Facing the Inevitable Change
By: Nelie D. Sacman,Ph.D Change is said to be the only thing permanent in this world. Change takes in may form, aging, transformation and even our climate is changing. It can be undoubtedly said that our climate was never the same as what it has been before. This burning heat during summer and excessive amount of rainfall during the wet season were never present during our ancestor’s time. Over the past 150 years we have changed the balance of our planet by living beyond our means In fact, we are living as if we had 1.5 planets! We have burnt huge amounts of fossil fuels (such as coal, oil, gas), bred vast amounts of methane- producing livestock and cut down vast amounts of forests, which would naturally absorb carbon dioxide from the air. As humans pursue to reach the peak of modernization and maturation, our planet struggles to maintain its health to support humanity’s need of resources. I was not born when everything on Earth was as perfect as anyone could imagine and I am not the perfect to say that I am not part of its destruction. Our planet has been begging for help and concern for over centuries now but only few seems to hear. Climate change is affecting our brilliant planet in lots of many ways. Let us have a look at what planet Earth has been dealing with for over some decades. Let us begin with the rising of global average temperature which is experienced almost all over the world. The planet is literally heating up, tropical and desert countries suffer the most from the impacts of temperature rise like drought which will cause famine when crops do not yield enough to feed the people. Rise in temperature also leads to rising sea level because ice glaciers in the Polar Regions melt affecting the coastal areas and threatening to erase them from the map. Recent data has shown that Arctic summer sea ice is melting faster than predicted. The intergovernmental Panel on Climate Change has warned that: “The impacts of climate change in the polar regions over the next 100 years will exceed impacts forecast for other regions, and will have globally significant consequences.” Climate has also affected the patterns and amount of rainfall. We may be shocked when a bright summer day turns out to be a rainy one and the amount of water falling becomes twice as expected affecting low lying areas, flooding and destroying communities as well as killing livestock and crops. Climate change is having serious and unpredictable impacts on the world’s water systems through more flooding and droughts. It is impacting on rivers and lakes- which supply drinking water for people and animals- and are a vital resource for farming and industry. And it threatens food chains in our oceans and seas, which sustain a large proportion of life on Earth. Global warming is likely to be the greatest cause of species extinctions this century. The intergovernmental Panel on Climate Change says a 1.5 0C average rise may put 20-30% of species at risk. If the planet warms by more than 30 C, most ecosystems will struggle. A core part of WWF’s work is helping people, wildlife and their habitats adapt to the effects of climate change. It is not just about coping with the immediate impactss, it’s about anticipating and planning for future change Most people know how vital forests are-they soak up carbon dioxide, the main greenhouse gas responsible for global warming, and help regulate the world’s climate. They are also home to countless plant and animal species. We are working with communities, local governments and businesses to ensure the world’s forest are protected. The effects of climate change seem to be inevitable but it is not an excuse to neglect our duty as protectors of the planet. There are a lot of ways we could help mitigate the impacts of this problem. We should always keep in mind that the Earth can survive without us but we cannot survive without Earth. Climate Change By: Nelie D. Sacman,Ph.D. Climate change is the significant and lasting change of the weather over sustained periods of time. There was International consensus that human activities over the past 50 years have altered the Earth’s natural climate. Climate change is seen as one of the most pressing issues of the 21st century. It goes beyond being merely an environmental problem, it also has considerable social and economic impacts that threaten our survival. It will affect people, those who already suffer from poor health, especially: low- income communities, individuals with respiratory disease, the very young, and the elderly etc., and the environment in many ways. According to Philippines Second National Communication to the United Nations Framework Convention on Climate Change, Philippines is one of the countries most vulnerable to the impacts of climate change. The country is visited by an average of 19-20 typhoons annually. The increasing frequency and severity of extreme weather events pose challenges on how we will meet our development goals. The Philippines is aggressively pursuing programs to promote renewable energy and energy-efficient technologies. However, the lack of financial resources and investments, low public awareness of the benefits of these technologies, absence of commercially viable markets for renewable energy systems, and the relatively high cost of technology constrain the development and transfer of these technologies. This issue should be solved through intensive advocacy and education in adopting technology transfer. Technology transfer is also crucial in addressing the issue of climate change. There is a need to emphasize and institutionalize that need to be developed and effectively transferred from mere research to commercial use. Human actions contributed a lot to increase climate change. Everyone will be affected so he or she should be able to adopt and mitigate this environmental issue. The World Health Organization defines climate change adaptation as the adjustment in natural or human systems in response to actual or expected climatic stimuli or their effects, which moderates harm or exploits beneficial opportunities. Individuals need to take voluntary actions to reduce the greenhouse gas emissions that are causing climate change. We can also take steps to prepare for the changes we know are coming. One should always remember that in simple things that he or she is doing, there will always be an effect on one’s life. Everyone should not just be aware of the mere existence of climate change; he or she should be able to have commitment in minimizing its effect. MERS-CoV – May Epekto ba sa Ekonomiya?
ni: Rosemarie C. Vero Dalawang kaso na ang naitala na may MERS-coV sa Pilipinas ayon sa Department of Health (DOH). Ayon naman sa World Health Organization (WHO), tinatayang 36% ang naiulat na pasyente na may MERS ang namatay. Ano nga ba ang kahulugan ng nakababahalang sakit na ito? Ang MERS-CoV o Middle East Respiratory Syndrome Coronavirus ay isang viral na sakit sa paghinga na maaaring ikamatay ng isa sa loob ng sampung araw o mahigit mula sa pagkahawa sa sakit na ito. Maaari itong itulad sa pinalalang pulmonya. Ang MERS ay unang naiulat sa Saudi Arabia noong 2012. Ang mga bansang nakumpirmang apektado sa MERS-Cov mula pa noong Abril 2012 ay ang mga bansa ng Arabian Peninsula, U.S.A., at mga kalapit na bansa nito kabilang na ang Pilipinas. Ayon sa DOH sa mga batang kamel nagmumula ang MERS , at ang matatandang kamel naman ay immune na o hindi na tintablan ng virus. Nilinaw ng mga eksperto na kasalukuyan pa itong pinag-aaralan at wala pang matibay na ebidensya na naipapasa nga ng hayop ang MERS sa tao. Ang MERS ay hindi nalalanghap sa hangin sa halip nakukuha sa plema o sipon ng may sakit. Maaring maipasa ang sakit na MERS kung ang isa ay nagkaroon ng close contact sa isang taong apektado nito. Ang mga taong nahawahan ng MERS ay may sintomas na mataas na lagnat, ubo na maaring humantong sa pulmonya, hirap sa paghinga at pagtatae. Wala pang gamot o bakuna laban sa MERS at patuloy pang nagiimbento ang mga dalubhasa ng vaccine laban sa sakit na ito. Karamihan sa mga taong napatunayang may MERS ay may malubhang karamdaman sa paghinga. Posibleng kumalat ito sa mga tao at mga bansa. Kaya ibayong pag-iingat para sa mga OFW na nasa Middle East lalo na ang mga nagtatrabaho sa ospital. Isa ang bansang South Korea na apektado ng MERS at nagkaroon nga ng outbreak dito kamakailan. Ayon sa datos ng WHO, ang bilang ng kumpermadong kaso dito ay 185 at 36 na ang naiulat na namatay. Apektado na ang ekonomiya ng South Korea sa naging outbreak ng MERS. Daan-daang public events ang kinansela at ayon sa mga sinehan, theme parks at shopping malls, bagsak ang kanilang kita simula nang magkaroon ng outbreak. Ang mga supermarkets sa buong South Korea ay walang katao-tao bunsod ng pag-iwas ng mga tao na pumunta sa pampublikong lugar. Dahilan upang bumagsak ang kita ng mga negosyo at establisyemento. Mabilis din ang pagbagsak ng turismo dito sa loob lamang ng dalawang linggo na may outbreak ng nakamamatay na sakit. Bagama't wala pang travel warning na inilalabas ang WHO laban sa South Korea, ang outbreak ng MERS ay nagdudulot ng takot sa mga turistang nais tumungo sa nasabing bansa. Kapansin-pansin ang epekto ng MERS sa ekonomiya ng South Korea, kaya naman maituturing itong hamon para sa mga taga South Korea pati na rin sa iba pang mga bansang apektado ng naturang sakit gaya ng Pilipinas. Panahon nang isaisip natin kung ano ang ating magagawa upang makaiwas sa ganitong sitwasyon. Ang ekonomiya ng Pilipinas hindi babagsak kung bukas ang ating isipan, malawak ang ating kamalayan, at tama ang ating kahandaan sa mga napapanahong isyu at lumalaganas na sakit. # KAALAMAN TUNGO SA KINABUKASAN
ni: Rosemarie C. Vero Sa bawat paglalakbay natin sa biyahe ng ating buhay hindi mawawala ang mga panibagong pagsubok o hindi sinasadyang pangyayari na ating kahaharapin. Ito ang dahilan ng pag mulat ng bawat isa sa kanilang musmos na kaisipan tungo sa isang magandang kinabukasan. Sa ating lipunan pinaghahandaan na ng sangkatauhan ang mga sakuna na siyang maaring kumitil sa buhay ng ilang mamamayanan. Mayroon ng mga lugar at paaralan ang hinahanda ang kanilang sarili sa “bagyo, lindol, baha at sunog.” Upang masugpo nila ang ganoong klase ng kapahamakan na ating maaring kaharapin Tulad na lamang ng paaralan na hindi lamang kilala sa pag uwi ng mga karangalan tuwing may paligsahan ngunit kilala din na mayroong isa sa pinaka maraming numero ng mga estudyante ito ang Munoz National high School, na nagsasagawa nang ilang paghahanda sa iba’t ibang klase ng sakuna sa tulong ng mga taong may higit na kaalaman dito. Ilan sa mga itinuro ng mga taong may katungkulan at kaalaman dito ay ang tamang paraan ng mga gagawin sa oras na atin itong maranasan. Ibinibigay din nila ang kanilang numero upang matawagan sila sa oras ng pangangailangan. Nag iiwan din sila ng mga makabuluhang salita na siyang makapagwa wasto sa mali nating kaalaman patungkol sa mga ganoong uri ng kapahamakan. Lahat ng mga mag - aaral ay ginabayan nila upang matuto sa mga paghahandang isinasagawa. Isina puso’t isip ng lahat ng estudyante ang lahat ng kanilang itinuro na magagamit nila sa pag dating ng mga kapahamakan o sakuna na maibabahagi nila sa kanilang pamilya. Kaya’t isang malaking tulong ang sapat na kaalaman natin na makakatulong upang buksan ang kaisipan ng bawat mamamayan sa isang makabuluhan at makakatulong na paraan upang ating makamit ang ating magandang pangarap # Industrial Arts Curricula
By: ALBINO SANTOS MASTER TEACHER I-EPP/TLE Industrial Arts is an umbrella term originally conceived in the late 19th century to describe educational programs which featured fabrication of objects in wood and/or metal using a variety of hand, power, or machine tools. Many also cover topics such as small engine repair and automobile maintenance, and all programs usually cover technical drawings—one or two semesters—as part of the curricula. One of the most important aspects of Industrial Arts is still that while students design they ultimately realise a solution; learning the challenges involved with working with materials and also the challenges of small scale project management.(adopted from wikepedia) Here are the industrial arts curricula § Design and Technology: this course centres on design without a prescribed context, so students may work with a variety of non-specified technologies. Students are given a design challenge and they come up with a solution. Their passage through the design process is documented in a Design Folio. In some schools Design and Technology may not be delivered by the Industrial Arts faculty, in some schools the Home Economics faculty may run the Design and Technology course. § Graphics Technology: this course introduces students to both manual (pencil) technical drawing and Computer Aided Design (CAD). This course has a core study in Year 9 and then a variety of electives for Year 10 including: Engineering Drawing, Architectural Drawing and Computer Animation. § Industrial Technology: this course may be studied with a variety of different disciplines with the most popular ones being: timber, metal, electronics,multimedia and engineering. All have a common theme that students are involved in designing and making projects relevant to the context being studied. For example a student in Industrial Technology – Multimedia may be asked to design an animation or website advertising a product. The development of their project is documented in their Project Report. A key part of the project report is evaluation of the finished product. § Design and Technology is an extension of the junior course of the same name. The course centres on design without a prescribed context, so students may work with a variety of non-specified technologies. For their HSC students must create a Major Design Project. Students establish a need and then try to solve it and realise a solution. A key part of the project is evaluation through the design process. The Major Design project counts for 60% of their final HSC examination mark. § Engineering Studies is primarily a theory course that introduces students to the engineered world. The course looks at a variety of engineering applications and fields of engineering. Students learn about engineering history and societal implications, engineering mechanics, engineering materials, engineering electronics and engineering communication methods. The course introduces students to many concepts that they would otherwise first encounter in undergraduate engineering programmes at university. One of the fundamental aspects of the course is learning engineering through the investigation of real life applications. This builds greater significance and understanding in students. § Industrial Technology is also an extension of the junior course of the same name. The course centres on students working within a prescribed technology such as: Timber Products and Furniture Industries, Multimedia Industries Automotive Industries, Electronics Industries, Graphics Industries and Metal and Engineering Industries. For their HSC students must create a Major Project. Students develop a project and document their progress through the project. Hence they learn the vital skills of project management. Similar to Design and Technology evaluation of the project is an important part of the associated documentation. The Major Project counts for 60% of their final HSC examination mark. The fundamental difference between Industrial Technology and Design and Technology is that a student studying Industrial Technology must study theory relevant to specific technology and also study industry practices relevant to their technology.. Common Technical Art Projects in High School by: ALBINO SANTOS MASTER TEACHER I EPP/TLE The word project comes from the Latin word projectum from projicere, "to throw something forwards" which in turn comes from pro-, which denotes something that precedes the action of the next part of the word in time (paralleling the Greek πρό) and jacere, "to throw". The word "project" thus actually originally meant "something that comes before anything else is done". When the word was initially adopted, it referred to a plan of something, not to the act of actually carrying this plan out. Something performed in accordance with a project was called an object. (Adopted from wikepedia). Here are the Common Technical Art Projects :
Why promotion is important? by: ALBINO SANTOS Master Teacher I EPP/TLE The advancement of an employee from one job position to another job position that has a higher salary range, a higher level job title, and, often, more and higher level job responsibilities, is called a promotion. Sometimes a promotion results in an employee taking on responsibility for managing or overseeing the work of other employees. Decision making authority tends to rise with a promotion as well. A promotion is viewed as desirable by employees because of the impact a promotion has on pay, authority, responsibility, and the ability to influence broader organizational decision making. A promotion raises the status of the employee who receives a promotion which is a visible sign of esteem from the employer.A promotion is a form of recognition for employees who make significant and effective work contributions. Consequently, a dilemma arises in organizations since repeated promotions generally place an employee in a management role. Employers are challenged to provide alternative career paths for employees who deserve the benefits and recognition provided by a promotion, but do not aspire to manage the work of other employees. That is why promotion is very important... |
Shift of Classroom Instructionto Student-Centered Learning
By: Nelie D. Sacman,Ph.D SCL (Student-centered learning) broadly encompasses methods of teaching that shift the focus of instruction from the teacher to the student. It aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Student-centered instruction focuses on skills and practices that enable lifelong learning and independent problem solving. SCL theory and practice are based on the constructivist learning theory that emphasizes the learner’s critical role in constructing meaning from new information and prior experience. A further distinction from a teacher-centered classroom to that of a student-centered classroom is when the teacher acts as a facilitator, as opposed to instruction. In essence, the teacher’s goal in the learning process is to guide students into making new interpretations of the learning material, thereby ‘experiencing’ content, reaffirming Rogers’ notion that “significant learning is acquired through doing”. SCL also means inverting the traditional teacher-centered understanding of the learning process and putting students at the center of the learning process. In the teacher-centered classroom, teachers are the primary source for knowledge. On the other hand, in student-centered classroom, active learning is strongly encouraged. Also, students are involved in deciding how to demonstrate their learning. Developing assessment that supports learning and motivation is essential to the success of student-centered approaches. Student-centered learning implemented in PHINMA-Araullo University is a broad teaching approach that encompasses replacing lectures with active learning, integrating self-paced learning programs and/or cooperative group situations, eventually holding the student responsible for his own development in education. Student-centered learning environments have an intensified advantage over the traditional teacher-centered for in subject-centered they provide complimentary activities, interactive in the environment itself. Enabling individuals to address their own learning interests and needs and move forward into increasingly complex levels of content to further understanding and appreciate subject matter. Student-centered learning, when used properly, can change the face of education into a lifelong learning process in which the student seeks solutions to problems without complete dependency upon an instructor. The student learns to reason on his own to find a foundation for articulating out with successful experiences under his belt. Also, under this the students are challenge to think, reason out and develop sense of responsibility and maturity because this program has lots of principle like: knowledge is constructed from their experience; knowledge resides in the mind rather than externally; learning is a personal interpretation of the world in that the learner’s beliefs and values are used in interpreting objects and events; learning is an active process of making meaning from experiences; learning takes place in contexts relevant to the learner; reflection is an essential part of learning; and learning is a collaborative process in which multiple perspectives are considered. Student-centered learning is not simply about classroom interaction. As we have seen, it has implications for curriculum and syllabus design, and assessment. In this sense, it requires a whole change of culture within an institution. Syllabus and curricula should be considered from the point of view of the students’ entry knowledge. Good practice should be identified and brought to teaching and learning, school and departmental discussion groups. Early Stages of Math Anxiety By: Jacinto T. Roldan Sr. Many high-achieving students experience math anxiety at a young age — a problem that can follow them throughout their lives, Most surprisingly math anxiety harmed the highest-achieving students, who typically have the most working memory “You can think of working memory as a kind of ‘mental scratchpad’ that allows us to ‘work’ with whatever information is temporarily flowing through consciousness,”. “It’s especially important when we have to do a math problem and juggle numbers in our head. Working memory is one of the major building blocks of IQ.” Worries about math can disrupt working memory, which students could otherwise use to succeed. It showed that a high degree of math anxiety undermined performance of otherwise successful students, placing them almost half a school year behind their less anxious peers, in terms of math achievement. Less talented students with lower working memory were not impacted by anxiety, because they developed simpler ways of dealing with mathematics problems, such as counting on their fingers. Ironically, because these lower-performing students didn’t use working memory much to solve math problems, their performance didn’t suffer when they were worried. “Early math anxiety may lead to a snowball effect that exerts an increasing cost on math achievement by changing students’ attitudes and motivational approaches towards math, increasing math avoidance, and ultimately reducing math competence. Fortunately, there is hope for alleviating the negative impact of math anxiety on math achievement. “When anxiety is regulated or reframed, students often see a marked increase in their math performance,” . One way to reframe anxiety is to have students write about their worries regarding math ahead of time. A procedure termed “expressive writing” helps students to download worries and minimizes anxiety’s effects on working memory. For younger students, expressive picture drawing, rather than writing, may also help lessen the burden of math anxiety. Teachers can also help students reframe their approach by helping them to see exams as a challenge rather than as a threat. “Its development is probably tied to both social factors, such as a teachers’ and parents’ anxiety about their own math ability and a student’s own numerical and spatial competencies. So my dear teachers let us be an agent for our students to avoid anxiety at young age. High School Math or Science Teacher by Melanie O. Roldan High school teachers need a passion for working with young adults and specialized knowledge in a particular area of study, such as English, the arts, history, math or the sciences. Requirements for a license to teach in the public schools require high school math and science teachers to hold at least a bachelor's degree. General Requirements High school level math or science teachers must typically complete a combination of course work in education studies and have a concentration in a content area, such as physics or biology. Candidates may hold a double major in education and a content area. It require a specified period of student teaching for candidates seeking a secondary license, which permits them to teach in grades seven through 12. High School Math Teachers Candidates who would like to teach high school math should major in a mathematics discipline, or major in education and pursue a mathematics minor. Using calculator in elementary math is not advisable By: Jacinto T. Roldan Jr Some people say a calculator enables children to concentrate on understanding and the mathematical concepts instead of spending time on tedious calculations. They say a calculator helps develop number sense, and makes students more confident about their math abilities. Others are against using calculator in lower level math teaching, saying that it makes children not to learn their basic facts, prevents students from discovering and understanding underlying mathematical concepts and instead encourages them to randomly try different operations without understanding what they're doing. They say calculators keep students from benefiting from one of the most important reasons for learning math: to train and discipline the mind and to promote logical reasoning. There IS a balance In my opinion, a calculator can be used in the teaching in a good way or a bad way — it all depends on the teacher's approach. The calculator in itself is not bad nor good — it is just a tool. It is used a lot in today's society, so students should learn to use it by the time they finish school. At the same time, children SHOULD learn their basic facts, be able to do mental calculations, and master long division and other basic paper-pencil algorithms. Mathematics is a field of study that builds on previously established facts. A child that does not know basic multiplication (and division) facts will have a hard time learning factoring, primes, fraction simplification and other fraction operations, the distributive property, etc. etc. Basic algorithms of arithmetic are a needful basis for understanding the corresponding operations with polynomials in algebra. Mastering long division precedes understanding how fractions correspond to the repeating (non-terminating) decimals, which then paves way to understanding irrational numbers and real numbers. It all connects together! For this reason, it is advisable to restrict the calculator use in the lower grades, until children know their basic facts and can add, subtract, multiply, and divide even large numbers with pencil & paper. THIS, in my opinion, builds number sense, as do mental calculations. This does not mean that you couldn't use calculator occasionally in the elementary grades for special projects, when teaching specific concepts, or for some fun. It could be used for example in science or geography projects, for exploring certain new concepts, for some number games, or checking homework. How Can We Improve Teaching Science? By: Melanie O. Roldan Most teachers would agree that it is important that students remember much of what they read. Yet one of the most common sights on high school and college campuses across the land is that of students poring over textbooks, yellow marker in hand, highlighting pertinent passages—which often end up including most of the page. Later in the semester, to prepare for their exams, students hit the textbooks again, rereading the yellow blocks of text. Studies have shown that highlighting and rereading text is among the least effective ways for students to remember the content of what they have read. A far better technique is for students to quiz themselves. In one study, students who read a text once and then tried to recall it on three occasions scored 50 percent higher on exams than students who read the text and then reread it three times. And yet many teachers persist in encouraging—or at least not discouraging—the techniques that science has proved to fall short. This is just one symptom of a general failure to integrate scientific knowledge of the mind into schooling. Many commonly held ideas about education defy scientific principles of thinking and learning. For example, a common misconception is that teaching content is less important than teaching critical thinking skills or problem-solving strategies. Scientists have also long known that kids must be explicitly taught the connections between letters and sounds and that they benefit most when such instruction is planned and explicit. Yet some reading programs, even those used in large school districts, teach this information only if an instructor sees the need. It is easy to argue that teachers ought to do a better job of keeping up with science, but teaching is already a labor-intensive profession. And it is difficult for the nonspecialist to separate scientific research from the usual flood of quackery and pseudoscience. Peddlers of expensive and supposedly research-based nostrums lobby school districts. Other products that may have scientific validity have not yet been thoroughly tested. For example, theories of mathematical learning suggest that linear (but not circular) board games may boost math preparedness in preschoolers, but the idea needs large-scale testing. How are educators supposed to know which practices to use? An institution that vets research and summarizes it for educators could solve the problem. Medicine provides a precedent. Practicing physicians do not have the time to keep up with the tens of thousands of research articles published annually that might suggest a change in treatment. Instead they rely on reputable summaries of research, published annually, that draw conclusions as to whether the accumulated evidence merits a change in medical practice. Teachers have nothing like these authoritative reviews. They are on their own. Teachers also play no role in the evaluation, and their participation is crucial. Researchers can evaluate research, but teachers understand education. The purpose of this institution would be to produce information that can be used to shape teaching and learning. It is also important that insights provided by a clearinghouse come from basic science. Many teachers, for instance, need to be disabused of the notions children have different “learning styles” and that boys' brains are hardwired to be better at spatial tasks than girls'. This job of bringing accurate scientific information about thinking and learning to teachers might arguably fall to schools of education, states, districts and teachers' professional organizations, but these institutions have shown little interest in the job. Real world Applications of Science In Instruction By: Melanie O. Roldan Teachers can help students become part of society's science conversations by using real-world applications of science in instruction and by inviting students to discuss and debate relevant and motivating content. Informed acts that make a difference in society—whether as simple as casting a ballot for or against an environmental issue or as complex as working on the research and development of a new alternative fuel source—are characteristic of individuals who possesses critical science literacy.As a science educator and a literacy educator in high school . 1. Identify science topics of interest. An astute science educator can weave real-world science topics into a standards-based curriculum without sacrificing a moment of purposeful instructional time. A look at global warming in the physics classroom can lead to a basic discussion of water density or to a sophisticated explanation of the Stefan-Boltzmann law (which can be used to determine how much energy the sun gives off and to calculate the temperature of Earth, both crucial elements in understanding global warming). Such conversations lend relevance to what might otherwise be an isolated discussion of theory. And students who think critically about germane issues are more likely to be interested, active participants in the classroom. Classroom science teachers must build an extensive list of this type before they plan their lessons and then invite students to own the list by adding topics that they would enjoy studying. The goal is to make students want to live science. 2. Engage students in reading the research. After selecting a topic, it's time to build students' base of knowledge. For background science information, science-related texts are the first resource to examine. Unfortunately, students often stumble in reading science textbooks or scholarly articles, which generally use unfamiliar, multisyllabic words and sentences that require extensive background knowledge. Science educators must generate connections among science concepts, societal issues, and the vocabulary students will meet in textbooks. Consider a chapter on water in an earth science textbook that deals with concepts aligned with the science standards: "know the importance of water to society, the origins of fresh water, and the relationship between supply and need.The book might use such terminology as fluvial systems, flow management, and restoration. These are important terms for any relevant conversation on water use, but likely unfamiliar ones. An understanding of where and how river waters originate and issues related to human use and reuse of water could help motivate students to learn such terms and build a foundation that would eventually allow for an expanded discussion of flow management and restoration. 3. Teach students to read like scientists. To foster comprehension, it's not enough for students to merely have a handful of topic-related readings to peruse. They must also develop the ability to read and think like scientists. This means developing strategies for reading scientific writing and building a deep understanding of related vocabulary. One of the best ways for teachers to help students learn how to comprehend a science text is to model the thinking that occurs while reading graphs, charts, data tables, and data analysis sections. Proficient science readers will read the text that correlates to a table of data, for example, and then study the table, looking for features like units of measure, data range values, and column titles. They will then look back at the text to reread, or continue reading, in an effort to connect this information to the text. A teacher can conduct a think-aloud while reading so students can learn what proficient science reading looks and sounds like. 4. Guide learners to evaluate data. Students need to understand how to evaluate data sources students who understand something about the units these numbers represent (for instance, that μg/L means micrograms per liter) and that the values of benzene or naphthalene need to be evaluated in reference to what levels of such chemicals are harmful can make meaning from these data. Students need to understand where data were collected, how they were collected, and what they represent. Like scientists in the lab or in the field, the classroom scientist must learn that it's crucial to consider multiple sources of data to analyze and draw conclusions. Although data collection may not always be possible in a classroom lab, a teacher can ensure that students have opportunities to review real-world data from multiple sources Daily Science Literacy By: Melanie O. Roldan Julia Maxine, an 8th grader, is purchasing her first car and feels torn as she balances conflicting desires and messages. She yearns to be seated behind the wheel of a stylish vehicle, a yearning fueled by advertisements portraying women in luxurious cars. She's also confronted by billboard messages that claim "best fuel economy for your money!" and "great for the environment!" With her modest budget, Julia Maxine knows she must consider the cost of routine maintenance and gas. She also cares about how the fuel emissions of different brands of cars will affect air quality and the environment. Jacqueline realizes she needs more information—including information on carbon emissions, the ozone layer, and global warming—to make a careful decision. Every day, the need to make decisions related to science confronts young people. Although buying a car might seem to be a financial or lifestyle issue, the choice connects to environmental science. Fortunately, Jacqueline has practiced solving problems, analyzing data, and making informed, data-driven decisions in her science classes; and she understands that her decisions today can affect the environment she will live in tomorrow. Scanning articles in Consumer Reports, Jacqueline notes columns of data comparing average miles per gallon on the freeway, safety testing data, and carbon fuel emissions ratings of the three car models she's considering. She reads about the strengths and weaknesses of each model, including pricing and resale value, and makes notes to guide her decision making. We might say Julia Maxine is critically literate in science, meaning she has the ability to read, write, think, and talk about real-world science issues . Critical Literacy as Personal Empowerment As part of working toward scientific literacy for students, teachers must consider the concept of critical literacy. Just look at the number of science-related issues that directly affect human beings—global warming, access to clean water, and the availability of renewable energy, to name just a few—and ask yourself two questions: 1. Do most students think about the effect of these issues on their everyday lives? 2. Do our students consider the roles they might play in changing how a science-connected problem is resolved over the coming decades? |
Science Education in K to 12 Curriculum
By: Nelie D. Sacman,Ph.D The K to 12 Program covers Kindergarten and 12 years of basic education (six years of primary education, four years of Junior High School, and two yearsof Senior High School (SHS) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle- level skills development, employment, and entrpreneurship. One of the K to 12 functions is to enhance the learning of every learner in science. Science teacher educators in K to12 should prepare and provide professional development for teachers at all grade levels. They should seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention. Science education in K to 12 curriculum will become will become more meaningful if the educators use different strategies to promote science learning. In this curriculum, science is being taught generally, meaning all branches of science are tackled in every grade such as biology, chemistry and physics. Therefore, science become more intact to the minds of every learner. Science education aims to develop scientific literacy among students that will prepare them to be informed and participative citizens who are able to make judgments and decisions regarding applications of scientific knowledge that may have social, health, or environmental impacts. The science curriculum recognizes the place of science and technology in everyday human affairs. It integrates science and technology in the civic, personal, social, economic, and the values and ethical aspects of life. The science curriculum promotes a strong link between science and technology, including indigenous technology, keeping our countrys cultural uniqueness and peculiarities intact. Whether or not students pursue careers that involve science and technology, the K to 12 science curriculum will provide students with a repertoire of competencies important in the world of work and in knowledge- based society. The K to 12 science curriculum envisions the development of scientifically, technologically, and environmentally literate and productive members of society who manifest skills as critical problem solvers, responsible stewards of nature, innovative and creative citizens, informed decision makers, and effective communicators. This curriculum is designed around the three domains of learning science: understanding and applying scientific knowledge in local setting as well as global, context whenever possible, performing scientific processes and skills, and developing and demonstrating scientific attitudes and values. The acquisition of these domains is facilitated using the following approaches: multi/ interdisciplinary approach, science-technology society approach, contextual learning, problem/ issue- based learning, and inquiry based approach. The approaches are based on sound educational pedagogy namely : constructivism, social cognition, learning model, learning style theory, and Gestalt psychology. Science content and science processes are intertwined in the K to 12curriculum. Without the content, learners will have difficulty utilizing science process skills since these processes are best learned in context. Organizing the curriculum around situations problems that challenge and arouse students curiosity motivates them to learn and appreciate science as relevant and useful. Rather than relying solely on textbooks, varied hands-on, minds-on and hearts-on activities will be used to develop students interest and let them become active learners. As a whole, the K to 12 science curriculum is learner-centered and inquiry based, emphasizing the use of evidence in constructing explanations. Concepts and skills in Life Sciences, Physics, Chemistry, and Earth Sciences are presented with increasing levels of complexity from one grade level to another (spiral progression), thus paving the way deeper understanding of a few concepts. These concepts and skills are integrated rather than discipline based, stressing the connections across science topics and other disciplines as well as applications of concepts and thinking skills to real life. As an educator, I am in favor with this kind of curriculum in teaching science it is simply because it will not be implemented if it is not tested and obtained a good and possible result in the education system and also for the reason that this curriculum will help each learner to nurture their potential ability and skills in the field of their profession that will lead them to have a better future. Quality Assessment of Students’ Performances By MELANIE N. AQUINO Teacher-III Muñoz National High School-Main Science City of Muñoz Do you know that quality performance comes from quality assessment? A rubric is the answer. Right from the start students are the consumers of achievement and success that they expect in school. They are conditioned by a clearer evaluation to reach the success they want in life. Their expectations are seen from their teachers on how they will be evaluated in accordance to the mission of the school and the entire nation with regards to education. A rubric is one form of assessment that most educators are using and proven to be one of the best tools in assessing students’ performances. It is a tool used to interpret and grade students’ work against criteria and standards. It has many names. In short, it is a criterion where the teacher set it in order to see the point that she wants to measure from the students emphasizing quality assessment at the same time eliminating unfairness to students’ work. There are two types of rubrics, the analytic and the holistic rubric. Analytic rubric consists of multiple traits or criteria which enables students to pin down their strengths and weaknesses related to each criterion. Here they will be able to know exactly which of the skill were mastered and need more practice for the second time performances. However, it takes longer time to score. Scores gotten form each criterion may be combined to get the final score. Holistic rubric on the other hand provides a single score based on an overall impression of a student’s performance on a task given. This has quick scoring of student’s achievement. Moreover, it does not provide detailed information because it has one overall score. It is single dimension. Here are some keys on how it would be helpful and fair to the students in evaluating their work. 1. Teacher and students can rate themselves based on the rubric made by the teacher and them. 2. Students can have the copy of the rubric and know what the areas to be assessed are. From then, they will be able to practice as what is needed in the evaluation. They will get to meet the grade they want to have. 3. A classmate/ peer can rate each other’s work. 4. Teachers will be in safe mode since students will be the one to grade them. 5. Honesty will arise in each task as the criteria are at hand and principles which are not included will not be a part of it. 6. This can convey feedback. A student who rates a classmate’s performance or task can give her constructive comment right after the performance. She will be able to pinpoint the part or area where a performer has the weaker points. 7. This promotes students’ learning. Student’s confidence in performance task will be developed since he will be able to know the areas he will be evaluated that can be practiced beforehand. Here are some feedbacks where my students gave when we use rubrics. 1. “I can practice perfectly in accordance to the criteria set by our teacher,” Nicole said. 2. “Oh, I will only get 89 because I counted my mistake for how many times still the result is the same,” Mark said. 3. “Aha, I can get higher grade tomorrow still because I can pronounce all the words correctly,” Sheila said. 4. “ Even if I don’t do this criterion, I can still get a passing grade,” Joshua shared. These are only few evidences that rubrics can be a great tool in assessing students’ performances. In addition to Department of Education’s motto, “Honesty is the best policy” the use of rubrics can influence each educator on this. FROM STONE TO STAR (Heart of a Teacher) By MELANIE N. AQUINO Teacher-III Muñoz National High School-Main Science City of Muñoz As the world changes because of modern technology, the values of students nowadays also change. That is why teachers have a hard time disciplining their students especially in their way of learning and injecting knowledge which are needed by them. Since students stay in school longer than at home with their parents, they are conditioned by what their peers do where they influence them either good or bad. Educators still look for proper ways on how to assuage this matter. We also knew and found out that students this time behave improperly. Most are impolite, unruly, and unaware of what they say or do and their attention span is nowhere to find. Because of these realities, teachers’ enthusiasm in teaching slowly disappears, their principles are ruined and their hearts became hard as a stone. In order to get back and recover what teachers have lost in their profession, we educators must share some insights that may egg them on to perform their job well- shaping student’s life. Here are the reasons why teacher’s heart becomes stone: S-tudents behaviours are really different. They are unwilling to listen anymore that teachers find it emotionally declining. T- eaching them is difficult especially that they have no love for learning at all. This talks when teacher correct errors of students either oral and written and improvement is not evident. O-ccupying their minds with task to be done in the class make them lazy and lose their interest that leads to not working on it anymore. N- ever-ending story-telling of everyone in class while the teacher talks is annoying and insulting. E- valuating their performance and giving them points for improvement is only passing that they did not hear anything that they have performed and just performed poorly and do not aim for high achievement and excellent work of art in school. It is really hard for a teacher to mould a child into a better person ready for the battles in the real world when he himself is not willing to help, to transform and to lead in the near future of them. This can also be traced from Edward Thorndike’s law of readiness.” It points out that one learns only when he is physically and mentally ready for it. In other words, preparatory set on the part of the organism is an important condition for learning. When the organism is prepared to do some work, the act of doing is satisfying, and not doing it is annoying. Conversely, when he does not want to work, forcing him to work is dissatisfying. If students are not willing to learn, forcing them to learn will cause dissatisfaction and annoyance. Many children soon get disinterested in learning, because they are forced learn, when they are not physically and mentally ready for it (http://www.preservearticles.com/201101033844/law-of-readiness.html). As a classroom teacher I carry the load in my heart. I am very young in service but my dedication and love in teaching seems that deteriorating. Sometimes I think that helping and shaping students will be a great achievement to us teachers. Below are suggestions on how to be a star- a great teacher: S-ubtle way of care and understanding our students’ learning styles can help. T- each with patience and after students’ success because their success is our success. Their performance speaks of the proficiency of a teacher. A-ct well for the benefits are to reaped in the future and leave a mark in our students’ hearts. R-egain your enthusiasm after hard struggles in the learning process of everyday. As the second parent of our students, love them so that we can teach them well as what Khalil Gibran said in his poem, ”On work” that if there is love in everything that you do the outcome is satisfying. Learning to Become a Good Mathematics Teacher and a Good Educator
By LEILANI D. TIDALGO MASTER Teacher-I Muñoz National High School-Main Science City of Muñoz Learning how to become a good mathematics teacher is not only about practicing how to solve problems but also about finding unique ways how to encourage the students beyond the level of their interest to learn. A good teacher doesn't just teach a good quality lesson, but also intends to educate his/her students. Hence, a good educator wants his/her students to think for himself in ways that can be made possible beyond the level of the textbook. One way to do this clearly is to ask students their opinions of various different issues. The more interesting the questions, the better their responses. Also, build new understanding on previous experiences. Help students strengthen mathematical reasoning and problem solving by seeing the connections between mathematics and other subjects through the integration of mathematics across content area projects. Provide opportunities to review assessment data. Present early intervention support structure to struggling students in Mathematics so that these students receive additional opportunities before they fall significantly behind. Knowing your students, is reviewing the instruction to ensure that the intended competencies has been delivered. It makes sense also that a good mathematics teacher must observe punctuality, carries appropriate tidiness and dress, should be flexible enough to modify lessons and be confident without being arrogant. Educating students is actually, what good teachers are all about that also include opportunities to relate to content in a value-centered way. POSITIVE RECEPTION OF MATHEMATICS EDUCTION AS AN ELEMENT OF THE SOCIETY By LEILANI D. TIDALGO MASTER Teacher-I Muñoz National High School-Main Science City of Muñoz Mathematical capability and the students’ positive reception of mathematics education can be similar to the study of language and literature. Mathematical capability is like being able to use language effectively for oral and written communication, whereas mathematical positive reception resembles the study of literature, in that it concerns the importance of mathematics as an element of culture and history, with its own stories and cultural pinnacles, and the artifacts of mathematics are understood in that context, just as great texts are in literature. Positive reception of mathematics education comprises the positive reception of mathematics itself, and its role in history, culture and society in general. It involves a number of dimensions and roles, which can include the following: Appreciating the role of mathematics education in life and work, the importance of mathematics education in commerce, economics (such as the stock market), telecommunications, information and communication technology, and the role it plays in signifying, coding and showing information. Also how mathematics is forever becoming more central to, but also more extremely and invisibly well established in, all facets of our daily life and experience. Having a sense of mathematics as a vital component of culture, art and life, present and past, which permeates and underpins science, technology and all aspects of human culture. Being aware of controversies over proof and the basics of mathematics supports a more critical attitude to the social uses of mathematics. Let’s not underestimate what learners are capable of, and indeed what we as mathematics education professionals are capable of. An Insight on Tutoring Mathematics By LEILANI D. TIDALGO MASTER Teacher-I Muñoz National High School-Main Science City of Muñoz Learning the basics of mathematics is essentially significant to being able to figure out higher concepts. The nature of Mathematics is a subject that builds upon previously learned information. Often students fall between the cracks, or are left behind in the classroom setting, as the teacher moves from one concept to the next when the majority of the students seem able to carry out the essential skills. Whether the student is only able to repeat back the answers without understanding the concepts behind them, or they understand the concepts but get confused in the actual computing, once they begin to fall behind, it becomes ever more challenging to catch up. It is important to make sure that students are contented in the theory as well as the useful aspects of mathematics, and for students who are struggling; tutoring can be the best solution. Parents usually hire a maths tutor to solve their children's issues regarding math. Working one on one, the tutor can discover where the learning gaps are with relative ease. It then becomes a matter of returning not only to the point where the student is floundering, but also more importantly to the stage immediately preceding that. Many people struggle with math, believe that math is hard, and they will never be good at it. This is in large part because of those gaps in knowledge and understanding, and if they are not encouraged and taken back to set the competence, then any tutoring will simply be a Band-Aid solution. It is far better to work for a session or two at a level of competence, to build up the students confidence and then to move ahead to the next level. In this view, it is important to assess that there is solid understanding of the concepts as well as the ability to do the computations. Hence, once the student has gained mastery of each stage, their confidence will increase and they will be able to build upon their successes. There are students to whom math is a serious challenge, and it is up to the tutor to find ways to get the concepts across, be it through math games, the use of manipulative or with real life examples. Not all students learn in the identical way and it is the tutor discovered in what manner their student learns best. |