LEARN­ING MA­TE­RI­ALS

Sun.Star Pampanga - - PERSPECTIVE! -

NENITA L. MEN­DOZA

It has al­ways been a chal­lenge to make science more in­ter­est­ing to stu­dents in the con­ven­tional class­room. Science, per se, is al­ready an in­ter­est­ing sub­ject but what make it a lit­tle less in­ter­est­ing is some­times the tech­niques we em­ploy in the teach­ing of science in­side the class­room.

One rea­son is the lack of teach­ing bud­gets to come up with the needed ma­te­ri­als, tools and ex­per­i­ments to put the con­ven­tional lec­tures into real and ac­tual use. Also the apa­thy on the part of stu­dents some­times makes it dif­fi­cult to get stu­dents in­ter­ested in top­ics like bi­ol­ogy, earth science, anatomy, physics, and chem­istry.

Also, long and te­dious use of lec­tures with­out ac­tual ap­pli­ca­tion tends to bore stu­dents. Ac­cord­ing to teach­ing site EduNova, teach­ers are now us­ing tech­niques such as peer learn­ing, role-play­ing, and in­cor­po­rat­ing cur­rent events in science les­son plans. These tech­niques help en­gage stu­dents and help them un­der­stand the im­por­tance of science. They also make it fun to teach sci­en­tific con­cepts and help stu­dents un­der­stand com­mon top­ics in the sci­en­tific world.

Tra­di­tion­ally, teach­ers used the lec­ture for­mat to teach chil­dren about science. One of the draw­backs to the lec­ture for­mat is that it does not en­gage stu­dents in their learn­ing. This teach­ing tech­nique en­cour­ages rote mem­o­riza­tion and note-tak­ing in­stead of ex­cite­ment about the world of science. Peerto-peer teach­ing is when the stu­dents ac­tu­ally get in­volved in teach­ing each other about science. This is an active learn­ing method that en­cour­ages stu­dents to dis­cuss sci­en­tific top­ics, develop ques­tions about the ma­te­rial, and work in teams to learn new in­for­ma­tion. Buzz groups, so­lu­tion and critic groups, and affin­ity groups are just three of the ways to use peer-to-peer teach­ing in the class­room.

When stu­dents work in buzz groups, they spend ap­prox­i­mately 20 min­utes study­ing a topic and gath­er­ing in­for­ma­tion. At the end of the ses­sion, one rep­re­sen­ta­tive from each group presents in­for­ma­tion to the en­tire class. For so­lu­tion and critic groups, the teacher as­signs one group of stu­dents to gather in­for­ma­tion and give a pre­sen­ta­tion.

A sec­ond group of stu­dents acts as the critic group by eval­u­at­ing the pre­sen­ta­tion. Affin­ity groups work to­gether out­side of the class­room and then present their find­ings dur­ing nor­mal class time. All of these tech­niques help stu­dents develop re­search and pre­sen­ta­tion skills that will help them in the science class­room as well as other ar­eas of life.

— oOo—

The au­thor is Teacher III at Di­ladila El­e­men­tary School, Santa Rita District

EDGAR L. MANABAT

The Na­tional Achieve­ment Test (NAT) is a na­tional stan­dard­ized test ad­min­is­tered to learn­ers in Grades 6, 10, and 12. It is de­vised to de­ter­mine their aca­demic lev­els, strengths and weak­nesses. Their knowl­edge learned through­out the grade level is di­vided into 5 cat­e­gories; English, Filipino, Math, Science and Aral­ing Pan­lipunan (So­cial Stud­ies in English) and are as­sessed for what they know.

DepEd Or­der No.55, s. 2016, en­ti­tled “Pol­icy Guide­lines on the Na­tional As­sess­ment of Stu­dent Learn­ing in the K to 12 Ba­sic Ed­u­ca­tion Pro­gram” clar­i­fies the sched­ule of test ad­min­is­tra­tion. For Grades 6 and 10 learn­ers, the test shall be ad­min­is­tered to Grades 7 and 11 learn­ers, three weeks af­ter the first day of classes. Whereas, for the Grade 12 learn­ers, the test shall be ad­min­is­tered on the third week of the Sec­ond Se­mes­ter.

The NAT gives prac­ti­cal in­for­ma­tion on the achieve­ment lev­els of learn­ers in Grades Six, Ten, and twelve. Scores can be in­for­ma­tive which will pro­vide a fast as­sump­tion of the present con­di­tion of ed­u­ca­tion be­cause it de­tects and ex­am­ines dif­fer­ences on achieve­ment lev­els across the grade lev­els and iden­ti­fies the level of im­prove­ment in ba­sic ed­u­ca­tion with re­spect to in­di­vid­ual schools. Al­though they may not ex­press all in de­tail with high ex­act­ness or cor­rect­ness, test scores will be a use­ful per­spec­tive and ba­sis for pol­icy mak­ers, ad­min­is­tra­tors, cur­ricu­lum plan­ners, su­per­vi­sors, prin­ci­pals and teach­ers in their re­spec­tive cour­ses of ac­tion.

Since the im­ple­men­ta­tion of NAT, pub­lic el­e­men­tary and sec­ondary schools have al­ways been pro­vid­ing pupils/ stu­dents the best in­struc­tion. They have been ob­serv­ing the goals and ob­jec­tives of ed­u­ca­tion con­sis­tently in line with DepEd thrusts, poli­cies, pro­grams, projects and ac­tiv­i­ties with the noble goal that they can com­pletely cul­ti­vate and holis­ti­cally develop the pupils/stu­dents to pre­pare them for a bet­ter fu­ture. Ad­vances and in­no­va­tion in teach­ing are uti­lized to en­sure a bet­ter teach­ing-learn­ing out­comes. How­ever, teach­ing ad­vance­ments and in­no­va­tions con­stantly change. They are not al­ways an as­sur­ance to a more ef­fec­tive teach­ing-learn­ing to any group of pupils/stu­dents with dif­fer­ent learn­ing styles. There­fore, NAT is the best mo­ti­va­tion for teach­ers to teach more ef­fec­tively and for the pupils/ stu­dents to ac­quire learn­ing more se­ri­ously.

The NAT is be­lieved to be one of the most ef­fec­tive ways to achieve the call for qual­ity ba­sic ed­u­ca­tion. It does not only chal­lenge the teach­ers in Grades 6, 10 and 12 but all the teach­ers in the lower grades.

All teach­ers are con­trib­u­tory to the NAT out­comes. There must be a con­certed and col­lab­o­ra­tive ef­fort by the teach­ers to strengthen, re­in­force and re­fine all the ex­pe­ri­ences of the pupils/ stu­dents and pre­pare them to take the Na­tional Achieve­ment Test. That is why, since the im­ple­men­ta­tion of the NAT, teach­ers have been re­li­giously re­view­ing the pupils/ stu­dents in en­hanc­ing all the es­sen­tial skills and com­pe­ten­cies in prepa­ra­tion for the NAT. Teach­ing be­comes more mean­ing­ful as these teach­ers They are ef­fec­tively pre­par­ing va­ri­ety vis­ual aids and us­ing sev­eral tech­niques and strate­gies needed to fa­cil­i­tate and make the teach­ing-learn­ing more mean­ing­ful and per­ma­nent. This is how ef­fec­tive and pow­er­ful NAT can do to change teach­ers’at­ti­tudes in de­liv­er­ing qual­ity ba­sic ed­u­ca­tion.

Gone are the days when teach­ers do not care for the pupils/ stu­dents and say, “Af­ter all, these pupils/ stu­dents will be un­der the care of the next grade level teach­ers. But this time with the NAT, the call for a more com­mit­ted, sin­cere and ded­i­cated mind-set to­wards teach­ing has re­ally come. Ev­ery teacher has a stake for the suc­cess or fail­ure of the pupils/ stu­dents. With the good re­sults in the NAT, ev­ery teacher could say “This is the fruit of my la­bor.” This is the ef­fec­tive­ness the NAT brings to at­tain­ing a qual­ity ba­sic ed­u­ca­tion.

— oOo—

The au­thor is an Ed­u­ca­tion Pro­gram Su­per­vi­sor

FLORENCIA Z. GAR­CIA

K-12 cur­ricu­lum was in­tro­duced in 2011 un­der Aquino ad­min­is­tra­tion with the new cur­ricu­lum comes new ap­proach and new learn­ing ma­te­ri­als. Mas­sive changes oc­curred in the five years ex­is­tence of the new cur­ricu­lum.

With a re­vised cur­ricu­lum, the ex­ist­ing text­books in schools are no longer the pri­mary source of ma­te­ri­als but have in­stead be­come sup­ple­ments to the new learn­ing con­cepts de­vel­oped by the DepEd (Pazz­ibugan 2013).

Learn­ing ma­te­ri­als are then re­vised for in­stance there are changes in the learn­ing ma­te­ri­als for Grade 2 and Grade 8. Teach­ers were handed cur­ricu­lum guides to serve as their tool while wait­ing for the learn­ing ma­te­ri­als. There is an em­pha­sis on real life ap­pli­ca­tions of learn­ing that high­lights the skill of the stu­dents to ap­ply what they learn in their daily ac­tiv­ity. We are rich in re­sources like peo­ple, par­ents, and peo­ple in the com­mu­nity aside from the t ext books.

Aside from the learn­ing ma­te­ri­als there were changes in the cur­ricu­lum frame­work teach­ers ap­pre­ci­ated the spi­ral ap­proach in tack­ling lessons but they be­lieved that the new cur­ricu­lum would only work in an ideal class­room set­ting said Rivera on one of his in­ter­views she said “In it­self, the spi­ral ap­proach is good and will en­sure un­der­stand­ing so stu­dents can ap­ply knowl­edge and com­pe­ten­cies and be life­long learn­ers. Given fa­vor­able con­di­tions, it will re­ally work. But there are the re­al­i­ties. In some schools, there are 80 stu­dents in a class”.

Ma­teo said the re­sult of the K-to-12 re­form would be known when pupils who en­tered kinder­garten in the school year 2011-12 had been through the new cur­ricu­lum “The im­pact will be seen af­ter six years be­cause for those who will en­ter kinder, the as­sess­ment is when they fin­ish (el­e­men­tary school),” he sai d. — oOo—

The au­thor is from San Joaquin El­e­men­tary School

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