THE INTERVENTION OF TEACHING FOR INTELLECTUAL AND EMOTIONAL

LEARNING (TIEL) MODEL TO THE ACADEMIC PERFORMANCE AND

REFLECTIVE THINKING SKILLS OF THE STUDENTS

A. Background of the Study

History is transferred from one generation to another, it is also one of the main factors why the
culture of the countries are being preserved and still being enjoyed by the 21 st century learners.
Given this fact, Social Studies takes the weight for shaping the learners and at the same time
preserving the culture. For years, the means of instruction for History classes became very
cynical and uniform in terms of memorizing the facts, datelines, numerous people, and even
historical land marks; but the dilemma of Social Studies teachers never ends, where’s the
retention? What would be life’s application?

The Department of Education, DepEd, is always on the alert of eradicating the problems encountered by
both the teacher and the learner; and adapting new strategies for teaching. Several years ago, DepEd
religiously follows the UBD format, Understanding by Design, in which the lessons are being given
through scaffolding of lessons. This curriculum was implemented for few years but just like every
curriculum there are loopholes that need attention. However, this curriculum was easily brought down to
the learners, but in the mid of 2009, a British Curriculum developer, Dr. Christie Folsom, brought a new
curriculum in the Philippines that will enable the teachers and learners to answer the question of retention
and application.

Dr. Christie Folsom, first introduced Teaching for Intellectual and Emotional Learning known as TIEL in
the Philippines through a non-sectarian co-ed private school in Metro Manila. In line with this, The
Teaching for Intellectual and Emotional Learning, known as TIEL, (Folsom, 2009) was
introduced in the United States to help educators teach thinking skills and integrate intellectual
and emotional learning in ways that lead to engagement in lifelong learning. TIEL was injected in
the curriculum along with the implementation of UbD in the subjects of the chosen school. By the year
2011, Infant Jesus Academy widely embraced the TIEL curriculum anchored with the UbD of DepEd in
all the subjects being taught. This leaves the teachers into confusion because there are several ideas of
TIEL not fit with the UbD. After the school receives its Level II Accreditation from the PAASCU,
(****insert PAASCU acronym****) in 2012, the school had a full implementation of the TIEL
curriculum will all its subject offered. Thus, the curriculum helped the teachers not only with the
presentation of the lesson and activities but with the long-run of the problem of history classes in terms of
retention.

DepEd aims to strike not only the accumulation of facts of historical contexts but also aims to
strengthen the intellectual growth based on the curriculum development which sharpens the
student. To foster creative resolution of conflict upon learning theory in improving social
philosophy, DepEd issued the K to 12 Curriculum. The TIEL curriculum is divided into two main
categories; the qualitative outcomes and the thinking operations.

The Qualitative outcomes such as; appreciation, mastery, ethical reasoning, empathy, and
reflection are developed through its equivalent Thinking operations such as reflection through
Cognition, Empathy through Empathy, Ethical reasoning through Evaluation, Mastery through
Convergent thinking, and Appreciation through Divergent thinking. Since K to 12 curriculum
aims to develop the thinking skills of the students through History classes of the student, the
TIEL curriculum’s reflective will preserve and prepare the student for the application of what he
have learned in class. History, as its core content serves numerous purposes, from the
development of citizens as meaningful members of a larger community with which they identify,
to the training of the mind in critical thinking and sound judgment. This practice and ideology
have been developed through insufficient background in history and the value of what they have
learned through accumulation of memorized facts.

Teachers were trained on how to use the TIEL curriculum more importantly after the full
implementation in 2012 and how to make the curriculum work for the learners. TIEL primarily
highlights the art of questioning and how the learners will respond to the question posted by the
teachers. The TIEL Curriculum Design Model is constructed from theory as well as practice that
influenced practical education whose thinking was grounded in practice (Folsom, 2009). This
curriculum model known as the TIEL wheel clearly explains to the teachers the aspects and
factors of learning that they need to focus onto for their target aims on a particular lesson. The
content of the design model were based from the traditional way of teaching and classroom
management practice but it is incorporated with new techniques and theories. With TIEL,
projects were no longer present, so Performance Tasks were brought into light. With
Performance Tasks students are no longer required to make tedious projects at home,
unsupervised; PTs are given at school with the supervision of the teacher.
Given the issue of supervisions, the teachers are no longer asked to explain everything
that may result to spoon feeding, which is the fear of the TIEL program. The TIEL program aims
to make the teachers as the facilitators of learning, not as the spoon feeders. This program gives
liberation to the educators to use series of questions related to the lesson to unfold the topic, by
any means called Scaffolding. This questioning technique enables the learners to think deeper
and discover the topics and contents of the lesson by themselves, the teacher being the facilitator
of the lesson itself. The art of questioning follows a design model that enables the teacher to
deliver how the lesson should be revealed. In quite some time now, TIEL has been a vast expanse
on K to 12 curriculum however, the importance and the usage were highlighted but the
effectivity of the program was not yet measured. Sure enough that the program was adapted by
some schools now but the efficiency of the program is yet to be discovered.

B. Statement of the Problem

The study aims to analyze the influence of TIEL Curriculum Design to the learning of
Grade 7 and 8 students in Social Studies.
Specifically, this research seeks to answer the following problems:
1. How does Teaching for Intellectual and Emotional Learning (TIEL) influence the
academic performance of students in Social Studies?
2. How does TIEL influence the reflective thinking skills of students in Social Studies?
3. Is there any significant relationship between academic performance and the TIEL model?
4. Is there any significant relationship between academic performance and the reflective
thinking skills?
C. Significance of the Study
TIEL Curriculum Design Model is constructed from theory as well as practice that
influenced practical education whose thinking was grounded in practice (Folsom, 2009).
Therefore, this study is deemed significant to the following stakeholders for the following
reason:

The Teachers. This study will provide valuable information for the teachers of Social Studies for
the improvement of their learning and teaching techniques in a classroom environment. In
addition to, this study will also enlighten the teachers of Social Study on the strategies and
techniques that will help them attain their goal of lesson retention and application to the students.

The Curriculum Developers. This may help the curriculum developers to decide whether this
curriculum model can be a good design for teaching Social Studies as integrated to K to 12
educational program of the government and thereof.

The Administrators. The output of the study will not only help the subject area of Social Studies
but also other subject areas for improvement of their activities and learning-teaching strategies.
This can also be an opportunity with school administrators to assess the usefulness of this
curriculum design that will enhance the performance of their school.

The Students. The outcomes and the results of the study will benefit the students and their
learning strategies. This will also help them to deeper understanding of not only Social Studies
but the rest of their subjects in school.
D. Scope and Limitation
This study will focus on the influence of TIEL on the academic performance and
reflective thinking skills of the Grade 7 and 8 students. Grades 9 and 10 will not be part of the
study, since the study will only get results from those who are studying the concepts of Asian
History and History of the World which is under the programs for grades 7 and 8. Other fields of
Social Study classes such as Economics will not be put into used for this study.

The participants of the study will include grade 7 and 8 students of a non-sectarian private school
in Marikina City. There will be 4 sections of grade 7 (Araling Asyano) and grade 8 (Kasaysayan
ng Daigdig) that will be used for the study, these means 2 sections per each grade level. The
selection of the section will be based on the sections handled by a teacher who underwent
intensive TIEL seminar- workshops conducted by the proponent of TIEL. The study will focus
on the 3rd up to 4th year of TIEL implementation only, those years after and before the aforesaid
time frame will not be put into use. To eliminate factors that affects time and results, each of the
classes will be handled by the aforesaid teacher in a specific grading period from June to August.
The topics will cover the aforementioned grading period of the Academic Year 2016-2017.

E. Conceptual Framework

Grade 7 and 8 students

Teaching for
Intellectual and a. Academic Performance
Emotional
Learning (TIEL) b. Reflective Thinking Skill

Figure 1. Conceptual Framework of the Study

This framework shows the influence of TIEL on the academic performance and reflective
thinking skills of the students. The study aims to identify the influence of TIEL on both academic
performances and reflective thinking skills through series of activities and performances being
implemented and facilitated by the teachers.

G. Definition of Terms
The following terms are defined as used in this study:
Reflective Thinking Skills is an authority for a scientific conclusion to be found in
perceivable phenomena, which suggests observation and experimentation (Hunt & Metcalf,
1968).
Reflective Teaching is problem-centered teaching (Hunt & Metcalf, 1968).
TIEL refers to Teaching for Intellectual and emotional Learning, which is designed for
complex teaching and learning that brings together fundamental intellectual and social-emotional
components important to teaching and learning (Folsom, 2009).
TIEL Curriculum Design Model refers to a design wheel that provides a visible
structure for teaching both thinking and social-emotional processes that includes specific skills
(Folsom, 2009).

H. Research Design

The data gathered from this study will be analyzed based on the qualitative method. Meanwhile,
this research will use the descriptive form and correlational study. The researcher will gather data
through the result of the performance tasks with rubric, long tests, and reflective journals.

I. The Sample

The respondents of the study will be from the heterogeneous 2 sections from grade 7 and 2
sections as well for grade 8 in Infant Jesus Academy, Marikina. There will be a total of 180
students since there will be 45 per class. The classes will be from those handled by the teacher/s
who underwent intensive TIEL seminar- workshop conducted by the TIEL proponent.
J. The Instrument

The instruments to be used in this study will be:

For Academic performance, the results of the achievement test and the performance tasks
checked and graded by the use of rubric will be gathered.

For reflective thinking, a reflective thinking skills test and a daily- class journal evaluated with a
rubric will also be put into used.

K. Data Collection Procedure

The researcher will send a letter requesting for permission addressed to the school
Chancellor, Level leaders, cluster leaders and subject area coordinators to conduct a survey and
an interview. Upon the approval of the request, the researcher will set an appointment with the
teachers for the availability of the time, date, and place scheduled for the data- gathering. Each
academic performances of the student from their Social Studies class will be gathered. Pre-test
will be given during the 1st week of the 1st quarter period while post-test will be gathered through
the results of the academic performances of the students.

References
British Columbia Ministry. Premier's technology council report.(2010).
available:https://www.bced.gov.bc.ca/dist_learning/21century_learning.htm.
Hunt, M., & Lawrence, M. (1968). Teaching High School Social Studies: Problems in Reflective
Thinking and Social Understanding (2nd ed.). New York: Harper & Row Publishers.
Folsom, C. (2009). Teaching for intellectual and emotional learning: A Model for Creating
Powerful Curriculum. Rowman and Littlefield Education. Plymouth, United Kingdom.