Tuesday, December 30, 2014

Christmas Party 2014

    I think Christmas Party is the most anticipated school activity in the whole school year beside Graduation Day. I know this because pupils save money as early as September just to buy new clothes or shoes. As a class adviser, I always see to it that our Christmas Party is as memorable as possible since my pupils are in Grade 6 and this would be their last party in their elementary school days.

     I was very glad that almost all my pupils attended with one who was sick. One of my pupils initially didn't want to attend because he didn't have new clothes plus he was shy because he couldn't bring any food to be shared to the class. However, I asked some of my pupils to fetch him at his home so I was happy that he was able to attend.
    Our party this year was really fun. We did a lot of parlor games and talent showdown. Though it is quite tiring, our party lasted for the whole day, while other sections usually ended before lunch.

Here are some of the pictures:

Gifts and Food...

 
Parlor games!!!

Our grade 6 pupils with their robotic dance....They were so cool....hehehe


Though I'm not as cute as my pupil I was glad that I was able to have a picture with Detective Conan...hahaha..why do I always see my pupils as anime characters??? hahahah



Class picture....










 

Monday, December 15, 2014

Lesson Plan in Math 5 (Integrated with MSEP)

Lesson Plan in Math (Integrated with MSEP)

I. Objectives
At the end of the class, the pupils are expected to:
a. compare and order decimals through ten thousandths
b. round decimals through ten thousandths
c. show sportmanship

II. Subject Matter
A. Comparing and Ordering Decimals
B. BEC PELC II.B.4; II B.5
C. activity sheets
D. Sportsmanship

III. Procedure
A. Preparatory Activities
1. Review/Drill (Group Game)
Group the class into 5 groups.
Each member will be given cards with numbers.
With a go signal, the groups must compete to arrange themselves either in ascending or descending order.  The first group to arrange themselves correctly gets a point. The game is best of 10.

2. Motivation
             Discuss to the pupils about the Olympic Games, why it was started and its goals.
            Ask the pupils about any sports events they know about and the Filipinos who have competed in the games.
            Inculcate the importance of sportsmanship in any sporting event.

B. Developmental Activities
1. Presentation
             In the diving event, the following scores were presented. The ratings were as follows:
                        United Kingdom …..92.9942
                        Russia………………92.9989
                        United States……….92.9994
            Who do you think won the event?

Have the pupils order the scores from highest to lowest.
Ask: How did we order the scores? How do we compare decimals?
Explain that comparing decimals is like comparing whole numbers. A decimal is greater than the other if the digit is greater in the same place value. In ordering decimals, have the pupils familiarize the term ascending and descending to correctly order the decimals.

            Present another scenario.
Ask: Supposing that scores are rounded in the nearest thousandths, who do you think wins? Will there be a tie?
Discuss the general rule in rounding decimals.


3. Exercise
Compare the following decimals by writing <, >,or =.
1. 0.945 ___ 0.954
2. 0.00195 ___ 0.195
3. 0.344 ___ 0.3545
Order the following decimals in ascending order.
4. 0.254, 0.342, 0.256
5. 0.123, 0.132, 0.133, 0.121
6. 1.23, 2.13, 2.21, 1.21
Round the decimals to the nearest indicated place value.
7. 2.457- hundredths
8. 3.00945- thousandths
9. 0.03453- ten thousandths
10. 0.193424- tenths

4. Generalization
            How to we compare decimals? What do we mean when we order decimals in ascending order? In descending order? How do we round decimals?

C. Application
1. Rank the athletes from fastest to slowest.
Jamaica………….10.2503 sec
South Africa……..10.2443 sec
China…………….10.2346 sec
Philippines……….10.2439 sec
Kenya…………….10.2021 sec
Cuba...……………10.2212 sec

IV. Evaluation
A. Write <, > or = to compare the decimals.
1. 2.57 ___ 2.507
2. 0.009 ____ 0.0090
3. 34.45 ___ 34. 4505
4. 1.14 ___ 1. 014
5. 0.9 ___ 0.90
B. Round the following decimals to the nearest indicated place value.
1. 0.95 – tenths
2. 1.2356 – hundredths
3. 67.09 – tenths
4. 2.23794 – ten thousandths
5. 56.9899 – thousandths

V. Assignment
            Round 1.2857362 to the nearest tenths, hundredths, thousandths and ten thousandths. Write your answers to a ¼ sheet of pad paper.
           


Sunday, December 7, 2014

Classroom Posters: Quotes about Love

    Love quotes inside the classroom? I dunno...hehehe...just want to post these...hehehe






Properties of Assessment Methods


    Assessment methods should possess qualities in order to be efficient in reflecting students’ performance. It is very important for assessment methods to have these qualities since these are means for the teacher to obtain data and information about each student’s extent of learning. If these are not present, then the evaluation and assessment would be questionable. It will also not give clear answers as to whether or not instructional objectives and goals were met
Generally, assessment methods should possess the following:
a. Validity
b. Reliability
c. Fairness
d. Practicality and Efficiency

Validity.
Validity is perhaps the most important thing to be taken into account in preparing or selecting an instrument to be used in assessment. Of course, as teachers, we would first and foremost want that the data or information we get in using an instrument should serve its purpose.
    For example, a teacher wants to know if his approach in presenting a math lesson effective in improving the mathematics ability of his students. Of course, the teacher would give a test, perhaps making the students solve a series of problems, in order to assess the extent of mathematical ability of his students.   For his test to be valid and to truly reflect the mathematical ability of his students, the test should provide enough samples of the types of word problems covered in his instructional objectives. If the teacher will only give easy problems or only very difficult ones, or only problems involving just one part of the lesson, the test will not provide enough data and information that can lead to valid conclusions.  
      Specifically, if the unit is all about “Addition of Fractions” and with a general objective that students should be able to add all kinds of fractions, will a test with only questions or problems involving adding similar fraction considered valid? Of course, No. This is an example of content validity. For the test to have content validity, a teacher should consider that students have enough experience with the task posed by the items. The teacher should also cover necessary material and how this material given a degree of emphasis for the students to answer the items or questions correctly.
      The other aspect of content validation includes format of the instrument. This involves the clarity of printing, size of type, adequacy of work space (if needed), appropriateness of language, clarity of directions, and so on. Regardless of the sufficiency of the questions in a test, if they are given in an inappropriate manner, a teacher still cannot obtain valid results. For example, if a test in English for grade 6 uses words that are for college level, then the test would still not give valid results. Thus, it is also important that the characteristics of the intended sample be kept in mind.
    Aside from content validity, there are also criterion validity and construct validity. Criterion validity refers to the degree to which information provided by a test agrees with information obtained on other, independent test. There is usually a criterion, or a standard for judging, based on another instrument against which scores on an instrument can be checked. Construct validity, on the other hand refers to the degree to which the totality of evidence obtained is consistent with theoretical expectations.

Reliability.
This means that there should be consistency on the scores retrieved from the students using the same instrument or test. This refers to how dependable or stable the instrument is for each individual from one administration of an instrument to another and from one set of items to another.
For example, a teacher gives a test intended to measure comprehension skills. If the test is reliable, we would expect that students who receive a high score the first time they take the test to receive a high score the next time they take the test. The scores would not necessarily be identical, but they should be close.
However, the scores retrieved from a test can be reliable but not always valid. Furthermore, a test that gives unreliable scores cannot provide valid inferences. If scores are entirely inconsistent for a person, they provide no valuable information. There is no way of knowing which score to use to infer an individual’s ability, attitude, or other characteristic.
Generally, the relationship between reliability and validity is as follows:
a. Reliability and validity always depend on the context in which an instrument is used. Depending on the context, an instrument may or may not yield reliable or consistent scores.
b. If the data are unreliable, they cannot lead to valid and legitimate inferences
c. As reliability improves, validity may improve, or it may not.
d. An instrument may have good reliability but low validity,
e. What is desired, of course, is that test should both have high reliability and high validity.

Fairness
          Fairness in the context of assessment could be described in various ways. For assessment to be fair, teachers should inform students about the goals and objectives of the assessment and what methods of assessment will be used. They also should tell the students how their progress will be evaluated in order for them to organize and manage their resources like time and effort. This is the reason why most of the teachers, at the beginning of the school year, discuss the grading system and how will they assess and evaluate the students in their subject.
          Fairness also involves the idea that assessment is done not to discriminate learners. The purpose is to measure the extent of learning and not to judge the learner.
          Assessment should as well free from biases and prejudices held by the assessor or the teacher. For example, a naughty child shouldn’t be given low grades in Math just for the main reason of his behavior and not his mathematical ability (author: guilty…hehehe). Teachers should also avoid stereotyping like girls are better in language while boys excel more in Mathematics. Also, favoritism should be avoided to avoid halo effect or the tendency for the teacher to give favor and more consideration to the students whom they prefer as compared to other students.

Practicality and Efficiency
          Assessment is practical and efficient if first, the teacher has the competence to administer it. It also should be implementable and does not require too much time or resources. It shouldn’t be too complicated which may cause difficulty in scoring and misinterpretation of the results. This may also cause the assessment to be inefficient since it would require a lot of time for feedback which is actually very important in drawing out significant conclusions.
          For example, a teacher would give a test administered only using only tablets. This may sound practical to affluent schools but if this would be imposed to a school where students belong in low income families, then this method of assessment is considered impractical and inefficient. Again, it is important that the characteristics of the intended sample be kept in mind.


P.S. Wew. I'm not that good with assessment, research, statistics, etc...so a lot of brain juices were used for this post….hehe…I did a lot of contextualizing to make this as comprehensible and as simple as possible. I should mention my references to give credit to the authors and to just let you know that I didn’t just surmise what I have written here…hehehe

References:
De Guzman-Santos, Rosita (2007). Advanced methods in educational assessment and evaluation. Assessment of learning 2. Lorimar Publishing:Quezon City
Fraenkel, Jack R., Wallen, Norman E., Hyun, Helen H. (2012). How to design and evaluate research in education. Eighth edition. Mcgraw-Hill: New York


Lesson Plan in Math 6 (Multiplying Decimals)

Lesson Plan in Math 6 (Integrated with Science)

I. Objectives
At the end of the class, the pupils are expected to:
a. multiply decimals with five digits by two digits
b. place the decimal point correctly in the product
c. Persevere in one’s endeavor

II. Subject Matter
A. Multiplication of Decimals (5 digits by 2 digits)
B. BEC PELC I. 1.1; Mathematics for Everyday Life pp. 134-135
C. flashcard, chart, chalkboard
D. Perseverance

III. Procedure
A. Preparatory Activities
1. Review
            Give the product of the following:
            1) 256 x 35                  2) 8, 456 x 2                3) 12, 567 x 23                        4) 3, 893 x 89
2. Motivation
            Ask: Which travels faster? Light or sound? How can we observe which of the two is faster?

B. Developmental Activities
1. Presentation
            Discuss that light travels faster than sound. Encourage sharing of students’ ideas.
            Ask: What are things you have observed proving that light travels faster than sound?
          If you see fireworks in the sky, what will you observe first? The light or the sound coming    
          from the fireworks?
Introduce the following problem:
            Sound travles through air at a rate of one meter per 0.00301 seconds. How long will sound travel through 3.5 meters?
            Discuss the heuristics in multiplying decimals.
Remind students that the decimal point does not necessarily have to be aligned like in adding or subtracting decimals.
Place the decimal point on the product. Allow students to discover how was the decimal point placed in the product.

2. Exercise
Multiply:
1) 0.3148 x 0.73
2) 1.2953 x 0.45
3) 56.78 x 0.21
4) 0.32341 x 1.3
5) 5.2332 x 25

3. Generalization
             Ask: How do we multiply decimals?
                      How do we determine the correct placement of the decimal point in the product?

C. Application
Present the following scenario:
             Liza can swim 0.124 foot in one second. How far can she swim in 0.25 minute?
 (Note: 60 seconds=1 minute)
Discuss the problem to the class.
Ask: Do you think Liza can still improve her swimming speed?
        What must she do to improve?
        Why do you think Liza reached that achievement? Did she persevere?

IV. Evaluation
Give the product.
1) 0.3149 x 0.43
2) 1.4543 x 3.7
3) 98.434 x .08
4) 0.78685 x 0.12
5) 5468.9 x 0.35

V. Assignment
Analyze and solve:
            Mrs. Mendoza’s farm is 0.349 kilometer long and 2.83 kilometer wide. What is the area of the farm?



 Prepared by:


JAYLORD S. LOSABIA
Teacher I
A. Bonifacio Elementary School

Sunday, November 30, 2014

Bonifacio Day 2014

       Our school was named after the great Andres Bonifacio, a Filipino hero who fought against the Spaniards for Philippine independence. He was the Great Plebeian the founder of KKK, the group who significantly contributed for the freedom of Filipinos. His birth anniversary is a national holiday held every November 30. As part of this celebration, our school has Mister and Miss A. Bonifacio.
      Of course, as a proud adviser, my muse was again crowned as runner up. The coronation was actually an extravagant event where each class showcased a cavalcade of dances. It was so fun that everybody enjoyed the program. I was also very proud that some of my students participated in the dance.

The robots....


With our pretty muse...


Our king and queen...where are you looking kids??? hehehe






Tuesday, November 11, 2014

Albert Bandura: Principles of Social Learning Theory



1. Learning occurs through observation. We learn by observing other people. They observe other’s behavior and the results of these behaviors. Remember the “bobo doll experiment”? Children learn especially from older ones and try to imitate their behavior. This underscores the significance of good role models for children to learn appropriate and positive behavior.  
.
2. Learning doesn’t necessarily mean a change in behavior. Behaviorist theory connotes that learning should result to a change in behavior. For social learning theorists, learning can happen even without a change in behavior. People can learn just observation and does not certainly have to be represented in a change to their behavior. 
3. Social learning theory involves cognition for learning. Various cognitive factors are involved for people to learn such as attention, awareness and retention. Reinforcement and punishment also have an impact on the behavior people may demonstrate and exhibit. 


4. In relation to the above-mentioned principle, social learning theory can be considered a transition between behaviorist learning theories and cognitive learning theories. It suggests the importance of cognitive process in learning like attention but at the same time acknowledges the role of behaviorist idea of reinforcement and punishment to strengthen learning and behavior. 

Monday, November 3, 2014

Lesson Plan in Math 5 (Integrated with Science)

I. Objectives
At the end of the class, the pupils are expected to:
a. state the place value of each digit in a 6 or more-digit number
b. Read and write numbers through billions in figures and words correctly
c. Observe accuracy in reading and writing the numbers

II. Subject Matter
A. Place Value/ Reading and Writing Numbers
B. BEC PELC I. A1; Everday Mathematics 5 p. 6-7
C. pictures, chart, chalkboard
D. Accuracy

III. Procedure
A. Preparatory Activities
1. Drill/Motivation (Forming Numbers Game)
            Each group will be given number cards from 0 to 9. As the teacher says a number, the group members will form the said number. The group which is able to form the number first will get a point. The group who gets 10 points wins.

B. Developmental Activities
1. Presentation
             Ask: Who is the first man who landed on the moon? How far do you think the moon is from the earth?
            Discuss that the moon’s average distance from the earth is three hundred eighty-four thousand four hundred three kilometers.
            Ask: How is this number written in numerals?
                     How are the digits grouped?
                     Where do the values of each period as well as each digit in the periods depend?
                     What is the role of zero in a number?

3. Exercise
Write the numerals of the following:
1. Sixty-seven million, four hundred eight thousand, twenty-three
2. Nine billion, twenty thousand one hundred sixty-five
3. Four million, six hundred seventeen thousand, eighty-one
4. Twenty-three billion, ninety-one million, six thousand forty-eight
5. Seventy-seven million, seventeen thousand, seven

4. Generalization
            Where do we start reading numbers?
            How is each period separated from each other?

C. Application
            Show to the class a planet model chart with each planet indicating its average distance from the sun. Let pupils write the indicated values in words.

IV. Evaluation
A. Write the numerals of the following:
1. Seven hundred eighty two million eight hundred two thousand two
2. Eighteen thousand six
3. Six hundred eighty-one thousand four hundred thirty-six
4. Four million five
5. Sixty-one thousand forty-eight

V. Assignment
            Research on the moons of Jupiter and find their average distance from the planet. Write the numbers in words.



Prepared by:

JAYLORD S. LOSABIA
Teacher I
A. Bonifacio Elementary School

Friday, October 31, 2014

United Nations Celebration 2014

     I really love United Nations Celebration because it is an activity when pupils get to dress in various national costumes. I love the idea of the diversity of each nation and culture yet we are all united as one global family. Anyway, my class's country originally was Libya just for the reason that it was the easiest flag to make. However, after the fall of Khadafi (correct spelling???), Libya's flag changed. Honestly, I found Libya's costume to be quite difficult to prepare so I was planning to change my class flag. Being an otaku teacher, my inclination was really to have Japan as our class flag. Japan is pehaps on the top of my list as my most admired and most favorite country (thank you animes and NHK World..hehehe). However, one section already had Japan as their country. But because of luck, our principal prescribed a standard size to be used for the flags and the section who had Japan was short of size. The teacher of that section (who honestly is quite indolent..hehehe..peace) doesn't want to make a new flag so she has given up the country Japan. Of course I was very happy because I don't care if I have to make a new flag as long as it is Japan. Anyway, Japan's flag is just easy to make so I didn't find any problems preparing it. I just asked my brother to machine sew it for me.
     I was very excited since my plan is to actually ask my pupils to cosplay as their national costume. I was planning to ask my escort to dress like Naruto because he looked like Naruto for me...hehehe...My muse on the other hand would be dressing as Sakura but unfortunately, she got sick and needed to be admitted to the hospital. It was really unfortunate because we could have won for Miss United Nations...
    Anyways, my muse and escort came up with a good costume dressing with kimono and samurai. I was very proud of them. Perhaps next year, if I still would have Japan as our class flag, I would really ask my muse and escort to cosplay..How unfortunate because my escort for me uite looks like Naruto during the firt season...hahaha...
Here are some of the pictures:

My muse and escort..I made the sash myself...hahahah


Other muses and escorts...


In their production number....La la la by Shakira






Of course, an activity isn't complete without a class picture...hehehe





Security Bank Teachers' Training

     I felt privileged that I was chosen to be one of the delegates of our school to Security Bank Teacher's Training in Cebu City, Philippines. This training is just one of the series of trainings aimed to improve teachers' skills and competence in teaching various subjects. I attended the seminar-training on Mathematics since I am the grade 6 Math teacher in our school.
Together with my coteacher, Maam Arpa...This was at the lobby...

     The venue of the training was Betania Retreat House. This is actually a retreat house run by nuns. The place was very peaceful and solemn. I was very happy that I had my own room which was a perfect place to learn and to relax at the same time. Also, since I was chasing the deadline of my thesis, the place was really perfect that I was able to pass my thesis on time. But wait there's more...they have a free wifi...hehehe....
     The training was divided into two groups: primary and intermediate. I belonged to the intermediate group since I teach grade 6. Our resource speaker was Maam Virgie from Ateneo de Manila. I really liked the way her discussion went through because there were a lot of activities and rewards..hehehe...She tried to present the topics with activities and not just her talking and talking. She also gave us prizes for winning groups which made me excited..hahah..(I'm just after for the rewards..joke).
    I learned a lot in the training especially the various ways in presenting and teaching Math lessons. Our speaker gave us more than enough of ideas for us to apply in the classroom. She also presented the current trend in Mathematics education like the Singaporean Method which uses higher ordered thinking skills and constructivist approach to learning.

My co-participants from Iloilo City with our resource speakers at the center..Maam Virgie is in yellow and Maam (I forgot her name sorry...hehehe) in black and white...
    Overall, the experience was great and productive. Aside from the training, we were able to stroll around Cebu City and bought pasalubongs. (I just bought a green Sto. Nino for my mother and a few packs of Rosquillos..hehehe).In fairness to the venue, I couldn't ask for more. The food was great because they cook their dishes themselves no to mention the atmosphere was serene and was really conducive for learning, The speakers on the other hand were competent and approachable. And most of all, the organizer, the Security Bank Foundation, who made this possible, was very generous. They shouldered all our expenses going to and fro Cebu City, plus we were given freebies and extra pocket money. Of course, we were as well very grateful for the learning experiences and the opportunity to improve our competence as teachers.
      I am just amazed on how this big company, like Security Bank, is very humble and generous enough to help and invest in education. Some companies just want to increase their revenues without social responsibility. The bank is just an example to the cliche that in great wealth, comes great responsibility. I think they never neglect that with their wealth and power, they can actually bring positive changes to the world by helping improve the quality of education.  My highest respect to the people who are behind this noble endeavor.
     This doesn't just end after our training. We have the responsibility as participants to share what we have learned to our fellow teachers and at the same time apply these to our own classroom teaching, I think it is just a way of paying forward.

P.S. Here it is..applying what I have learned..hehehe...again thank you to our speakers and Security Bank!!!!


Teachers' Attitudes Toward Persons with Disabilities

Attitudes of Teachers Toward Persons with Disabilities
This study specifically aimed to explore attitudes of teachers toward persons with disabilities since the assessment of educators’ attitudes towards persons with disabilities is an important step towards the integration of students with disabilities into the general education classroom (Alghazo, 2002). Teachers’ attitudes and beliefs have been shown to be important factors in the inclusion or exclusion of students with disabilities at school, and have a significant influence on children’s emotional, social and intellectual development (Kearney, 2009; Parasuram, 2006).
 According to Gargiulo (2012), negative attitudes toward the student with disability affect performance and lead to ineffective learning environment. Inside the classroom, teachers are major characters. If teacher’s attitude is positive, upbeat and carries with expectation that all students, including those with disabilities, will be successful; the feeling is contagious and encouraging (Waldron, 1996). Teachers set the tone of the classroom, and as such, the success of inclusion may well depend upon the prevailing attitudes of teachers as they interact with students with disabilities (Carroll et al., 2003).
Sensitivity and awareness on the part of the general education teachers is essential to promote successful inclusion (Chopra, 2008). In fact, Hwang (2010) stressed that if general education teachers retain any educational prejudices and a rigid sense of boundaries in the provision of education programs for all students, including students with disabilities, then the provision of support and resources may not be enough to maximize outcomes for everyone. Inversely, if teachers do not perceive students with disabilities to be worthy, if they do not value them, and believe that some students have more rights than others, then it is unlikely that these students will be included, and inclusive education is also unlikely to be realized (Kearney, 2009). Thus, making schools more inclusive may require staff in a difficult process of challenging their own discriminatory practices and attitudes (Booth et al, 2004 in Frederickson, 2009). To state this simply, children with disabilities should not be thrust upon teachers who are unable to accept them fully (Telford and Sawney, 1972).
It is undisputable that teachers serve as role models, and are significant players in the holistic development of students. Thus, it may be becoming more socially appropriate for teachers to espouse positive attitudes towards disability (NDA Ireland, 2006). Schultz (1998) as cited in Bahn (2009), found that the more positive and flexible the teacher acts toward the student with disabilities, the more adaptable and accepting the rest of the students will be. Conversely, when teachers displayed prejudices attitudes and behaviors toward students with disabilities, it is likely that they were encouraging, in other students, forms of prejudice (Kearney, 2009).
Scruggs and Mastropieri (1996, as cited in Baldo, n.d.) summarized research findings covering the period from 1958-1995 regarding teacher attitudes toward inclusion of students with disabilities in their regular classes. The results indicated that there has been little change in teacher attitudes. Teachers favored some degree of inclusion and were willing to accommodate students with disabilities in their classroom. However, they were less positive on including students with more severe disabilities. They also were less likely to agree that general or regular classroom was always the best environment for all students with disabilities.
In a study conducted by Pivik et al. (2002) regarding barriers and facilitators of inclusive education, parent-respondents singled out attitudinal barriers as the biggest difficulty for their children. These attitudes include condescending attitudes by teaching staff and generally being treated differently from other students. They pointed out teachers who had no or obsolete information about disabilities, had condescending or negative attitudes and did not have the information or interest in adapting the teaching environment to include a child with disability. Furthermore, these attitudinal barriers were identified by the student-respondents with disabilities as the most deleterious in their school experiences.
          In a study of Arab pre-service educators, results indicated that the respondents hold negative attitudes toward persons with disabilities in general (Alghazo, Dodeen and Algaryouti, 2003). Among educators, Algazho (2002) found that educators’ attitudes towards persons with disabilities were negative. In a qualitative study, Kearney’s (2009) findings indicated that there was a belief from general education teachers that students with disabilities held less value and had fewer rights than students without disabilities in mainstream education. For the teacher-respondents, the rights of “other” students (without disabilities) had to be considered before the rights of persons with disabilities who were not describe as part of this “other” group. On the other hand, Parasuram (2006) and Carroll et al. (2003) yielded neutral attitudes towards persons with disabilities from their teacher-respondents.

          Results from different studies on teachers’ attitudes towards persons with disabilities imply that teachers hold varying attitudes. This discrepancy is perhaps due to the differing instruments and research techniques used by the researchers as well as the respondents’ personal, contextual and cultural backgrounds. For this study, it is aimed that both societal and personal attitudes of teachers be assessed using quantitative forms of measurement namely Attitudes Toward Disabled Persons Scale by Yuker and Block (1970) and Interaction with Disabled Persons Scale by Gething (1993).

Monday, October 27, 2014

Finished Graduate School

   At last, I am finished with my thesis and I am done with my final defense. It took me almost two year to finish this so I was very happy. I gave a lot of effort, time and of course money just to finish this study all for the noble intention of contributing to the "field of knowledge". Since I am done, I presently hold a Master's degree in Education major in Special Education. Anyway, here is the abstract of my study. If anyone is interested (if there is any...hehe), you may contact me so that I could give you an electronic copy.


Losabia, Jaylord S. Societal and Personal Attitudes of Elementary Teachers Toward
Persons with Disabilities. Unpublished Master of Education (Special Education) Thesis, West Visayas State University, Iloilo City, October 2014.


Abstract
This descriptive-correlational study determined the societal and personal attitudes of elementary teachers in the Division of Iloilo City. A total of 321 randomly selected respondents who are public elementary school teachers participated in the study. To gather data, two instruments were used. Modified versions of the Attitudes Toward Disabled Persons Scale (ATDP) by Yuker and Block (1970) was used to assess the societal attitudes toward persons with disabilities, while the Interaction with Disabled Persons Scale by Gething (1991) was used to measure the personal attitudes toward persons with disabilities. Mean and standard deviation were the descriptive statistics while the T-test for Independent Samples, One-way ANOVA and Pearson’s r Correlation, all set at.05 level of significance, were the inferential statistics used. The results revealed that whether taken as an entire group or classified according to sex, age, educational level, contact and type of disability, both the societal and personal attitudes of elementary teachers toward persons with disabilities were negative. No significant difference existed on the societal attitudes of elementary teachers when they were grouped according to sex, age, contact and type of disability. However, a significant difference was found on the societal attitudes if the respondents were grouped according to educational level, indicating that those with graduate school units or degree manifested less negative societal attitudes toward persons with disabilities. Moreover, there was no significant difference in the personal attitudes toward persons with disabilities if the respondents were classified according to sex, age, educational level, contact and type of disability.  The results also indicated a significant positive relationship between the societal and personal attitudes of elementary teachers toward persons with disabilities.



Sunday, October 19, 2014

4As Lesson Plan in AP IV

Let me just share this lesson plan I made back in college days. This lesson plan actually is in 4As format which was my favorite format back then. But when I became a teacher, I grew tired with this format because it is quite tedious to make...hehe...I have become dependent on lesson guides since being a teacher you know isn't just teaching. There are a lot of paper works aside from preparing lesson plans so I hope everybody understands. hehehe

Banghay-Aralin sa Araling Panlipunan IV

I. Layunin
a. Naiisa-isa ang mga batas para sa pagtataguyod at pagpapaunlad ng kulturang Pilipino at ang mga isinasaad nito
b. Nakikilala ang mga programa sa pagpapaunlad ng kulturang Pilipino kabilang ang mga ahensya at mga Pilipinong nagtataguyod ng ating kultura
c. Naipapakita ang paghanga sa mga Pilipinong may malaking naiambag sa pagpapaunlad ng kulturang Pilipino

II. Paksang-Aralin
A. Pagtataguyod at Pagpapaunlad ng Kulturang Pilipino
B. Kapaligirang Pilipino 4, pp 230-245
C. batayang aklat, larawan, flashcards, graphic organizers
D. Pagpapahalaga at Pagpapaunlad ng Kultura

III. Pamamaraan
A. Panimulang Gawain
1. Balik-aral (Materyal at Di-Materyal na Kultura)
            Magpakita ng mga larawan ng materyal at di-materyal na kultura gamit ang flashcards.
Sabihan ang mga mag-aaral na sila ay tumayo kung ang larawan ay nagpapakita ng materyal na kultura at manatiling nakaupo kung di-materyal.
Itanong: Alin sa mga kulturang ipinakita sa inyo ang dapat pangalagaan at ipagpatuloy? Bakit?
             Ano sa tingin niyo ang dapat pahalagahan: material o di material na kultura? Bakit?
B. Panlinang na Gawain
1. Mga Gawain (Activity)
a. Mga Batas sa Pagtataguyod ng Kultura
Ipabasa nang tahimik sa mga mag-aaral ang batayang aklat pahina 232-234.
Itanong: Anu-ano ang mga batas para sa pagtataguyod ng kultura? Bakit ginawa ang mga batas na ito?
Gamit ang isang matrix chart, hayaan ang mga mag-aaral na tukuyin ang mga isinasaad sa mga batas sa pagpapaunlad ng kultura.
Halimbawa:
Batas
Mga Isinasaad
Batas Republika Bilang 284
Nagtatakda na ang Pambansang Museo ang taguan ng mga bagay at ari-ariang pangkultura
Atas ng Pangulo Bilang 370 at 260
Kinilala ang ilang makasaysayng pook at gusali bilang pambansang dambana o bantayog

            Ilahad ang iba pang batas na nagtataguyod ng kulturang Pilipino. Ipabas sa mga mag-aaral ang tsart pahina 234 ng aklat.
            Itanong: Sa palagay niyo ba’y mahalaga ang mga batas na ito sa pagpapaunlad ng kultura? Bakit?
b. Mga Programa sa Pagpapaunlad ng Kultura
            Ipabasa nang tahimik ang pahina 236-238 ng aklat.
            Ilahad ang mga ahensyang pangkultura sa pamamagitan ng semantic web.
            Itanong: Anu-ano ang mga ginagampanag papel ng mga ahensyang nabanggit sa pagpapaunlad ng ating kultura?
c. Mga Pilipinong Nagtataguyod ng Kultura
            Magpakita ng mga larawan ng mga sumusunod na personalidad:
            a. Fernando Amorsolo
            b. Levi Celerio
            c. Fernando Poe Jr.
            Itanong: Sinu-sino ang mga tao sa larawan? Anu-ano ang mga naiambag nila sa kulturang Pilipino?
            Gamit ang tree diagram, papunuan sa mga mag-aaral ang mga parangal na iginagawad sa mga Pilipinong may malaking ambag sa kultura.

2. Pagsusuri (Analysis)
            Itanong: Karapat-dapat bang bigyang parangal ang mga taong tumutulong sa pagpapaunlad ng ating kultura? Bakit?
            Dapat ba natin silang tularan? Ipaliwanag ang sagot.

3. Paghahalaw at Paghahambing (Abstraction and Comparison)
            Hayaan ang mga mag-aaral na pag-aaral ang Venn diagram na nagpapakita ng ugnayan nag mga batas at mga programa sa pagpapaunlad ng kultura.
            Itanong: Ano ang ipinahihiwatig ng Venn diagram?

4. Paglalapat (Application)
            Pangkatin ang mga Pilipinong ginawaran ng Pambansang Alagad ng Sining gamit ang Semantic Web.

5. Paglalahat (Generalization)
            Ipabasa ng koro sa mga mag-aaral ang pagbubuod sa pahina 239 ng aklat.
            Itanong: Bilang isang mag-aaral, anu-ano ang inyong magagawa sa pagpapaunlad ng  ating sariling kultura?

C. Pangwakas na Gawain
            Magpatugtog ng “Pinoy Ako” ng Orange and Lemons at hayaan ang mga mag-aaral na sumaliw sa kanta.

IV. Pagtataya
            Ipasagot sa mga mag-aaral ang Ano ang Natutuhan Mo letra A at B sa pahina 239-240 ng aklat.

V. Kasunduan
            Gumuhit ng isang poster na nagpapakita ng iba’t ibang paraan sa pagpapaunlad at pagtataguyod ng kultura. Iguhit sa isang short-sized bond paper.