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ENG8 - Self-Paced Activity 4

The document is a reading comprehension activity about a text that discusses the role of schools, communities, and students in achieving academic excellence and developing quality leadership. It notes that classrooms now feature more collaboration and technology, and that the focus of education is developing learners' skills. It also defines the "educational triumvirate" as the school, community, and learner working together.

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Bianca Mistal
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222 views3 pages

ENG8 - Self-Paced Activity 4

The document is a reading comprehension activity about a text that discusses the role of schools, communities, and students in achieving academic excellence and developing quality leadership. It notes that classrooms now feature more collaboration and technology, and that the focus of education is developing learners' skills. It also defines the "educational triumvirate" as the school, community, and learner working together.

Uploaded by

Bianca Mistal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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IMMACULATE HEART OF MARY COLLEGE – PARAÑAQUE

Forming the character….Reforming the will….Transforming the heart!


PAASCU LEVEL II

BASIC EDUCATION DEPARTMENT


School Year 2020 – 2021

Self-Paced Activity #4

Name: Date:
Teacher: Gr. & Sec:

I. Reading
Directions: Use your scanning skill to answer the questions about the text.

School and Community: A Student-Leader's Bloom


By Fritzie Gay S. Lusica
(An excerpt delivered to the student government groups of the Department of Education Schools Division of Surigao del Norte)

From the pre-literacy period where ancient people shared information through oral tradition in their
very own homes or livelihood environments to the twenty-first century where classrooms feature collaboration
coupled with technological sophistication, the face of education has taken a grand leap to augment learner
achievement and skill, the very focus of education.
The responsibility of producing quality learners lies on the hands of the "educational triumvirate,"
namely, the school, the community, and every learner himself/herself. But as learners, how do you achieve
quality and excellence? The answer to this meditative question is simple: vibrant participation. But what then
are the characteristics of vibrant or active student participation and how do they contribute to academic
excellence and quality leadership?
Three values come to view: proficiency, responsibility, and spirituality. A proficient student is able to
discern key points in lessons, voice out questions, articulate ideas using a good command of Standard English,
use digital resources of information and comprehend a wide range of concepts across disciplines with minimal
supervision from teachers. In a classroom where students are truly proficient, teachers turn from being the
"sage on the stage" – the only source of information – to the "guide on the side" – facilitators of learning – for
students take the center stage of the teaching-learning process. Proficiency is shown when writing activity
proposals and in interpersonal relations, to name a few. Responsibility means taking charge of your own
learning through training and experience. Another way is through servant leadership, coined by Robert K.
Greenleaf, which ensures that other people's priority needs are being served. This altruistic nature of a servant-
transformational leadership is embedded in spirituality, which is the realization that God has given each of us
all that we need to succeed; what is left is for us to tap such abundant resources. In the concept of stewardship,
we, as members of the community, take turns leading and following but always hitting the principal goal of the
common good.
Over the years and through breakthroughs in education, the school and the community have become
profound grounds for students like you to nurture academic excellence, enabling you to become quality leaders.
The merger of academic excellence and quality leadership sprouts from your active participation characterized
by proficiency, responsibility, and spirituality. When these factors build a dynamic interplay a real student-
leader blooms.
Choose the letter that corresponds to your answer.

________1. When did classrooms start to feature collaboration coupled with technological
sophistication?
A. pre-literacy period
B. twenty-first century
C. present day

________2. Who is the focus of advancement in education?

A. teacher

B. parent
C. learner

________3. What is the "educational triumvirate"?

A. government, people, sovereignty

B. school, community, learner


C. politicians, voters, supporters

________4. How are quality and excellence achieved in the school setting?

A. through active participation

B. through obtaining good grades


C. through harmonious interpersonal relationships

________5. What is the term that designates the teacher as the only source of
information in class?

A. "Sage on the stage"

B. "Guide on the side"


C. "Teaching-learning process"

________6. Which situation exhibits academic proficiency?

A. writing quality activity proposal and letters of invitation

B. setting a record-breaker in the 100-meter dash


C. preparing a meal of European and Asian combination

________7. How are skills learned?

A. through watching video clips


B. through innate potential
C. through training and experience

________8. Who coined the term servant leadership?

A. Robert Greenleaf

B. Stephen Covey
C. Nelson Mandela

________9. What is the term for the realization that God has already given us what we
need to succeed?

A. altruism

B. spirituality
C. character

________10. What partnership has become the avenue for students to nurture
academic excellence?

A. school and community

B. field trips and campaigns


C. debates and intellectual discussions.

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