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We are multilingual
We are by virtue of our geography and history, a multi-lingual people. This gift has for too long been viewed as a liability.
Mandate
From the 10 point agenda of Pres. Aquino # 5 states that: Every Child a Reader by Grade 1 At the core of our childrens non-learning is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing preschool MUST be a reader by Grade 1. Essential to this, we must build a library infrastructure in our schools, procure reading books
(from our Philippine publishing industry to support local authors and publishers) and
Our Mandate....
Improve Quality of Basic Education
From Research.. The most important single factor influencing learning is what the learners already know. Ascertain this and teach them accordingly
Reading in the mother tongue enables immediate comprehension. Once we learn to read we never have to learn again We only learn to READ once
views organized
Trycicle
knowledge as an elaborate network of abstract mental structures which represents ones understanding of the world.
Multicub
Transportation
Submarine
Boat
Rocket
Raft
Wate r
Ship Airplane
Jet Air
Pumpboat
Speedboat
Helicopter
General Knowledge
it is important to teach general knowledge and
generic concepts. generic concepts can explain many different features of a particular field of study. a large proportion of learned difficulties can be traced to insufficient general knowledge, especially in cross-cultural situations.
between ideas. techniques used to strengthen connections: discussion, songs, role play, illustrations, visual aids, and explanations of how a piece of knowledge applies.
Educational Implications
prior knowledge is essential for the comprehension of new information, teachers either need to; help learners build the prerequisite knowledge, or remind them of what they already know before introducing new materials. schemata grow and change as new information is acquired. schema research indicates that abstract concepts are best understood after a foundation of concrete, relevant information has been established.
deep seated schemata are hard to change. An individual will often prefer to live with inconsistencies than to change a deeply-held value or belief.
Characteristics of Schema
Meaningful. Always organized meaningfully. Without meaningful connections, important information can be easily lost. Embedded. Each schema is embedded in other schemata and itself contains sub schema. e.g.Transportation schema includes motorbike which is its own schema. Transportation is part of a country infrastructure schema. Changing. Schema change moment by moment as new information is received. Moveable. Schema may also be reorganized when incoming data reveals a need to change or restructure the concept.
Albert Bandura
The learners in these societies often seem unaware that they have been taught these behaviors.
knowledge, understanding or skill, beyond the grasp of the learner, which the learner is prepared to learn but cannot do so by herself. The learner needs an older or more knowledgeable or skilled person to assist her/him in understanding/doing the new concept/skill. The more knowledgeable person helps the learner in the process of acquiring the knowledge until the learner is able to understand or perform by herself/himself. The time period in which the two are working together in what Vygotsky means by Zone of Proximal Development
The role of the teacher or facilitator is to provide opportunities for learners to dialogue.
5. Bruners Theory
One learns best through repeated experiences One learns best by building on his/her past experience.
Pioneered in 921 schools all over the 17 regions in 12 language in 2010-2011 Capacitated 136 Trainers @ 8 per region who in turn trained 2,312 grade 1 teachers of the pioneer schools Produced TG, LM and other reading materials (big books,
Working Orthography of the 12 languages made available in partnership with KWF Contextualized TG and LM in all learning areas in 12 languages Implemented in all grade I SY 2012-2013 Pioneered in Grade II SY 20122013
Upgraded the implementation of MTB-MLE to grade 3 of the pioneer schools SY 2013-2014 Expanded to 7 other languages (Ivatan, Ibanag, Sambal, Akianon, Kinaray-a, Sinuriganon, Yakan) Implemented to all grade 2 SY 2013-2014
Teacher s Guide, Learner s Materials made available Orthography of the additional 7 languages are made available
CHALLENGES
The 19 languages is only 18% of the more than 171 living existing languages Resources, especially reading materials are limited (we can not produce critical thinkers students by just using existing LM. No available existing standardized assessment tool
NEXT STEPS..
To be implemented in grade 3 this coming school year SY 2014-2015 Develop Teacher s Guide and Learner s Materials for grade 3 teachers & pupils Language transition plan is being prepared. Continuous development and production of localized materials Development of an standardized
MEANING
Why 2 tracks?
the most effective approaches to developing initial reading skills are those that combine extensive and varied exposure to meaningful prints (story track) with explicit and systematic instruction in phonemic awareness and lettersound correspondence (Primer Track) (Jim Cummins, No 1)
STORY TRACK Emphasis: Meaning and Communication Focus: Whole Texts Listening Listen in order to understand; think critically Speak with understanding to communicate knowledge, ideas, experiences
PRIMER TRACK Emphasis: Accuracy and Correctness Focus: Parts of the language Recognize and distinguish sounds and parts of words
Speaking
STORY TRACK Emphasis: Meaning and Communication Focus: Whole Texts Reading
PRIMER TRACK Emphasis: Accuracy and Correctness Focus: Parts of the language
Read for meaning and Decode texts by recognizing understanding to letters, syllables, tone marks, apply, analyze, syntax, grammar evaluate texts, create new knowledge
Writing
Write to communicate Form letters, words, sentences, knowledge, ideas, paragraphs, spell words experiences accurately, use correct grammar
STORY TRACK
PRIMER TRACK
Viewing
Experience stories
Language Experience Approach (LEA) Shared experience Oral discussion Write story: children dictate, teacher writes on chalk board Story read together: the Reading Plan. Teacher writes story on poster paper to display in classroom
Primer Track
Workbook track, word-building track, word track. Key Word Lesson Big Box (word making activity) Sentence-making Handwriting/Spelling
Maraming Salamat Po! Balbaleg Ya Salamat Ed Sikayon Amin! Daghang Salamat Sa Inyong Tanan! Dios Mabalos! Agyamanak Unay Kadakayo Amin! Madamo Gid Nga Salamat Sa Inyo Nga Tanan! Muchas Gracias! Sukran!