The Angelicum System adheres to the theoretical framework and established practices of a non-graded system of education, as envisioned by its founder, Fr. Rogelio B. Alarcon, O.P. Its primary concern is to accept and respect individual differences. It recognizes the unique learning styles, special needs, similarities, and differences of all learners. There is ample variability in instructional approaches to varying needs.

Individualized Learning 
        The system is non-graded in such a way that learners can individually move through the content (the curriculum) at his own pace, corresponding to his own abilities, interests, and needs. Individualized learning occurs when the curriculum, the materials, and activities are organized for self-pacing through self-learning materials/modules.

Self-paced
        Learners are enabled through flexible arrangements to progress at their own best pace and in appropriately varied ways. Curricula are individualized to correspond with individual needs, interests, and abilities.

Continuous Progression
        Continuous Progression sees learning activities of the learner as one continuum consisting of different graduated levels. Levels 1, 2, 3, etc., signify the increasing degree of difficulty of the skills in the learning continuum. Thus, when a child enters Angelicum, the first thing done is to determine his level. Then he starts his lesson in the level determined and progresses from there.
       The expected standards of performance (in terms of outcomes) in the subject areas of the curriculum are defined so that the points to be reached by the end of a designated (e.g. a four-year) period are well known. However, the time taken to reach that end and the path followed to that end are allowed to vary.

No Grade Labels
       Grade labels are not used (e.g. first grade, first year) to identify boundaries  within which it is presumed that typical children of a given age group can and should function academically. The Angelicum System sees a particular subject area level as a continuous whole with a complete set of skills to be learned by the learners without the usual time frame.

No Marking System
       The competitive or comparative evaluation system, through which the products of each child's academic efforts are marked or rated with symbols or words that represent point along a scale of acceptability, is not used. Instead, results of mastery tests are given descriptively. A check (/) means that the learner had gained ample working knowledge, skills, and values relative to the lesson.

No Retention or Failure
       The promotion-retention system which requires that a child be demonstrably qualified at the end of each year to cross the boundary between one grade level to the next, or else be retained ("failed") within the lower boundary for yet another academic year is not the practice in a non-graded scheme of education.
       Early academic failure tends to be self-fulfilling prophecies for later years. Young people, who grow believing that despite their best efforts they are incapable of achieving quality results in their school work, begin to see themselves as having little inherent quality.

Individualized Learning Materials
       Individualized learning materials are the basic vehicles for guiding student learning and provide the framework for beginning to individualized instruction. A variety of learning materials and activities are organized for self-pacing through individualized self-learning packages/modules.

Process-Oriented
       The process is more important than the product. The skills of learning to think and to learn, especially inquiry, evaluation, synthesis and application are stressed. Learning, which is the "work" of the child, is intended to be not only challenging but also pleasurable and rewarding.

Teacher as Facilitator of Learning
       The teacher's main focus is on the student's learning rather than teacher's teaching. The teacher aids in children's development and diagnoses problem areas. He suggests alternative plans of action, provides resource materials, and gives encouragement, support or prodding as the teacher assumes an unparalleled importance in learning, considering the purpose of education which is the total development of the person (immediate) and his eternal salvation (ultimate).

Mastery Learning
       An approach to learning that emphasizes performance-based outcomes, such learning is often related to competencies that are taught and then evaluated for mastery.

Self-evaluation
       The learner himself monitors his own performance. As he records his checkmarks of the skills learned, he keeps track of his own pace through a progress report chart. Through the chart, he realizes if he lags behind or if he is going fast.

Home-School-Community Collaboration
       This focuses on the relationship of the learner with the active role the school, parents, and society play in the learning process. Learning starts at home, complemented in school, verified in society and perfected in life. Since all are concerned with the same person, collaboration is a must to give consistent, unified, and relevant information.
       The Parent-Facilitator Conference (PFC) is an occasion for the school and the parents to discuss what is beneficial for the formation of the child. Cooperation between the school and the parents is to be elicited and all this can happen when there is openness and communication.

Cooperative Learning
       A type of learning based on the notion that students can learn from each other by coordinating/networking efforts in a format that promotes the exchange of dialogue and ideas. Brainstorming together is one type of cooperative learning example.

Open Classroom
       The Open Classroom system of education focuses on the place where the learner is as he learns and its impact on the learning process. This system believes that the learner can learn wherever he is. A particular place, however, has a decisive influence on a particular learner. The classroom is a very important place for learning. It is in the classroom that the teacher sets the mood for learning. However, learning is not confined to it. Learning could also happen in the next room, in the playground, in the library, under the trees, anywhere. The whole school then becomes a learning center. This center extends even beyond the limits of the school compound. The whole world, where the learner moves, eventually becomes a learning center.

Positive Motivation
       Facilitators and other members of the school staff genuinely seek the welfare of the learners. They listen with empathy in order to let the learners get to the problem and the solution at their own pace and time.

Distance Learning
       The refers to the use of modern telecommunications specifically the internet to present live instruction to locally- based learners as well as foreign- based learners who are enrolled but cannot be physically present in school. The wide range of media available for instructional use can also help deliver equal educational opportunities. An example would be the Home Study Program, which uses a webcam for the online monitoring of each learner’s performance and progress.

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This page was modified last June 26, 2013 by ACQC webmaster

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