A day before the LET, I believe most of you now are a bit nervous. You don't have to worry, you have prepared a lot for this day so just give your best shot. Here are my own tips about the LET that you may or may not follow. These are actually based on my own experience and I really would like to share these with you.
1. Don't ask the proctor if you will see something wrong about the question, items, etc. You can't change the question anymore, because if you want to change it, then the rest of the test items given to other examinees will be changed as well, and this is not possible, you know right? You are much more knowledgeable about the exam you are taking than the proctor. Just ask the proctor if you notice lacking pages, creased answer sheets, discrepancies in i.d. numbers etc.
2. Expect typographical errors. If you think and you're hundred percent sure that an item is the correct answer, but it lacks a letter, or 2 or more "jumbled" letters, then go for that answer. Probably it's just a typographical error.
3. If an item is more complete than the other items, then go for that item. Apply dialecticism. Example, choices will go like this: a. Beautiful b. Pretty c. Beautiful and Pretty. Among the given choices, choose letter c because it contains the answer of a and b, thus more complete.
4. It's okay to have erasures, but avoid this as much as possible. If you really need to erase, make it neat and clean.
5. Shade gently. Don't make your pencil too pointed. After you sharpen your pencil, scribble it first in a separate piece of paper to make the tip not too sharp and pointed. This will make the mark dark enough, but easier to erase.
6. Don't consume your time to a difficult item. Skip if necessary but make sure to go back to that item before giving your answer sheet. Mark the items that you have skipped NOT ON THE ANSWER SHEET BUT ON THE TEST BOOKLET.
7. In choosing your answer, you can use the cancellation technique. Cancel out the items that are too far to be the answer. Rationalize why that item is the correct answer. However, when I answered during the exam, I did this reversely. What I did was to choose first my answer, then rationalize why other items are wrong and mine is the correct answer.
8. If in case you totally have no idea about the answer, your last resort will be this(as advised by one of the LET topnotchers): Close your eyes, say a little prayer, then shade.
9. Don't forget to pray not only before the exam but all throughout the duration of your exam. In your every shade, say a little prayer. Pray that may your mind and hand be guided and enlightened by God. After the exam, don't forget to thank God for surviving the whole examination process.
9. Listen to the proctor's instruction, or read your examinee's manual. Don't rush. Fill out forms slowly but surely.
10. Consume your time. So what if you're the last one left inside the room? When I took the LET, I was the second to the last who went out of the room. Don't rush. Check your answers. Pray before giving your answer sheet.
11. Before answering, shade what SET you will be answering, either Set A or B. Always shade this first. Shade it correctly if you don't want your dreams to shutter. Joke...
11. The last and final tip, ENJOY. I can still remember how I smiled when the proctor gave the test booklets. I was excited to test my self and my preparation for the exam. Take a deep breath. Inhale, inhale, don't exhale. Joke. Exhale.
These are just some of the tips. If you think these won't work for you, don't do all of these. Do it your own way. Always remember, ask God for guidance. Ask someone to light a candle in your home's altar. Put it in a vigil candle. Don't use an ordinary candle(sperma) if you don't want your house to turn into ashes. Hehehe... Seriously, this will represent that your mind may be enlightened in the duration of the exam. So Good Luck! God Bless future teachers!
Saturday, September 25, 2010
Friday, September 24, 2010
Principles of Teaching and Learning: Assessment of Learning
Assessment of Learning is one of the, shall I say, "challenging" topics in education. This is so because it involves a little bit of statistics. Since, I lack time to discuss the various topics involved in assessment, I will just present the principles behind assessment of/for learning. Remember that LET will not really focus on the technicalities, like what is variance, how to get the standard deviation, what is the difference among the mean, median, mode, etc. Rather, it is more focused on how will we interpret these statistical data in understanding the learner's achievement and to improve our instruction.
These principles are again, "adapted" from Corpus and Salandanan, 2007)
1. Teaching and learning is never complete without assessment. This means that assessment is an integral part of the teaching-learning process. We need to test how far the learners have learned, either before, during or after instruction, in line with our objectives. Thus, if learners are made to realize about this, negative attitudes about assessment will be minimized since the quizzes and tests will be just "usual" to them. They will come to realize the purpose of assessment, that is, to check how far they have learned.
2. Assessment tool and objectives must be colinear. The test/quiz or any assessment techniques must be in line with the objectives. This also includes the type of assessment appropriate for a certain objective. This is like a teacher who has an objective about "Singing the Philippine National Anthem". Which is more appropriate assessment tool: let the student write down completely the anthem, or let them sing the anthem? Reflect. Hehehe...
3. Assessment results should be fed back to the students. This is one of the mortal sins of some of the teachers. They will give quizzes, tests, projects, etc yet they fail to return these to the students, or to just inform the grade/score the students acquired. The purpose of assessment is to give learners a feedback to what extent their learning is. How will the learners learn this if the teacher won't give their scores or return their papers?
4. In assessment, consider learners' multiple intelligences and learning styles. The traditional paper and pencil test puts verbally and linguistically intelligent students at the advantage. Let us take into account the learners multiple intelligence and learning styles in assessment. Give various assessment techniques in order to cater individual differences.
5. It is wise to give some positive feedback as well as constructive criticisms. Don't forget to praise the students on a job well done. This can boost their morale to study and appreciate the value of success. Further, let's give them some constructive criticisms on the areas they need to improve. Remember that the biggest room in the world is the room for improvement.
6. Emphasize self-assessment. Assessment must be intracomparative rather than intercomparative. In short, if learning is as well a personal process, then, let the learners assess their performance on their own against a certain criteria(is this "in short"? Hehehe). Let them be aware of and reflect on their own progress. Rather than comparing themselves with other people, let them compare their "then" self to their "now" self. Competitive nature of learning must be as much as possible avoided. If there is a competition, let this be between the students and their own prior performance. One thing more, always remember that self assessment must also be in line with teacher assessment. This can avoid overestimation or underestimation of students' performance on themselves.
7. Build the culture of success in the classroom. Avoid the bell curve mentality, or the belief that it is normal that some students pass while some fail. Have that mentality that ALL learners can achieve.
8. Never use assessment as a disciplinary action or a punishment. This distorts the true purpose of assessment. This will enkindle the negative attitudes toward assessment.
9. Assessment should be communicated regularly and clearly to parents. Take note however the importance of accountability, transparecy and confidentiality.
10. Emphasize on real world application that favors realistic performances over out of context drill items. Hence, assessment must focus on real life application, as well as developing higher ordered thinking skills such as analyzing, evaluating and most of all creating.
(Sorry if the explanation on the last principles are short, out of character spaces in my cellphone.hehehe...)
These principles are again, "adapted" from Corpus and Salandanan, 2007)
1. Teaching and learning is never complete without assessment. This means that assessment is an integral part of the teaching-learning process. We need to test how far the learners have learned, either before, during or after instruction, in line with our objectives. Thus, if learners are made to realize about this, negative attitudes about assessment will be minimized since the quizzes and tests will be just "usual" to them. They will come to realize the purpose of assessment, that is, to check how far they have learned.
2. Assessment tool and objectives must be colinear. The test/quiz or any assessment techniques must be in line with the objectives. This also includes the type of assessment appropriate for a certain objective. This is like a teacher who has an objective about "Singing the Philippine National Anthem". Which is more appropriate assessment tool: let the student write down completely the anthem, or let them sing the anthem? Reflect. Hehehe...
3. Assessment results should be fed back to the students. This is one of the mortal sins of some of the teachers. They will give quizzes, tests, projects, etc yet they fail to return these to the students, or to just inform the grade/score the students acquired. The purpose of assessment is to give learners a feedback to what extent their learning is. How will the learners learn this if the teacher won't give their scores or return their papers?
4. In assessment, consider learners' multiple intelligences and learning styles. The traditional paper and pencil test puts verbally and linguistically intelligent students at the advantage. Let us take into account the learners multiple intelligence and learning styles in assessment. Give various assessment techniques in order to cater individual differences.
5. It is wise to give some positive feedback as well as constructive criticisms. Don't forget to praise the students on a job well done. This can boost their morale to study and appreciate the value of success. Further, let's give them some constructive criticisms on the areas they need to improve. Remember that the biggest room in the world is the room for improvement.
6. Emphasize self-assessment. Assessment must be intracomparative rather than intercomparative. In short, if learning is as well a personal process, then, let the learners assess their performance on their own against a certain criteria(is this "in short"? Hehehe). Let them be aware of and reflect on their own progress. Rather than comparing themselves with other people, let them compare their "then" self to their "now" self. Competitive nature of learning must be as much as possible avoided. If there is a competition, let this be between the students and their own prior performance. One thing more, always remember that self assessment must also be in line with teacher assessment. This can avoid overestimation or underestimation of students' performance on themselves.
7. Build the culture of success in the classroom. Avoid the bell curve mentality, or the belief that it is normal that some students pass while some fail. Have that mentality that ALL learners can achieve.
8. Never use assessment as a disciplinary action or a punishment. This distorts the true purpose of assessment. This will enkindle the negative attitudes toward assessment.
9. Assessment should be communicated regularly and clearly to parents. Take note however the importance of accountability, transparecy and confidentiality.
10. Emphasize on real world application that favors realistic performances over out of context drill items. Hence, assessment must focus on real life application, as well as developing higher ordered thinking skills such as analyzing, evaluating and most of all creating.
(Sorry if the explanation on the last principles are short, out of character spaces in my cellphone.hehehe...)
New Header Design
May I just recognize my brother for enhancing my header design. I don't know if it looks narcissistic having my face there...but anyway this is my blog so what's the matter? Hehehe... By the way, two days before the LET, so I will just post one more principle, and that is about assessment, and then I'll be sharing to you some techniques that I used when I took the exam. I hope they will also be effective on you.
Thursday, September 23, 2010
Principles in Teaching and Learning: Classroom Management
3 days more to go before the LET. I really hope that I get to hitch these principles because these will really help a lot in answering situational questions. I will just go away with the LET tips as of this moment to pave way for essential concepts needed for the exam. Below are the principles behind classroom management. Please reflect on these okay?
1. Be consistent and proactive with your classroom management. This means that classroom discipline should be preventive and consistent. Preventive in a sense that we must, as much as possible, settle potential problems before they will destruct the classroom. Being consistent on the other hand means we must mandate rules and routines fairly and not only on case to case basis.
2. Routines will really save a lot of time for it maintains the orderly transition and sequence of classroom instruction, not to mention that it avoids disruptions and breakdowns among the students.
3. Have a smooth transition and continuity of momentum throughout the day. This means that every second of our teaching instruction should be as much as possible moving, engaging and active. This avoids "dead air" or the sense of restlessness that will surely result to disciplinary problems.
4. Novelty and Competence among the activities given in the class should be balanced. Novelty in a sense that activities must be new to the students and not too repetitive and "used". When we say competence, this means that we must provide activities that are challenging enough, not too easy or too difficult, and will enhance learners' competence and motivation. This also includes a balanced among different multiple intelligences and learning styles.
5. "With-it-ness" is important. This means that we must be aware of what is happening all around the classroom. As teachers, we must have "eyes at the back of our heads".
6. Settle minor problems promptly before they become major disruptions. Let's not wait until our class is out of control before we move. This is similar with principle number one, let's be preventive with our approach in classroom management.
7. Give positive feedback among students if they have shown positive behavior. This way, students will appreciate the values of good behavior and conduct if they are recognized and reinforced. Take note however that praise should be sincere and appropriate.
8. Don't make a big deal out of minor problems or disturbances. If a frown, a stern look, a gesture that will relay the message to the students to behave, so be it. Don't consume your precious instructional time just to resolve it. In short, don't make a mountain out of a mole hill, okay? Okay! Hehehe...
9. Arrange the classroom that caters interactive teaching and learning. The classroom must be flexible enough, can be arranged-rearrange, depending on the activity in order to enhance interaction among the students.
10. The last and final principle, and the most important: Make every instructional moment a meaningful one. The major major principle behind classroom management is to minimize discipline time to maximize instructional time. We want to do the preceding principles because we only have one aim, that is, to spend that precious time for teaching and learning.
(These principles are "adapted" from Stronge, 2002, in Corpuz and Salandanan, 2007)
1. Be consistent and proactive with your classroom management. This means that classroom discipline should be preventive and consistent. Preventive in a sense that we must, as much as possible, settle potential problems before they will destruct the classroom. Being consistent on the other hand means we must mandate rules and routines fairly and not only on case to case basis.
2. Routines will really save a lot of time for it maintains the orderly transition and sequence of classroom instruction, not to mention that it avoids disruptions and breakdowns among the students.
3. Have a smooth transition and continuity of momentum throughout the day. This means that every second of our teaching instruction should be as much as possible moving, engaging and active. This avoids "dead air" or the sense of restlessness that will surely result to disciplinary problems.
4. Novelty and Competence among the activities given in the class should be balanced. Novelty in a sense that activities must be new to the students and not too repetitive and "used". When we say competence, this means that we must provide activities that are challenging enough, not too easy or too difficult, and will enhance learners' competence and motivation. This also includes a balanced among different multiple intelligences and learning styles.
5. "With-it-ness" is important. This means that we must be aware of what is happening all around the classroom. As teachers, we must have "eyes at the back of our heads".
6. Settle minor problems promptly before they become major disruptions. Let's not wait until our class is out of control before we move. This is similar with principle number one, let's be preventive with our approach in classroom management.
7. Give positive feedback among students if they have shown positive behavior. This way, students will appreciate the values of good behavior and conduct if they are recognized and reinforced. Take note however that praise should be sincere and appropriate.
8. Don't make a big deal out of minor problems or disturbances. If a frown, a stern look, a gesture that will relay the message to the students to behave, so be it. Don't consume your precious instructional time just to resolve it. In short, don't make a mountain out of a mole hill, okay? Okay! Hehehe...
9. Arrange the classroom that caters interactive teaching and learning. The classroom must be flexible enough, can be arranged-rearrange, depending on the activity in order to enhance interaction among the students.
10. The last and final principle, and the most important: Make every instructional moment a meaningful one. The major major principle behind classroom management is to minimize discipline time to maximize instructional time. We want to do the preceding principles because we only have one aim, that is, to spend that precious time for teaching and learning.
(These principles are "adapted" from Stronge, 2002, in Corpuz and Salandanan, 2007)
Wednesday, September 22, 2010
Philosophies of Education
These are just some of the few philosophies of education. At least before the exam this weekend, some readers can read this as a sort of wrap up. Remember that "isms" are always present in the exam.
Behaviorism
a. Modification and shaping of behavior by providing conducive physical and external environment.
b. Teachers teach learners to respond favorably to various stimuli. Routines, drills, etc.
c. Teachers are concerned with the external factors of learning. Classroom arrangement, ventilation, etc. Reinforcements are also used like rewards, incentives and sometimes punishments.
Essentialism
a. Teachers teach basic knowledge, skills and values in order to pass them down to the learners for them to become good citizens
b. Subject centered, wherein learners must learn the "essentials": reading, 'riting and 'rithmetic(3Rs, but some includes the 4th which is right conduct) that can prepare them for life.
c. Teachers emphasize mastery of the subject matter. They are seen as all knowing, thus traditional method of teaching is prescribed.
Perennialism
a. Aim is to develop the rational mind
b. Emphasis is on the general education(So for the EEd, if asked what is the philosophy behind the major Content Courses, now you know the answer)
c. Teacher-centered, Socratic method, teachers decide what are the best techniques and methods to be used.
Progressivism
a. Nothing is permanent except change
b. Curriculum respond to the needs relevant to the learners' lives and experiences for them to cope up with change. Teachers present subject matter like technological advancements, social developments, etc.
c. Teachers employ experiential learning methods or hands on activities.
Existentialism
a. Existence over essence. Learners define their essence by giving them various options to choose or decide. Holistic, doesn't only focus on the mind.
b. Subject matter that will give learners chances to choose, to showcase their creativity and to express themselves, is given emphasis.
c. Learner centered. Learning is self-paced, self directed. Teachers must be respectful on the learners choices and preferences.
Behaviorism
a. Modification and shaping of behavior by providing conducive physical and external environment.
b. Teachers teach learners to respond favorably to various stimuli. Routines, drills, etc.
c. Teachers are concerned with the external factors of learning. Classroom arrangement, ventilation, etc. Reinforcements are also used like rewards, incentives and sometimes punishments.
Essentialism
a. Teachers teach basic knowledge, skills and values in order to pass them down to the learners for them to become good citizens
b. Subject centered, wherein learners must learn the "essentials": reading, 'riting and 'rithmetic(3Rs, but some includes the 4th which is right conduct) that can prepare them for life.
c. Teachers emphasize mastery of the subject matter. They are seen as all knowing, thus traditional method of teaching is prescribed.
Perennialism
a. Aim is to develop the rational mind
b. Emphasis is on the general education(So for the EEd, if asked what is the philosophy behind the major Content Courses, now you know the answer)
c. Teacher-centered, Socratic method, teachers decide what are the best techniques and methods to be used.
Progressivism
a. Nothing is permanent except change
b. Curriculum respond to the needs relevant to the learners' lives and experiences for them to cope up with change. Teachers present subject matter like technological advancements, social developments, etc.
c. Teachers employ experiential learning methods or hands on activities.
Existentialism
a. Existence over essence. Learners define their essence by giving them various options to choose or decide. Holistic, doesn't only focus on the mind.
b. Subject matter that will give learners chances to choose, to showcase their creativity and to express themselves, is given emphasis.
c. Learner centered. Learning is self-paced, self directed. Teachers must be respectful on the learners choices and preferences.
Tuesday, September 21, 2010
Principles of Learning (Horne and Pine, 1990 in Corpuz and Salandanan, 2007)
In the professional education part of LET, most of the questions are situational. And one of the common mistakes about the LET is that it is said to be "easy". The reason behind this is that all the choices seemed correct, and yet there really is one correct answer. But how will one know that the choice is the correct and best answer? This is where the principles come in. In answering the questions that are situational, keep in mind the principles of teaching and learning. These will guide us to choose the "best" answer among the choices. Actually, there are a lot of principles of teaching/learning. I just would like to present these, shall I say, principles discussed from one of the current textbooks used nowadays. Hope you will learn a lot...
1. Learning is an experience which occurs inside the learner and is activated by the learner. This means that learning will not take place unless the learner her/himself allows it to happen in his/her mind. It is not primarily controlled by the teacher, rather on the learners' wants, interests and motivation to learn. In real classroom setting, the teacher must engage learners in activities that are connected to their lives.
2. Learning is the discovery of the personal meaning and relevance of ideas. This is somewhat the same with principle number one. Learners can easily understand concepts if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to the learners' needs, interests and problems.
3. Learning is a consequence of experience. In short, use experiential learning as much as possible period. Hehehe...
4. Learning is a cooperative and collaborative process. Learners will learn more if they are given chances to work together and share ideas. Make use of group activities.
5. Learning is an evolutionary process. Learning especially if this means a change in behavior, does not happen in a click. This requires time and diligence. So as teachers, be patient. Be patient. Be patient. Be patient.
6. Learning is sometimes a painful process. This means that learning requires sacrifice, hardwork, study time. Let the learners realize this okay?
7. One of the richest resources for learning is the learner him/herself. Let's not be too "centered" upon ourselves. Let's draw the discussion not only on our own experiences as teachers but on the learners' experiences as well. Listen and let the learners share their prior knowledge, stories, information, etc that can enrich the learning process. Encourage free sharing inside the classroom.
8. The process of learning is emotional as well as intellectual. Learners can't learn that much if they have something that is bothering their minds. These can be problems and worries they have either in or out of the classroom. Thus, as teachers, let us be sensitive to our students' problems. We can't teach learners with empty stomachs remember?
9. The process of problem solving and learning are highly unique and individual. Make use of different teaching strategies that can cater multiple intelligences and learning styles.
1. Learning is an experience which occurs inside the learner and is activated by the learner. This means that learning will not take place unless the learner her/himself allows it to happen in his/her mind. It is not primarily controlled by the teacher, rather on the learners' wants, interests and motivation to learn. In real classroom setting, the teacher must engage learners in activities that are connected to their lives.
2. Learning is the discovery of the personal meaning and relevance of ideas. This is somewhat the same with principle number one. Learners can easily understand concepts if these are relevant to their needs and problems. Hence, as teachers, we must relate the lesson to the learners' needs, interests and problems.
3. Learning is a consequence of experience. In short, use experiential learning as much as possible period. Hehehe...
4. Learning is a cooperative and collaborative process. Learners will learn more if they are given chances to work together and share ideas. Make use of group activities.
5. Learning is an evolutionary process. Learning especially if this means a change in behavior, does not happen in a click. This requires time and diligence. So as teachers, be patient. Be patient. Be patient. Be patient.
6. Learning is sometimes a painful process. This means that learning requires sacrifice, hardwork, study time. Let the learners realize this okay?
7. One of the richest resources for learning is the learner him/herself. Let's not be too "centered" upon ourselves. Let's draw the discussion not only on our own experiences as teachers but on the learners' experiences as well. Listen and let the learners share their prior knowledge, stories, information, etc that can enrich the learning process. Encourage free sharing inside the classroom.
8. The process of learning is emotional as well as intellectual. Learners can't learn that much if they have something that is bothering their minds. These can be problems and worries they have either in or out of the classroom. Thus, as teachers, let us be sensitive to our students' problems. We can't teach learners with empty stomachs remember?
9. The process of problem solving and learning are highly unique and individual. Make use of different teaching strategies that can cater multiple intelligences and learning styles.
Monday, September 20, 2010
LET Tips: Integrative Teaching Strategies
1. Which is not a characteristic of integrative teaching?
A. Recognizes learning around areas
B. Links ideas to action
C. Array of lessons is built around individual ideas
D. Enhances concept development
2. The focus of this strategy is the topic or subject matter wherein learners are focused on learning about something by the use of the content of another subject.
A. Content Based Instruction
B. Thematic Teaching
C. Generic Competency Model
D. Focusing Inquiry
3. According to the DepEd Manual of the BEC Primer, it helps the learners see the meaningful connection across the discipline or skill areas.
A. Content Based Instruction
B. Thematic Teaching
C. Focusing Inquiry
D. Generic Competency Model
4. Teacher O started the lesson by identifying preliminary questions and information. Which strategy did he employ?
A. Content Based Instruction
B. Thematic Teaching
C. Generic Competency Model
D. Focusing Inquiry
5. Learners are enrolled in three to four limited courses that will lead to the culminating performance.
A. Generic Competency Model
B. Content Based Instruction
C. Thematic Teaching
D. Focusing Inquiry
Answer Key: 1. C; 2. A; 3. B; 4. D; 5. A
A. Recognizes learning around areas
B. Links ideas to action
C. Array of lessons is built around individual ideas
D. Enhances concept development
2. The focus of this strategy is the topic or subject matter wherein learners are focused on learning about something by the use of the content of another subject.
A. Content Based Instruction
B. Thematic Teaching
C. Generic Competency Model
D. Focusing Inquiry
3. According to the DepEd Manual of the BEC Primer, it helps the learners see the meaningful connection across the discipline or skill areas.
A. Content Based Instruction
B. Thematic Teaching
C. Focusing Inquiry
D. Generic Competency Model
4. Teacher O started the lesson by identifying preliminary questions and information. Which strategy did he employ?
A. Content Based Instruction
B. Thematic Teaching
C. Generic Competency Model
D. Focusing Inquiry
5. Learners are enrolled in three to four limited courses that will lead to the culminating performance.
A. Generic Competency Model
B. Content Based Instruction
C. Thematic Teaching
D. Focusing Inquiry
Answer Key: 1. C; 2. A; 3. B; 4. D; 5. A
Sunday, September 19, 2010
Post after 2 days
I need to find a new trick to continue connecting the net...As of now I found one trick...i need to find a new trick for downloading...hehehe...tomorrow I will post LET tips for the integrative teaching strategies...
Thursday, September 16, 2010
Focusing Inquiry
This integrative teaching strategy uses questions in which the teachers guide the learners in discovering the answers. It emphasizes inquiry, the investigative process that must be developed among learners rather than on the content.
This strategy is said to be in cycle. Cycle in a sense that as learners search for answers, they generate questions as well. This process will enable learners to develop higher ordered thinking skills that they can use in real life situations.
The process of focusing inquiry is more of asking and asking questions. Take note however, that it is the role of the teacher to guide the learners for them to arrive to the correct answer.
The steps include the following:
1. Frame focusing questions. These include drawing out prior knowledge.
2. Present information. What, Where, When, Why, How, etc
3. Connect or relate information. Evaluate, predict, infer, interpret, give meaning, etc
4. Guide learners for generalization or conclusion
5. Help learners find answers
This strategy is said to be in cycle. Cycle in a sense that as learners search for answers, they generate questions as well. This process will enable learners to develop higher ordered thinking skills that they can use in real life situations.
The process of focusing inquiry is more of asking and asking questions. Take note however, that it is the role of the teacher to guide the learners for them to arrive to the correct answer.
The steps include the following:
1. Frame focusing questions. These include drawing out prior knowledge.
2. Present information. What, Where, When, Why, How, etc
3. Connect or relate information. Evaluate, predict, infer, interpret, give meaning, etc
4. Guide learners for generalization or conclusion
5. Help learners find answers
Tuesday, September 14, 2010
Thematic Teaching
Thematic Teaching is a strategy that connects all subject areas using a common "theme". This theme serves as the focus or the binding idea in which the objectives and activities of different learning areas will be based. This provides a purpose, a link that makes learning integrated thus meaningful.
For this strategy to be effective, teachers must collaborate in order to decide a central theme that can be used to teach a lesson or a unit. Then they can decide what activities that can be included visavis with the theme.
Let us have a concrete example. Supposing the theme would be, "Philippines, A Spanish Experience". Using this theme, the following objectives can be formulated on each subject:
Science: Evaluate the technological advancements in the Philippines from Spanish Era up to the present
Mathematics: Develop a pictograph on the duration of Spanish regime in relation to other foreign colonizers who controlled the Philippines.
English: Identify infinitives by reading a selection entitled, "Philippines: 0n the Hands of Spain"
Filipino: Matukoy ang mga gamit ng pangngalan sa pagbasa ng kwentong, "Ang Buhay ni Andres"
MAPEH: Maawit ang ilan sa mga kundimang umusbong sa panahon ng himagsikan
Araling Panlipunan: Masuri ang pagbabagong naidulot ng pagsakop ng Kastila sa Pilipinas
HELE: Makapagluto ng putaheng impluwensya ng Kastila
Values Education: Express the value of freedom by writing a short credo for the country
May I reiterate that this is just an example. I just don't know which topics are taught in line with each other at a certain period of time. Nevertheless, I hope this gave you a concrete idea about thematic teaching.
For this strategy to be effective, teachers must collaborate in order to decide a central theme that can be used to teach a lesson or a unit. Then they can decide what activities that can be included visavis with the theme.
Let us have a concrete example. Supposing the theme would be, "Philippines, A Spanish Experience". Using this theme, the following objectives can be formulated on each subject:
Science: Evaluate the technological advancements in the Philippines from Spanish Era up to the present
Mathematics: Develop a pictograph on the duration of Spanish regime in relation to other foreign colonizers who controlled the Philippines.
English: Identify infinitives by reading a selection entitled, "Philippines: 0n the Hands of Spain"
Filipino: Matukoy ang mga gamit ng pangngalan sa pagbasa ng kwentong, "Ang Buhay ni Andres"
MAPEH: Maawit ang ilan sa mga kundimang umusbong sa panahon ng himagsikan
Araling Panlipunan: Masuri ang pagbabagong naidulot ng pagsakop ng Kastila sa Pilipinas
HELE: Makapagluto ng putaheng impluwensya ng Kastila
Values Education: Express the value of freedom by writing a short credo for the country
May I reiterate that this is just an example. I just don't know which topics are taught in line with each other at a certain period of time. Nevertheless, I hope this gave you a concrete idea about thematic teaching.
Monday, September 13, 2010
Generic Competency Model
Generic Competency Model is a part of integrative teaching strategies which enable students to develop "competencies". These competencies are acquired through connecting one subject from the other. Usually, generic competency model is used in Makabayan.
The most common competencies being integrated are the following: personal development, social competence and work/special skills. These three skills are integrated in teaching 2 or more subjects. Also, an output or culminating performance is expected.
For example, a certain objective in Makabayan can go like this(I will just state it in English for the benefit of our non-Filipino readers. Hehe...as if...But take note that Makabayan is taught using the Filipino language.): "Identify material and non-material culture and to affirm their importance through preparing an exhibit about the culture of the Philippines"
In the above mentioned objective, the teacher can decide which competency he/she will make the students develop. If the teacher wants the 3, the better. For personal skills, students can develop their love and appreciation of their own culture. For social competence, the students can work in groups especially in preparing their culminating performance which is an exhibit. Lastly, for the work/special skills, the student can utilize their creative and artistic skills to make their exhibit appealing. Their work attitudes can also be reflected especially given a deadline and/or a criteria. The objective might be related to Social Science, however, the skills in making the exhibit can be drawn from MAPEH or HELE subjects, as well as the proper work attitudes learned from Values Education.
The most common competencies being integrated are the following: personal development, social competence and work/special skills. These three skills are integrated in teaching 2 or more subjects. Also, an output or culminating performance is expected.
For example, a certain objective in Makabayan can go like this(I will just state it in English for the benefit of our non-Filipino readers. Hehe...as if...But take note that Makabayan is taught using the Filipino language.): "Identify material and non-material culture and to affirm their importance through preparing an exhibit about the culture of the Philippines"
In the above mentioned objective, the teacher can decide which competency he/she will make the students develop. If the teacher wants the 3, the better. For personal skills, students can develop their love and appreciation of their own culture. For social competence, the students can work in groups especially in preparing their culminating performance which is an exhibit. Lastly, for the work/special skills, the student can utilize their creative and artistic skills to make their exhibit appealing. Their work attitudes can also be reflected especially given a deadline and/or a criteria. The objective might be related to Social Science, however, the skills in making the exhibit can be drawn from MAPEH or HELE subjects, as well as the proper work attitudes learned from Values Education.
Content Based Instruction: This is really it.
Content Based Instruction is like learning a subject primarily Language (English or Filipino, but also can be used with other subjects) using the content of another subject. This way, learners can connect and and can cross the barrier between one subject (like Language) and the other subjects (other academic subjects). As a matter of fact, one of the aims of language teaching is to develop among learners language and communication skills necessary for them to acquire knowledge to other subject areas. This is so true since language is the basic medium to convey information. If one learner is deficient with language skills (i.e. reading, writing and listening skills), he/she may find difficulty understanding the other subjects.
For example, when a teacher teaches about a lesson in English, like "Good Qualities of a Paragraph", he/she may use sample paragraphs with topics containing or relating to other subjects like Science or History. Or when teaching a lesson about Filipino, he she can utilize selections pertaining to Araling Panlipunan or HELE.
Content Based Instruction is not only limited to Language Teaching. As a matter of fact, other subjects can also be integrated. For instance, a lesson in Math can be integrated with Civics or Science by giving sample problems relating to the given subjects. As a concrete example, let's say that a teacher has addition as a topic. He/she can give a problem like this: "In his journey, Magellan started out with 5 ships. At the end of the journey only 1 was left. How many ships were destroyed along the journey?" This is just a simple sample but I hope this can present that even Math can be integrated with History. In this case, learners will not only learn about arithmetic but also a a bit of History. This is like hitting two birds in one stone.
This strategy lies on the teacher's creativity. As teachers, we should be creative enough to at least present the lesson as meaningful as possible and in a way learners can make connections rather teaching isolated facts.
For example, when a teacher teaches about a lesson in English, like "Good Qualities of a Paragraph", he/she may use sample paragraphs with topics containing or relating to other subjects like Science or History. Or when teaching a lesson about Filipino, he she can utilize selections pertaining to Araling Panlipunan or HELE.
Content Based Instruction is not only limited to Language Teaching. As a matter of fact, other subjects can also be integrated. For instance, a lesson in Math can be integrated with Civics or Science by giving sample problems relating to the given subjects. As a concrete example, let's say that a teacher has addition as a topic. He/she can give a problem like this: "In his journey, Magellan started out with 5 ships. At the end of the journey only 1 was left. How many ships were destroyed along the journey?" This is just a simple sample but I hope this can present that even Math can be integrated with History. In this case, learners will not only learn about arithmetic but also a a bit of History. This is like hitting two birds in one stone.
This strategy lies on the teacher's creativity. As teachers, we should be creative enough to at least present the lesson as meaningful as possible and in a way learners can make connections rather teaching isolated facts.
Thursday, September 2, 2010
Just a Post for this Month
I'm sorry I am very busy these days...you know I'll be having a review lecture this September for LET board takers... After this I will really try to post more posts possible...
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