Name : Rhea Mae B.
Quinicot
Output 1: MA 17 – A 2nd Sem 24
INSTRUCTIONS: In responding to the situation given below, cite at least 3 references to
support your ideas.
1. It is a fact that the academic achievement of students in a particular school differs from
that of other institutions. Though they are following the same curriculum, one could
distinctly say that “a graduate of a private elementary school is better than a graduate of a
public barrio school.” Enumerate reasons why this is so.
Answer:
It is a fact that the academic achievement of students in a particular school differs from
that of other institutions. Though they are following the same curriculum, one could
distinctly say that “a graduate of a private elementary school is better than a graduate of a
public barrio school.” While it is commonly believed that academic achievement varies
between schools, it is important to note that attributing these differences solely to the type
of school (private vs. public) is a misleading approach. Instead, we must consider other
factors such as the quality of teachers, resources available, and support systems within the
school. By taking a holistic approach to evaluating academic achievement, we can create a
more accurate picture of how schools impact student success.
According to Asian Development Bank, private schools often have more financial
resources than public schools, allowing them to invest in better facilities, educational
materials, and technology. This can enhance the learning environment and provide students
with more opportunities for academic success. (Guido., 2023, October 31). I agree that
private schools have more financial resources and are better equipped to meet the needs of
their students because of their larger student population. Therefore, they are able to provide
a wider range of resources since the parents of the students can afford the additional fees
and tuition.
Private schools generally have smaller class sizes, which can lead to more individualized
attention and support for students. Additionally, private schools may be able to attract and
retain higher-quality teachers through better salaries and benefits, which can positively
impact student achievement.(Christopher and Sarah Theule, August 2006)
Private schools typically have smaller class sizes compared to public schools. This
enables teachers to provide more personalized attention to each student and better
understand their learning style and areas for improvement. With this knowledge, teachers
can adapt their teaching methods to meet the specific needs of each student. Moreover,
private schools offer higher salaries and better benefits to their teachers, which attracts
highly qualified and experienced educators who are dedicated to their profession.
Experienced teachers bring in-depth expertise, enthusiasm, and innovative teaching
methods into the classroom, which can positively impact student achievement.
According to the National Center for Education Statistics (NCES), a part of the U.S.
Department of Education, the idea of school choice has traditionally been associated with
private schools, but many advocate offering at least some choice within the public sector.
Having public schools compete for students, the thinking goes, will provide them with a
strong incentive to improve and be more responsive to the needs and concerns of students
and their parents. Private schools provide an alternative for parents who are dissatisfied with
public schools or have other reasons for wanting their children to attend a private school.
Within the private sector, parents can choose among a range of religiously affiliated and
nonsectarian schools (as long as they can afford the tuition charged or receive financial aid).
Some private schools are very selective in their admissions, while others are not. In 1993, 9
percent of all students in grades 3–12 attended a private school. Parents of students in public
schools can sometimes choose or exert influence over which schools their children attend. In
1993, 11 percent of students in grades 3–12 attended a public school chosen by their parents.
In addition, parents can indirectly choose among public schools for their children to the
extent that they can choose where to live. While 80 percent of public school students in
grades 3–12 attended an assigned public school in 1993, the parents of 39 percent of the
students in these grades indicated that their child attended an assigned school but that their
choice of residence was influenced by where their children would go to school. Thus, less
than half (41 percent) of the students in grades 3–12 attended assigned public schools over
which their parents had exercised no direct or indirect choice. (Susan P. Choy, MPR
Associates, Inc., July 1997)
There are several factors that contribute to the difference in the quality of education
between private and public schools. One of these factors could be the income level of the
parents, as some may be able to afford private schools while others may not.
2. Can quality education still be achieved if teaching is only regarded as a profession, not a
vocation? (Justify your answer)
Answer:
I believe that quality education cannot be achieved if teaching is only regarded as a
profession. I believe quality education is regarded as both a profession and a vocation.
According to Wineberg, T. W. (2008), in the traditional sense, a profession is often seen as a
calling to serve the public good through the pursuit of a learned skill or art. Professionals are
expected to uphold certain standards of conduct and expertise in their respective fields, with
an emphasis on serving others and contributing to society. For me, the central concept of a
profession is the idea of service. Professionals dedicate their careers to helping others,
whether it's providing medical care, legal representation, education, or other forms of
assistance. This service orientation guides their actions and decisions in their professional
roles. On the other hand, the concept of vocation refers to work that not only provides
financial stability but also brings a profound sense of personal fulfillment and meaning to the
individual performing it. It goes beyond just earning a living; it involves a strong sense of
passion, purpose, and alignment with one's core values and beliefs.
According to Huebner, D. (1987), accepting teaching as a vocation is to be prepared to
accept newness and surprises, pain and happiness; for it is these dimensions of the world
that make us rethink, almost daily, who and what we are […] The vocation of teaching is living
a life in the real world, permitting and even encouraging the world to call one out of oneself
into a continuous journey. I couldn't agree more with this statement, teaching is an exciting
and ever-evolving profession that demands adaptability and resilience. It presents daily
opportunities for teachers to learn and grow, as they are constantly challenged with new
students, innovative curricula, and pedagogical approaches. To excel in this field, teachers
must remain open and eager to embrace change and new experiences. By doing so, they can
enhance their professional skills and find fulfillment in their personal and career goals.
According to Flo.Rooke (2018, January 4), it is often said that teaching is a vocation and
more than an occupation. By using the word vocation, people typically mean that teachers
have a calling to their particular profession – a strong urge to do what they do.I would go as
far as to say that many teachers have a love and a passion for their work. An innate desire to
share their love of learning and of a subject. It’s not an occupation where you can simply turn
up, go through the motions and collect your salary – you have to give a piece of yourself to it
every time you step into the classroom, but in return you get so much back. I believe that
teaching is not just about going through the motions. It requires teachers to invest
themselves emotionally, intellectually, and personally in their work. They bring their unique
perspectives, experiences, and energy into the classroom, creating a rich and dynamic
learning environment for their students.
3. Define each way and give at least 2 examples of student learning in each of the 4 major
ways enumerated below.
a. Transmission
Transmission is the process by which information, knowledge, ideas and skills are
taught to others through purposeful, conscious telling, demonstration, and guidance. While
historically this is the most traditional and, currently, the most predominate method of
instruction, unfortunately we are finding out that while prominent in schools, it is not very
effective in relation to long-term retention. This is especially true when compared to the
other methods of learning like acquisition and emergence. (Types of learning. 2017, March
11) For example, in a biology class, the teacher is explaining the process of photosynthesis.
The teacher begins by providing a detailed explanation of the chemical reactions involved,
the role of sunlight and chlorophyll, and the overall purpose of photosynthesis in plant
growth. They use diagrams and models to visually represent the process and engage students
in hands-on activities where they observe plant leaves under a microscope.
Throughout the lesson, the teacher guides students through the steps of photosynthesis,
addressing any questions or misconceptions they may have. They also demonstrate how to
conduct experiments to measure factors that affect photosynthetic rates, such as light
intensity or carbon dioxide concentration.
Another example, in a mathematics class, the teacher introduces a new concept: solving
linear equations. The teacher begins by explaining the steps involved in solving a basic linear
equation, such as isolating the variable and performing inverse operations. They use
examples and demonstrations to illustrate each step, showing students how to apply the
methods to different types of equations. Throughout the lesson, the teacher guides students
through practice problems, providing step-by-step explanations and corrections as needed.
They also use visual aids, such as graphs and diagrams, to reinforce understanding and help
students visualize the concepts.
b. Acquisition
Acquisition is the conscious choice to learn. Material in this category is relevant or
interesting to the learner. This method includes exploring, experimenting, self-instruction,
inquiry, and general curiosity. Because acquisition implies an emotional commitment on the
part of the learner, it is a more effective process than transmission. (Types of learning. 2017,
March 11)
For example, students who are interested in music and want to learn to play the guitar
are typically highly motivated and invested in the acquisition of the necessary skills. They
explore online tutorials, experiment with different chords and techniques, engage in self-
instruction, and maintain a general curiosity about music theory and playing styles. Their
emotional commitment to mastering the instrument drives them to spend hours practicing
and refining their skills. This active engagement and investment in their learning journey
makes the process of acquisition more effective for them.
For instance, consider a student who is passionate about traveling and desires to learn
a new language to communicate better with people from different cultures. To achieve this,
they fully immerse themselves in the language by watching movies, reading books, and
engaging in conversations with native speakers. They try out various language learning
techniques such as flashcards, language apps, and language exchange groups. Their intense
curiosity about the language and its cultural context inspires them to actively seek out
opportunities to practice and improve. This approach to language acquisition is very effective
because it involves personal relevance and emotional commitment, making the learning
experience more engaging and impactful.
c. Accretion
Accretion is the normal learning that has been most studied by the psychologist. The
learning of lists, dates, names of presidents, telephone numbers, and related things are
examples of learning through accretion. Such learning presumably occurs through
appropriate exposure to the concepts to be acquired, with the normal stages of information
processing transforming the information being acquired into some appropriate memory
representation, which then is added to the person’s data base of knowledge. In this case there
are no structural changes in the information-processing system itself. (Rumelhart and
Norman, 1975)
In a history class, students may engage in accretive learning when memorizing
significant dates, like the signing of the Declaration of Independence or the start of World
War II. This type of learning involves repeated exposure to these dates and associated events,
which gradually accumulate factual knowledge in the student's memory without any
significant structural changes in their learning process. Students frequently require
memorizing significant dates such as the Declaration of Independence's signature or the
commencement of World War II. These dates function as indicators of critical historical
events. Accretive learning includes presenting students with such dates various times
through diverse learning activities. This exposure can happen through reading textbooks,
classroom discussions, watching documentaries, or utilizing mnemonic techniques.
Other instances in language learning, accretion often occurs when students study
vocabulary words. They are exposed to new words and their meanings through reading,
listening, or flashcards. As they encounter these words repeatedly in different contexts, they
gradually build their vocabulary without any fundamental changes in their ability to process
language. When students write in plain English, they need to consider the target audience.
Different people have different needs and require different information. Therefore, they must
organize the text logically and present the most important information first.
d. Emergence
Emergence is the result of patterning, structuring, and the construction of new ideas
and meanings that did not exist before, but which emerge from the brain through thoughtful
reflection, insight and creative expression or group interactions. This form of learning
accounts for the internal capacities of synthesis, creativity, intuition, wisdom, and problem-
solving. This method is greatly dependent on the allocation of time, and opportunities to
reflect and construct new knowledge. Emergence plays an important role in inspiration and
originality. Unfortunately schools rarely allow students to engage in this type of learning
because it requires the gift of time. If we think about this conundrum that is a very sad state
of affairs, one we could change by re-configuring how we run schools and how we organize
learning environments. (Types of learning. 2017, March 11)
Emergence, from the perspective of complexity science, is about more than simply
finding adaptable solutions or correcting course based on evidence. Emergence is a process
by which, through many interactions, individual entities or “agents” create patterns that are
more sophisticated than what could have been created by an individual entity. And, as a
corollary, no one entity (e.g.,funder, grantee, or expert) could have envisioned the entire
solution a priori (Holland, 1995). In the context of student learning, emergence refers to how
interactions between individual students, educators, and the learning environment lead to
the development of complex learning outcomes, behaviors, or understandings.
In a classroom, students can learn from each other, their teacher, and various materials.
These interactions can lead to new patterns of understanding and knowledge that go beyond
what any individual student could achieve alone. For instance, when working in groups or on
collaborative projects, students can generate innovative solutions or insights that none of
them could have come up with individually. By exchanging ideas, perspectives, and feedback,
students can deepen their understanding and improve their problem-solving skills.
4. Cite some weaknesses of the multiple intelligence theory.
Answer:
The theory of multiple intelligences has sparked some controversy. Some critics believe
the theory is unsupported, as there isn't enough evidence to prove the existence of multiple
intelligences. Some claim there are more intelligences that Gardner may not have included in
his original theory. Another criticism is that the theory doesn't take into consideration factors
like genetics, environment, social status, and education. (Pappas, C., 2023, March 24)
The theory of multiple intelligences, proposed by psychologist Howard Gardner, posits
that intelligence is not a singular entity, but rather a combination of various distinct abilities.
These intelligences include linguistic, logical-mathematical, spatial, musical, bodily-
kinesthetic, interpersonal, intrapersonal, and naturalistic intelligences.
Critics of this theory raise several points of contention. Firstly, some argue that there is
not enough empirical evidence to fully support the existence of these multiple intelligences
as distinct and separate entities. While Gardner's theory has gained popularity, particularly
in educational settings, critics contend that more rigorous scientific validation is necessary.
Furthermore, some critics suggest that there could be additional intelligences beyond
those identified by Gardner. They propose that factors such as emotional intelligence,
spiritual intelligence, or even technological intelligence may be overlooked in Gardner's
original framework.
5. Discuss ways in which the administration of public or private schools can cater to the
needs of learners in the 21st century.
Answer:
The 21st-century skills were developed because it is often thought that students in this
century need a wide variety of skills in addition to the academic standards that have been
adopted in many states. The 21st-century skills ideally work in tandem with academic or
content standards and can be taught in or out of school. They also lend themselves well to an
integrated curriculum, project-based learning, and authentic learning experiences. For more
details about the skills, access the link above. (Button, L. (n.d.)
The Common Core State Standards (CCSS) and Partnership for 21st Century Skills
integrated the framework prepared by The Partnership for 21st Century Skills. This plan
advocated for the integration of core academic knowledge, critical thinking, and social skills
in teaching and learning to support students in mastering the multi-dimensional abilities
required in the 21st century. These skills include the “New 3Rs” (Relationships, Routines, and
Resilience) of core academic content mastery (Cantor, 2021) and the 4Cs of Critical Thinking,
Communication, Collaboration, and Creativity (Stauffer, 2021). By integrating cognitive
learning and skills into the curriculum, students can gain a deeper understanding of the
subject as well as ways to solve complex problems in the real world.
A 21st century education is about giving students the skills they need to succeed in
this new world, and helping them grow the confidence to practice those skills. With so much
information readily available to them, 21st century skills focus more on making sense of that
information, sharing and using it in smart ways. ( Driscoll, M. (2021, January 14). I
understand that the education system has to adapt to the changing world of the 21st century.
With the rise of technology and the availability of information, traditional methods of
education are no longer enough. A modern education focuses on equipping students with the
skills they need to succeed in this new environment.
One important aspect of this education is teaching students how to navigate through the
abundance of information available to them. Instead of just memorizing facts, students
should be taught critical thinking, problem-solving, and analytical skills. They should learn
how to evaluate information and distinguish between reliable sources and misinformation.
This skill set allows them to process and interpret the vast amount of information they
encounter in their studies and daily life.
Furthermore, modern education emphasizes collaboration and communication.
Students are encouraged to work together, share ideas, and engage in meaningful
discussions. They learn how to effectively convey their thoughts and ideas both verbally and
in writing. This collaborative approach promotes creativity, innovation, and a deeper
understanding of complex concepts.
References:
• Guido. (2023, October 31). Education in Asia and the Pacific. Asian Development Bank.
https://www.adb.org/what-we-do/topics/education
• Paul E. Peterson and Elena Llaudet (August 2006). On the Public-Private School
Achievement Debate.
https://scholar.harvard.edu/files/ellaudet/files/on_the_publicprivate_school_achiev
ement_debate.pdf
• PUBLIC AND PRIVATE SCHOOLS: HOW DO THEY DIFFER? (n.d.). NATIONAL CENTER
FOR EDUCATION STATISTICS. https://nces.ed.gov/pubs97/97983.pdf
• Wineberg, T. W. (2008). Professional care and vocation: Cultivating ethical
sensibilities in teaching. In Professional Care and Vocation. Brill.
• Yusuf, A. (2010). Professionalizing teaching, for the development of the education
sector. Retrieved on, 15(11), 2011.
• Huebner, D. (1987). The vocation of teaching. Teacher renewal: Professional issues,
personal choices, 17-29.
• Flo.Rooke. (2018, January 4). Is teaching a vocation? | Portals to the Past. Portals to
the Past. https://www.portalstothepast.co.uk/is-teaching-a-
vocation/#:~:text=More%20than%20an%20occupation,a%20passion%20for%20t
heir%20work.
• Types of learning. (2017b, March 11). https://thesecondprinciple.com.
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•
