Friday, January 23, 2015

LET Sample Questions: Kratwohl’s Taxonomy of Affective Domain

1. Teacher J wants to formulate an objective in the affective domain in which students would be willing to be perceived by others as valuing certain ideas, materials or phenomena. In which level of Kratwohl’s taxonomy would his objective be at?
a. Receiving
b. Responding
c. Valuing
d. Organization

2. Teacher Z formulated the following objectives about abortion. Which of the following objectives is at the organization level?
a. to hear a discussion on abortion
b. to weigh in the effects of abortion
c. to show support for pro-life
d. to join a pro-life rally

3. Which is true about assessing the affective domain?
a. It is easier to assess than cognitive and psychomotor domains.
b. It emphasizes measurement of reasoning and mental faculties of the students.
c. It is the most often over-looked domain.
d. It has a six-level taxonomy starting from receiving to characterization.

4. This is a component of attitudes which include our beliefs and perceptions to a person or object.
a. Cognitive
b. Behavioral
c. Affective
d. Evaluation

5. How can motivation affect student’s learning?
a. It leads to increased effort and energy
b. It enhances cognitive processing
c. It directs behavior toward particular goals
d. All of the above.

Thursday, January 22, 2015

Kratwohl’s Taxonomy of Affective Domain.



    I know that most of us are all familiar with Bloom’s Taxonomy of Objectives. These objectives are more applicable to the cognitive domain. There is also the taxonomy for psychomotor domain by Harlow which focuses on skills. This post however, will discuss the least focused domain among the CPA- the affective domain.
     Actually as a teacher, if I were asked to which domain I would like my students to develop more, I would not second guess but to choose the affective domain. Why? I do believe that as a teacher, the affective domain gives the heart to our teaching. I know we need to make our students competent and smart as to compete with the rest of the world, but I think the affective domain makes us and our students remain humans. I am a fan of dystopian fiction and perhaps one of the unifying themes of all this literature is the idea that society has developed its intellect at the maximum, yet it has lost its humanity. Try to read novels like Hunger Games, Divergent or The Giver, all of these have societies with advanced level of technology, yet the values and the character which make us all humans were all gone. As a teacher, I dread this future for my students and perhaps for humanity.
          Before I go too far, here is Kratwohl’s Taxonomy of Affective Domain that can help teachers in preparing instructional objectives, learning experiences and assessment tools especially in developing the affective domain of our students.

Receiving. This refers to the awareness, the attention and the willingness to receive certain ideas, concepts and beliefs
Objectives: to differentiate, to separate, to set apart, to share, to accumulate, to select, to combine, to accept, to listen
Example: Students should be able to accept the value of caring for the environment

Responding. This includes openness, willingness to respond and to find satisfaction in responding to the given idea, materials or phenomena.
Objectives: to comply, to follow, to commend, to volunteer, to discuss, to play, to practice, to acclaim, to augment
Example: Students are expected to discuss the importance of caring for the environment

Valuing. This involves acceptance, preference and commitment to a given idea, value or belief.
Objectives: to relinquish, to specify, to assist, to subsidize, to help, to support, to deny, to protest, to argue
Example: Students should be able to support organizations that help care for the environment

Organization. This denotes conceptualization and organization of a value system, relating this to the ones already held.
Objectives: to theorize, to abstract, to compare, to balance, to organize, to formulate
Example: Students should be able to formulate ways in caring for the environment

Characterization. This relates to consistently acting out internalized set of values or philosophy in life
Objectives: to revise, to change, to complete, to require, to avoid, to manage, to resist, to resolve
Example: Students should be able to avoid practices that can harm the environment


    Affective domain is important in our learning process. We tend to just overlook this amidst the trend of academic learning which is primarily focused on knowledge and skills based on numerical ratings and achievement scores.
    We must also remember that as teachers, we are developing well-rounded persons- persons who have a sharp brain, skilled hands and most of all, a human heart.

image source: http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/images/kraths_tax.jpg


Friday, January 16, 2015

Quotes on Life

    Aside from posting wisdom on teaching, I also love to read quotes about life. At the end of the day, we are not only teachers, but individual persons trying to live and trying to find meaning as we walk along our path in this world. These are just some quotes which struck me the most and hopefully can make you be inspired as well.
     
 “Life is not measured by the number of breaths we take, but by the moments that take our breath away                                                                      

      “The greatest pleasure in life is doing what people say you cannot do.”
 Walter Bagehot

     “Love doesn't make the world go 'round. Love is what makes the ride worthwhile.”
 Franklin P. Jones

     “In the arithmetic of love, one plus one equals everything, and two minus one equals nothing”
 Mignon McLaughlin

     “In true love the smallest distance is too great, and the greatest distance can be bridged.”
 Hans Nouwens

     “Love comes unseen; we only see it go”
 Austin Dobson quotes

     “We come to love not by finding a perfect person, but by learning to see an imperfect person perfectly”
 Sam Keen
      
     “Love is like an hourglass, with the heart filling up as the brain empties”
 Jules Renard
    
    “The beginning of love is to let those we love be perfectly themselves, and not to twist them to fit our own image. Otherwise we love only the reflection of ourselves we find in them.”
 Thomas Merton
     
    

Thursday, January 15, 2015

4As Banghay-Aralin sa Filipino III (Pinagsanib sa Sibika at Kultura)

Banghay-Aralin sa Filipino III (Pinagsanib sa Sibika at Kultura)

I. Layunin
a. Natutukoy at napag-uuri ang pangngalan ayon sa pantangi o pambalana
b. Nasasagot ang mga tanong tungkol sa kwentong nabasa
c. Nakikilala ang mga babaeng bayaning Pilipino

II. Paksang-Aralin
A. Tangi at Karaniwang Pangngalan
B. PELC Pakikinig at Pagsasalita; Kayumanggi 3 Wika pp. 49-61
C. pisara, larawan ng mga bayani
D. Pagkilala sa mga bayaning Pilipino

III. Pamaraan
A. Panimulang Gawain
1. Pagganyak
            Magpakita ng larawan ng mga bayani at pag-usapan ang mga ito.
            Itanong: Sinu-sino ngayon ang mga maituturing nating bayani?

B. Panlinang na Gawain
1. Mga Gawain (Activity)
Ipabasa ang talata tungkol sa mga bayaning Pilipino. Ipaalala sa mga mga mag-aaral ang mga dapat gawin kun nagbabasa nang tahimik.
           
Alamin ang kahulugan ng mga mahihirap na salita sa babasahing talata tulad ng mga sumusunod:
            malaya             kilusan             bantog              kongregasyon              kawanggawa   
           
Mga Babaeng Bayani

Sa ating malayang bayan ay may demokrasya. Pantay-pantay ang karapatan ng lahat, lalaki man o babae. Marami tayong mga dakilang tao at bayaning babae na ang iba ay hindi gaanong kilala. Balikan natin ang dakong ito sa kasaysayan.
Nariyan si Melchora Aquino na lalong kilala sa taguring Tandang Sora. Siya ang kinilalang Ina ng Katipunero. Napakalaki ang kanyang naitulong sa Kilusang Katipunan noong panahon ng Himagsikan laban sa pamahalaang Kastila.
Mababanggit din si Marcela Agoncillo na tumahi ng unang bandilang Pilipino.
Si Librada Avelino naman ay napabantog sa larangan ng edukasyon.
Si Teodora Agoncillo ay ina ng ating pambansang bayaning si Dr. Joe Rizal.
Si Margarita Roxas de Ayala ay nakilala sa larangan ng pagkawanggawa at industriya.
Si Mother Ignacio del Espiritu Santo ang nagtatag ng unang kongregasyon panrelihiyon para sa kababaihang Pilipina.
Si Patrocino Gamboa ay isa ring bayani mula sa bayan ng Jaro, Iloilo.
Si Gregoria de Jesus ay tinaguriang Lakambini ng Katipunan.
Si Trinidad tecson ay napabantog sa taguring Ina ng Biyak na Bato noong panahon ng Himagsikan.
            At di makakalimutang banggitin si dating president Corazon Aquino.
            Maganda rito sa ating bansa. Ang lahat ay may karapatang tumalino, umunlad at maghawak ng tungkulin.


2. Pagsusuri (Analysis)
            Pag-usapan ang mga kontribusyon nga mga bayani sa talatang binasa.
            Itanong: Dapat ba nating tularan ang mga babaeng bayani? Ipaliwanag ang sagot.
            Talakayin ang mga pangngalang nabanggit sa binasa.
            Pangkatin ang mga pangngalang nagsisimula sa malaking titik at maliit na titik.
           
Halimbawa:
           
Nagsisimula sa malaking titik
Nagsisimula sa maliit na titik
Melchora Aquino
Teodora Alonso
Librada Avelino
Patrocinio Gamboa
bayani
bansa
bandila
babae
                                   
Talakayin kun ano ang mga pangngalang pantangi at pangngalang pambalana.

3. Paghahalaw at Paghahambing (Abstraction and Comparison)
             Itanong: Saan nagsisimula ang mga ngalan ng tao, bagay lugar at pangyayari?
                           Anu-ano ang mga panandang ginamit sa pangngalang pantangi  at pangngalang pambalana?
            Gumawa ng isang graphic organizer tulad ng Venn diagram or matrix chart para maihambing ang dalawang uri ng pangngalan.

4. Paglalapat (Application)
            Kumpletuhin ang chart.                      
Pantangi
Pambalana
Joseph Estrada
?
?
paaralan
?
aktres
SM City
?


5. Paglalahat (Generalization)
            Ano ang pangngalang pantangi? Pangngalang pambalana?
            Sa anong titik nagsisimula ang pangngalang pantangi? Pambalana?

IV. Pagtataya
Basahin at kopyahin ang bawat pangungusap. Bilugan ang mga pangngalang pantangi at ikahon ang mga pangngalang pambalana.
1. Sina Danilo at Nena ay pumunta sa simbahan.
2. Ang mga nanay ay may dalang meryenda.
3. Nagdala din sila ng upuan at pamaypay.
4. Si Fr. Jose Reyes ang pari sa misa.
5. Ang mga tao ay masayang umuwi sa kanilang mga tahanan.


V. Kasunduan
             Gumawa ng tatlong pangungusap na may pangngalang pantangi at pambalana. Salungguhitan ng isang linya ang pangngalang pantangi at dalawang linya ang pangngalang pambalan. Isulat ang mga ito sa kwaderno.


P.S. Ang banghay-aralin na ito ay batay sa Primer ng 2002 Basic Education Curriculum mula sa libro nina Corpuz, Salandanan at Rigor (2007) maliban sa Paghahalaw at Paghahambing at Pagtataya.

Monday, January 5, 2015

Lesson Plan in Math 6 (Integrated with Health Education)

Lesson Plan in Math 6 (Integrated with Health Education)

I. Objectives
At the end of the class, the pupils are expected to:
a. divide two to five-digit whole numbers by mixed decimals
b. write the solution correctly
c. keep one’s self healthy

II. Subject Matter
A. Division of Decimals (2-5 digits whole numbers by mixed decimals)
B. BEC PELC II.E.2.1; Mathematics for Everyday Life pp. 144-145
C. flashcard, chart, chalkboard, pictures
D. Health

III. Procedure
A. Preparatory Activities
1. Drill
            Divide the following mentally:
            1) 480 ÷ 60      2) 120 ÷ 40      3) 360 ÷ 90      4) 500 ÷  10     5) 840 ÷ 70

2. Motivation
            Present a picture of a mosquito.
            Ask: What insect is in the picture? Does this insect bring illnesses? What kind of illnesses does it carry?
            Explain that certain types of mosquitoes carry certain types of diseases. Discuss how mosquitoes carry these diseases.

B. Developmental Activities
1. Presentation
            Have the following scenario:
            Aling Dyosa’s baby got dengue fever and was rushed to the hospital. The doctor prescribed a 250 ml bottle of medicine to be given 4.5 ml per dosage. How many dosages can be made in one bottle?
           
Discuss the problems using guide questions.
Ask: How do we keep ourselves healthy and free from diseases like dengue?
            Elicit responses from the students.
            Facilitate the pupils in solving problem.
            Discuss the process in long division. Remind pupils how to estimate to come up with the correct answer.
            Provide other examples.

2. Exercise
Triad Activity: Show picture of a father, mother and son. Each picture has a corresponding problem. Let pupils choose which problem they will solve.
Father: Father fills in the tank with 346 liters of drinking water. If the family consumes 2.4 liters per hour, how long will the water last?
Mother: Mother bought 450 g box of milk. If each feeding requires 13.2 g of milk, how many feedings can the box of milk provide?
Son: Boboy needs to prepare mango juice for the family from a 645 gram-pack powdered juice. How many glasses can he prepare if each glass needs 12.5 grams of powdered juice?

3. Generalization
             Ask: How do we divide whole numbers by mixed decimals?
                       
C. Application
Solve independently:
            Mr. Lopez borrowed P2,946 to buy medicines. If the medicine costs P35.50 per tablet, how many tablets can he buy?

IV. Evaluation
Find the quotient.
1) 2,709 ÷ 3.1
2) 1,026 ÷ 3.8
3) 684 ÷ 2.8
4) 780 ÷ 1.2
5) 794 ÷ 6.5

V. Assignment
 Divide and check your answer by multiplying the divisor to the quotient.

1) 473 ÷ 1.4     2) 656 ÷ 5.3                 3) 872 ÷ 0.8                 4) 1,264 ÷ 6.1              5) 2,644 ÷ 1.6

Sunday, January 4, 2015

Attitude Formation Toward Persons with Disabilities

Attitude Theory and Formation
A number of social psychological attitude theories can be cited to describe how attitudes towards persons with disabilities develop and how they change. These theories can be studied to describe both the development and change of attitudes. In this study, various theories were ascribed to explain the formation of attitudes toward persons with disabilities.
Attitude formation and how people come to evaluate objects in the environment positively and negatively, is a long standing issue in social psychology (Olson and Fazio, 2001). Ajzen (2001) however reviewed that there is a general agreement that attitudes represent a summary evaluation of a psychological object.  These can either be positive or negative, harmful or beneficial, pleasant or unpleasant, favorable or unfavorable evaluations or beliefs held about an object, people or event and are composed of cognitive, affective and behavioral components.
          The cognitive component represents what people know or believe about the attitude object; the affective component is made up of feelings that the object produces; and the behavioral component is a predisposition to act toward the object in a particular way (Fishbein and Ajzen, 1975; Nairne, 2003; Judge and Robbin, 2007). For instance, in studying negative attitudes toward groups such as persons with disabilities, social psychologists often distinguish between negative stereotypes (negative beliefs and perceptions about a group) as the cognitive component; prejudice (negative feelings toward the group) the affective component; and discrimination (negative action against member of the group) the behavioral component. 
          Specifically, Leatherman and Niemeyer (2005) exemplified the interaction of triadic model of attitudes among teachers. They suggest that teachers form attitudes towards children with disabilities, and ultimately towards inclusion, based on a child’s characteristics, the factors in the classroom and their previous experiences.  The cognitive component refers to knowledge and beliefs about the causes of behavior of children with disabilities in an inclusive setting. The affective component is based on the cognitive understanding of disability or persons with disability, which can motivate people to get involved in working with a child with disability, or generate feeling that could cause them to exclude a child with disability from typical activities. The behavioral component deals with a tendency to behave or respond in a particular way when in contact with children who have disabilities (e.g. move farther away from the child).
          Some theorists however prefer to define an attitude as only the cognitive and affective component, while other only the affective component. The behavioral component is assumed to be influenced by both the cognitive and the affective components (Walker, 2008). Nonetheless, all share a consensus about attitudes as the interrelationship among pertinent beliefs, feelings and behavior (Nolen-Hoeksema, et al, 2009).
According to Leutar and Raič (2008), understanding the role of attitudes in the process of human adaptation is significant as they can be shaped and changed. They influence not only behavior but including the cognitive processes: perception; memory; and thinking.
Leonard and Crawford (1989), presented a two-level of theory of attitudes toward persons with disabilities (as cited in Gething, 1994). According to this theory, attitudes toward persons with disabilities are in two forms: societal level which relates to treatment of persons with disabilities as a group, and personal level which relates to personal interaction. Attitudes at the societal level relate to issues such as provision of goods and services, education employment, etc. These denote prevalent beliefs espoused by and influenced by the society (e.g. governments, cultural orientation, historical background, or other prevailing conditions). On the other hand, attitudes on the personal level are more directly related to personal experience and include ease in social interaction, judging attributes of the person as distinct from the disability, and degree of comfort interacting with person with disability. Attitudes at the social level signify the cognitive, while those at the personal level indicate the affective component of attitudes (Pedi- sić, 2000,in Leutar and Raič, 2008).
 Societal attitudes tend to be more remote and do not necessarily have congruence with personal ones. This remoteness causes differences between the two (Daruwalla and Darcy, 2005). An illustration of this discrepancy lies in the statement by Gething (1994) that avers: “People with disabilities should be able to live in the community, but not next door to me”.
 Societal attitudes still may impact personal attitudes toward persons with disabilities since attitudes are socially learned, socially expressed, and socially changed (Smith and Hogg, 2008). Attitudes are personal dispositions but at the same time a societal product. They always have a social reference. They have their basis in social communication and learning, which are shared with other members of the group or community (Dalal, 2006).
The most primary illustrations are behaviorist learning theories which stipulate that attitudes can be (classically or operantly) conditioned through experience (Nairne, 2003). In classical conditioning, a conditioned stimulus (CS) precedes an unconditioned stimulus (US). This CS-US arrangement eventually leads to a conditioned response or attitude change after sufficient repetitions (Erwing et al, 2008). This implies that when initially neutral social stimuli are paired constantly with positive or negative stimuli, subjects will develop positive or negative attitudes toward the previously neutral stimulus. For example, attitudes towards persons with disabilities can be conditioned by culture and how the public views or treats persons with disabilities. If a child is exposed to the society’s idea that persons with disabilities are dirty, stupid, pathetic, aggressive, useless, and the like, he will convey these negative adjectives to negative attitudes toward persons with disabilities. These begin to emerge early in the process of development, wherein children already categorize people with or without disabilities and prefer those without disabilities (Krahe and Altwasser, 2005). Moreover, these attitudes can be further strengthened through reinforcements most especially from significant others. For instance, if a parent rewards the child for showing respect or helping a person with disability, this may allow favorable attitudes toward persons with disabilities.
Bandura’s Social Learning Theory also emphasizes that attitudes are emulated from models. People can acquire new attitudes vicariously by observing and imitating other people’s actions (Forsyth, 2007). Observational learning plays a critical role, like when children imitate attitudes of parents, other adults and peers toward members of various groups like persons with disabilities (Feldman, 2008). If an individual sees someone, for instance, his mother talk to a person with disability in a respectful and acceptable way, s/he can display the same behavior by modeling her. Particularly, the media greatly influences attitude formation toward persons with disabilities. Persons with disabilities are portrayed as sick, suffering, looking for help and having special needs (Ruffner, 1990, in Krahe and Altwasser, 2005).Their portrayal of persons with disabilities and related issues can inculcate stereotypical views and misconceptions.
Tajfel and Turner’s Social Identity Theory focuses on the impact of group membership to one’s attitudes. It implies that people concern themselves with categorizing in-groups or out-groups (Myers, 2005). Group membership serves as the source of pride and self-worth. To maximize one’s self-esteem, people assign more favorable features to one’s own group than to other groups. People come to view members of out-groups as inferior to members of in-group (Myers, 2005; Feldman, 2008; McShane and Glinow, 2008).
Once individuals identify with their group, and start to think in terms of “we” and “us”, they also begin to recognize “them” and “they”. They tend to exaggerate the difference between their group and other group. They develop ingroup-outgroup bias, or the tendency to view and stress the relative superiority of their own groups to other groups (Frosyth, 2007).
Forsyth (2007) added that groups may just be collection of individuals but these collections shape the society. They have a deep impact on individuals as they mold actions, thoughts and feelings. They can change their members by prompting them to change their attitudes and values as they come to agree with the overall consensus of the group. With this, attitudes are socially structured and guarded in social consensus defined by group membership. In some societies, attitudes are pressures towards uniformity and are closely related with group goals or group identity (Dalal, 2006). Since individuals who identify with a group take on more and more of the typical features of the member of that group, they adapt the attitudinal preferences and behavior that characterize the group as well.

  In the case of persons with disabilities, attitudes towards them are shaped according to their social categorization.  Members of the nondisabled group majority tend to maintain a certain social distance and treating them as outsiders based solely on being different and being “non-abled” (Mishra, 2002; Bedini, 1992). From a historical and sociological point of view, the majority group of the nondisabled people maintained the ableist perspective, which implies having disability is negative and as much as possible, be treated, cured or even eliminated. This results to negative attitudes of the society toward persons with disabilities (Campbell, 2008).