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COMPARISON OF PHILIPPINE EDUCATION
20th Century
Paradigm
21st Century
Paradigm
Interaction
Mainly individual some collaboration
Mainly collaborative some individual
Assessment
Mainly summative with some formative
Formative with summative
Centricity
Teacher-centric
Student-centric
Learning programs Group based some extension or remedial
Individual learning programs
Learning
program outcomes
Assessment focused
Process & Outcomes focused
Learning
focus
Predominantly content with some process
Predominantly process with seamlessly embedded content
Teaching
approach
Just in case learning
Just in time learning
Learning
relevance
Low relevance to the learner
Often low currency
Can lack context for the learner
Relevant to learner
Current and topical
Has high contextual value for learner (me, group, community or global significence)
Daggett’s
application model
Low, content often relevant to only to current unit of learning or course
Can be applied across several areas of learning.
Applicable to real life situations
Think
Skills
Predominantly lower order
Bloom’s Digital Taxonomy
Remember,
understand & apply
Solo Taxonomy
Unistructural
& Multistructural
Predominantly higher order
Analysis,
evaluation & creativity
Relational
& extended abstract
Technology
use
Literacy (learning about technology)
Augmentative (learning with technology)
Transformative (learning through technology)
Teaching
methodologies
Stand and Deliver
Instructional
Project and problem based learning
Constructivist
Student involvement in learning
Students given content & told processes
Students construct content & develop and evaluate processes.
Feedback
Limited
Multiple sources – self, peer & teacher/mentor
Student
self management
Based on rules.
Limited or no student input into framework
Based on moral and ethical approach
Students, staff & community partnership in development
Student
promotion
Academic promotion with
20th Century
Paradigm
21st Century
Paradigm
Interaction
Mainly individual some collaboration
Mainly collaborative some individual
Assessment
Mainly summative with some formative
Formative with summative
Centricity
Teacher-centric
Student-centric
Learning programs Group based some extension or remedial
Individual learning programs
Learning
program outcomes
Assessment focused
Process & Outcomes focused
Learning
focus
Predominantly content with some process
Predominantly process with seamlessly embedded content
Teaching
approach
Just in case learning
Just in time learning
Learning
relevance
Low relevance to the learner
Often low currency
Can lack context for the learner
Relevant to learner
Current and topical
Has high contextual value for learner (me, group, community or global significence)
Daggett’s
application model
Low, content often relevant to only to current unit of learning or course
Can be applied across several areas of learning.
Applicable to real life situations
Think
Skills
Predominantly lower order
Bloom’s Digital Taxonomy
Remember,
understand & apply
Solo Taxonomy
Unistructural
& Multistructural
Predominantly higher order
Analysis,
evaluation & creativity
Relational
& extended abstract
Technology
use
Literacy (learning about technology)
Augmentative (learning with technology)
Transformative (learning through technology)
Teaching
methodologies
Stand and Deliver
Instructional
Project and problem based learning
Constructivist
Student involvement in learning
Students given content & told processes
Students construct content & develop and evaluate processes.
Feedback
Limited
Multiple sources – self, peer & teacher/mentor
Student
self management
Based on rules.
Limited or no student input into framework
Based on moral and ethical approach
Students, staff & community partnership in development
Student
promotion
Academic promotion with