Taking it to the net: HOWARD GARDNER'S NINE MULTIPLE INTELLIGENCES: Linguistic Intelligence: the capacity to use language to express

what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence. 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does. 3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent. 4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting. 5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. 6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef. 7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help. 8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities.

The Dunn and Dunn Learning Styles Model

Learners tend to demonstrate patterns in the way they prefer to deal with new and difficult information and ideas. The majority of us are most confident and successful when we approach difficult tasks by using our strengths.

The Dunn and Dunn Learning Style Model indicates a range of variables proven to influence the achievements of individual learners from kindergarten age to adulthood. Each learner has his or her own unique combination of preferences. Some preferences may be strong, in

which case the learner will benefit significantly if the need is addressed when he or she is learning challenging content. Others preferences may be moderate worth addressing if learning isnt progressing smoothly. For some variables, no preference may be indicated. The learners ability to engage with the work and to achieve success may depend on extraneous factors or his/her level of interest in the subject - or it may be that that particular variable has no real bearing on the learners ability to concentrate and study. ILSA trainers have considerable experience in the Dunn and Dunn Model. We would be delighted to provide your school or business with in-depth training in the practical applications of this researchbased approach to teaching and learning.

Taking it to the net: Research on the additional principles of language teaching Spelling and accent marks. Pronunciation isn't that big a deal. Fluent speakers will know what you mean. Deal students like your own teachers. Try to explore the interests of the students and deliver lectures considering the interests of the students. Be calm and cool whist giving lectures.

Taking it to the net:

Instructional Materials Evaluation Criteria Secondary English Language Arts Rubric Supporting teachers in implementing the Common Core: A multi-state initiative through the Council of Chief State School Officers and the National Governors Association Center for Best Practices
Title & Grade Level ___________________________________________________________________ Date of Review: ____________ ISBN# ______________________

2014 Pilot Assessment for Common Core; 2015 Assessment for Full Implementation of Common Core KEY: CCR = Career and College Ready Anchor Standards in Reading, Writing, Speaking and Listening, and Language SBAC = Smarter Balanced Assessment Consortium RUBRIC is adapted to support Key Elements of the Common Core and the Model Core Teaching Standards (InTASC Interstate Teacher Assessment and Support Consortium and NBPTS National Board for Professional Teaching Standards) ORGANIZATION: Section 1: Curriculum Content; Section 2: Assessment and Equity/Access; Section 3: Teacher, Student and Parent Support Materials; Section 4: Technology and Durability Research activity: ALLAN B. I. BERNARDO & RIZALYN J. MENDOZA MAKABAYAN IN THE PHILIPPINE BASIC EDUCATIONCURRICULUM

Problems and Prospect for Reforming Student Learning in the Philippines Abstract. The Philippines Department of Education undertook a curriculum reform for basic education with the goal of improving student learning to meet the more complex demands of Philippine society amidst globalization. The 2002 Basic Education Curriculum has three key reform themes: (a) the articulation of more complex and higher level learning goals, (b) the streamlining and integration of learning areas in the curriculum, and (c) the use of creative and innovative teaching approaches to improve student learning. These themes are discussed in the case of Makabayan a new learning are a that integrates several subjects with the goal of helping each Filipino student to develop a healthy personal and national identity. The problems in realizing the curriculum aims are discussed, focussing on the difficulties in fully articulating the ideal curricular elements, constraints in the implementation, and the weak conceptualization of the learning reform in the context of Philippine education.

1. INTRODUCTION It is generally acknowledged that a curriculum needs to be updated regularly, notonly to incorporate new knowledge but also to adapt to changing environmental, social, technological and global contexts. The Philippines follows the same pattern of curriculum development and reform practices like most other countries. In 2002,the Philippines Department of Education (DepEd) undertook a grand curricular reform effort, which resulted in the 2002 Basic Education Curriculum (or BEC).But unlike curriculum reforms in other countries which involve a slow process, the BEC was implemented rather fast. The DepEd Order No. 25 (s. 2002) on the implementation of the BEC states that studies on the previous curriculum began within the DepEd in 1986, and more explicit consultations with other stakeholders began in 1995. However, the formal curriculum reform process was initiated around March 2001. The BEC was implemented nationwide in June 2002 in all public primary and secondary schools in the country, 15 months after the curriculumreform process began. The BEC is still being implemented up to the present. This paper explores the BEC reform as a case of an official educational reform that aims to improve student learning by focusing on the emergent learning area in the curriculum that is referred to as Makabayan . In the first section of the paper, the foundations and features of the BEC are discussed. The second section proceeds to detail the reforms embedded within the new learning area of Makabayan And describes how this new curricular feature was explicated and implemented in various levels of the educational bureaucracy. The concluding sections attempts to summarize some of the issues that arise in this particular attempt to reform learning