicable in all contexts and would depend on how the people would give meaning to such application. Lastly, the authors also did not justify the type of citizenship they wish to develop; they did not show how the state really relates to the citizens. The journal failed to see the connections and relations among these interrelated

Also, the authors did not dwell on the purpose of the activities engaged by elementary students. Critical thinking should be developed in the elementary level with the hows and the whys. The activities should have a connection to the purpose of education. The students must be made to understand first why flap their wings and how this flapping may cause effects. It is not to create a noise or simply flapping butterfly wings but to educate the young why flap and the effects it can create. This was not shown in the journal. The journal failed to see that as elementary students they may have not yet acquired a level of comprehension in which they may readily understand the purpose of citizenship.

If the discussion is applied to our experience certain methods may not suit Philippine setting or may require different application in the Philippines. If related in the Philippines considerations like experiences of various people and their history must be taken into account before such activities or projects can be carried out.

Finally, the authors deserve due recognition for the contribution to the body of knowledge and for infusing intellectual discourse on citizenship among the elementary students in the field of Social Studies. This is on top of their contribution in the research environment. The courage of these scholars is worthy of emulation. Thus it is highly recommended for journal review as well as reference material for students of history, government and politics.