Wednesday, May 22, 2013

Quotes and Wisdom about Teaching 4

    These days, since it's summer, I would like to take a break on educational psychology topics. To be honest, it's a bit difficult to post about theories since I have to study, think over and read again the topics I will be posting. Of course I would really love to be credible as possible. I may not be a founded psychologist, but I also want that the insights I share are correct and have bases. Now, let me share this poem to you which I read from a book given to me. Hope you find this inspiring especially in nurturing our learners.


"The heart of child is a scroll,
A page that is lovely and white;
And to it as fleeting years roll,
Come hands with a story to write.

Be ever so careful, O hand;
Write thou with a sanctified pen;
Thy story shall live in the land
For years in the doings of men.

It shall echo in circles of light,
Or lead to the death of a soul.
Give here but a message of right,
For the heart of a child is a scroll."


-Anonymous

Saturday, May 18, 2013

Banghay Aralin sa Filipino 8

 
Banghay Aralin sa Ikalawang Taon
Pakitang Turo
Marso 3, 2011

I.                    Layunin:
1.      Nakikilala ang iba’t- ibang sining sa Asya.
2.      Nakabubuo ng mga pangungusap na patanong batay sa pangungusap sa pisara.
3.      Napapahalagahan ang sining sa Asya.
II.                  Paksang Aralin:
Ang Sining sa Asya; Tekstong Ekspositori
Mga Pangungusap na Humihingi ng Impormasyon
Ang Bagong Filipino sa Hayskul II
p. 223-229
Kagamitang Panturo: Larawan, Flashcard  Dayagram
Value Focus: Pagpapahalaga sa Sining
III.                Pamamaraan:
A.     Pangganyak:
( Aktibidades)
Ipaayos ang mga ginupit na larawan sa mga mag-aaral upang mabuo ang larawan ng iba’t- ibang sining sa Asya. Tutukuyin nila kung ano ang mga ito at itatanong ng guro kung mayroon silang ideya sa mga larawan.
B.      Talasalitaan:
Ibigay ang kasingkahulugan ng mga sumusunod na salita.
1.      mandudula
2.      katedral
3.      pabula
4.      papet
5.      teatro
6.      templo
Gamitin sa sariling pangungusap.
C.      Paglalahad ng Aralin:
1.      Paglalahad ng guro ng paksang-aralin.
2.      Pagpapabasa ng teksto.
3.      Pangkatang Gawain.
Ibigay ang kahulugan ng sining gamit ang dayagram.
D.     Pagtalakay sa Aralin:
( Analisis)
1.      Ano ang pamagat ng tekstong binasa?
2.      Ibigay ang iba’t- ibang uri ng sining na binanggit sa teksto.
3.      Lahat ba ng makikita nating makulay at may disenyo ay matatawag na produkto ng sining?
4.      Isa-isahin ang mga likhang sining na naipagmamalaki ng Asya.
5.      Sinasabing mahilig sa musika ang mga Pilipino, sa anong paraan nila ito ipinakikita?

Attention Deficit Hyperactivity Disorder (ADHD)

What is ADHD?

Attention-deficit Hyperactivity Disorder is a developmental disorder characterized by developmentally inappropriate degrees of inattention, hyperactivity, and impulsivity.



According to DSM IV (Diagnostic and Statistical Manual of Mental Disorders-Fourth Edition)
ADHD is a condition characterized by
a.       Persistent pattern of inattention and/or hyperactivity-impulsivity that is more frequently displayed and is more severe than is typically observed in individuals at comparable level of development.
b.      Some hyperactive-impulsive or inattentive symptoms must have been present before seven years of age.
c.       Some impairment form the symptoms must be present in at least two settings.
d.      There must be clear evidence of interference with developmentally appropriate, social, academic or occupational functioning.
e.       The disturbance does not occur exclusively during the course of Pervasive Developmental Disorder, Schizophrenia, or other Psychotic Disorders and is not better accounted by another mental disorder.

According to IDEA
ADHD is under the “Other Health Impairment” category of IDEA. Other Health Impairment is defined as “…having limited strength , vitality or alertness, including a heightened alertness to  environmental stimuli that results in limited alertness with respect to the educational environment that is due to chronic or acute health problems such as… attention deficit hyperactivity disorder…; and adversely affects a child’s educational performance.


Three Subtypes of ADHD
A.      Predominantly Inattentive Type-used if 6 or more symptoms of inattention but fewer than 6 symptoms of  hyperactivity-impulsivity have persisted for at least six months
B.      Predominantly Hyperactive-Impulsive Type- used if 6 or more symptoms of hyperactivity-impulsivity but fewer than 6 symptoms of  inattention have persisted for at least six months
C.      Combined Type- used if 6 or more symptoms of inattention and 6 or more symptoms of  hyperactivity-impulsivity have persisted for at least six months

Symptoms of inattention
·         fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities
·         has difficulty sustaining attention in tasks or play activities
·         does not seem to listen when spoken to directly
·         does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
·         has difficulty organizing tasks and activities

Thursday, May 9, 2013

Dyscalculia: Curriculum Modifications

Peer Tutoring: One of the best ways to help children with dyscalculia.

       
      Students with dyscalculia are usually enrolled in regular classrooms composed of more or less regular students.  This is because children with specific learning disability such as dyscalculia have more or less the same intelligence as with regular students. And like any other students enrolled in regular classroom setting, they follow the the usual curriculum implemented in schools. Therefore, a dyscalculic student's specialized curriculum  will be in respect with the imposed national curriculum together with its goals and objectives. Curriculum modification will rather be initiated to address her special needs.

      To avoid ambiguity, the term curriculum modification means modifying the contents, instructions, and/or learning outcomes for diverse student needs (National Center on Accessing General Curriculum, 2004). This may be in a form of accommodation, adaptation, parallel curriculum and overlapping curricula. Specifically, to meet the goals and competencies required by RBEC, accommodation and adaptation are the primary modifications made in Julie Ann’s curriculum. Accommodation means modification to the delivery of instruction or method of student performance and does not change the content or conceptual difficulty of the curriculum (King-Sears, 2001). Accommodation is a modification of instructional methods intended to meet individual student’s needs of acquiring necessary input from lessons. The information that students receive remains the same. However, an accommodation to curriculum modifies the way that students acquire and/or respond to the information (National Center on Accessing General Curriculum, 2004). Adaptation on the other hand, is a modification to the delivery of instructional methods and intended goals of student performance that does not change the content but does slightly change the conceptual difficulty of the curriculum (King-Sears, 2001). Adaptation is a goal-driven process: in order to decide on an adaptation to curriculum, intended goals for individual students must first be specified.

Accommodations and Adaptations

Part of programs and interventions essential to address the needs of a dyscalculic child is modifying the usual curriculum given to a regular class. These considerations are made to address the drawbacks and hindrances brought about the condition as well as to provide the best learning possible.

Accommodation and adaptation are the key modifications made for this condition. In accommodation, the content and the difficulty presented by the curriculum remains the same. What is being modified is the delivery of instruction or method of student performance that modifies the way that students acquire and/or respond to the information Adaptation is much likely the same with accommodation but does slightly change the conceptual difficulty of the curriculum (King-Sears, 2001). Specifying the objectives is one of the primary tasks involved. 

The following are some of the accommodations and adaptations that will/can be implemented in Math instruction and evaluation:

Instruction
a.    Using concrete manipulatives to demonstrate and practice problems before moving to symbolic.
b.    Highlighting key words for steps, directions or operations in questions given to her.
c.    Using visual cues (e.g. stop signs or red dots) on the paper when changing operations. And then giving cues like raising hand in order that necessary instructions will be provided to go on.
d.    Using color coding (e.g. green for addition, red for subtraction, etc.).
e.    Ensuring of a  a clear understanding of the math vocabulary being used (e.g. use of mnemonic devices)
f.      Using modeling frequently (by the teacher or a tutor).
g.    Teaching strategies for checking math work (e.g. quotient x divisor = dividend)

Tasks/Activities

a.    Providing extra-large symbols next to questions in order that the symbols will be more likely to observed
b.    Providing practice in math by using a computer software program that gives the student immediate feedback (if available).
c.    Using large colored arrows to indicate where to begin working on a math problem.
d.    Reducing the number of questions given, but not the level of difficulty.
e.    Having a math reference sheet, cue cards, open book/notes that demonstrate the steps to solving a particular type of question.
f.      Having worked with a classroom peer.

Educational Assessment

a.    Evaluating on daily or weekly basis rather than on lengthy tests or exams.
b.    If lengthy tests are required, not mixing of concepts at one time.
c.    Allowing the use of tables or charts.
d.    Providing a visual model with test questions to demonstrate what is being asked.
e.    Providing graphing paper for lining up numbers when working math problems.
f.      Using personal experiences when designing math problems.
g.    Having oral testing for word problems.
h.    Providing a quiet place to work.
i.      Allowing extra time to complete tests.
j.      Highlighting operational signs so that the signs are very much obvious before beginning an operation.
k.    Highlighting key words on a test so that words will surely be noticeable before answering the question.



 REFERENCES:

Bilbao, P., et. Al(2009). Curriculum development. Manila: Lorimar Publishing
Butterworth, B. (2005). “Developmental dyscalculia," in Handbook of Mathematical Cognition, J. Campbell, Ed. New York: Psychology Press.
Corpuz, B. and Salandanan G.(2009). Principles of teaching 1. Manila: Lorimar Publishing
Corpuz, B., Rigor, D., and Salandanan G.(2009). Principles of teaching 2. Manila:Lorimar Publishing
Department of Education, Bureau of Elementary Education (2010). Lesson guide in elementary mathematics. Manila:  Book Media Press Inc.
Dimalanta, F. X. (2009). Understanding dyscalculia. Retrieved from http://www.mb.com.ph/articles/211578/understanding-dyscalculia
Emerson, J. and Babtie, P (2010). The dyscalculia assessment. United Kingdom: Continuum Internationall Publishing Inc.
Holdbrook, M.D. (2007). Standard based IEP examples. Alexandria: National Association of State Directors of Special Education
Internet Resources: