TONGUE INSTRUCTION

38. What logistical issues impact your lesson?

Step 4: Im plem ent You will deliver your lesson here and facilitate learning.

Step 5: Evaluate 5A. What feedback did you receive? What would you change about your plan?

5B. What would you need to watch out for when you implement it?

After going through the complex yet exciting process of instructional planning, what was it like? Describe your strengths and the challenges that you encountered when you were familiarizing yourself with the process.

LESSON 3 INSTRUCTIONAL PLANNING MODELS FOR MOTHER TONGUE INSTRUCTION

Lesson O bjectives: At the end of the lesson, students are expected to: recall the description and meaning of the principles that govern the teaching and learning of Mother Tongue; • familiarize yourself with instructional planning models for the teaching of

Mother Tongue; relate the principles of teaching Mother Tongue to instructional planning; • examine instructional planning models for their merits and applicability to one's teaching and learning context; and observe Mother Tongue classes to determine and examine teaching strategies employed by teachers/colleagues. Instructional M aterials Needed: Curriculum Guide for the teaching of Mother Tongue

Learning Activities:

I. ACTIVATE

Recall the guiding principles that should inform the teaching and learning of Mother Tongue by writing the descriptions and/or applications on the second column.

Principles — ::; ;■ fa jf : : ; .:

1 Known to the Unknown

2 Language and Academic

Development

3 Cognitive Development

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5 Active Learning

6 Meaning and Accuracy

7 Language Learning/Language

Transfer

8 Affective Component

II. ANALYZE

The aforementioned principles come to life in the classroom through the teaching and learning activities organized by the teacher when performing the role of an instructional planner and designer. Activity B.1 How is Mother Tongue taught in your school? Ask your teachers about their instructional planning practices. List findings on a table or graphic organizer. Activity B.2 In group of 3-4 members, examine one language teaching instructional model below in terms of their components, applicability in the classroom and/or community, merits, and weaknesses. Tell whether this model is used by the teachers/colleagues you interviewed in the previous activity.

Planning Mother Tongue-Based Education Programs in Minority Language Communities (Malone, 2010) 1. Establish the learning outcomes for each subject in the program. 2. Establish the indicators for each subject in the program. 3. Develop instructional plan. 4. Develop assessment tools (portfolio, teacher-administered oral reading tests, final exams, and learner self-assessment). instructional M odel 2 Forward Design Language Teaching (Richards, 2001)

1. Choose a topic for a lesson. 2. Select a resource. 3. Choose instructional methods based on the resource and the topic. 4. Choose questions/test type to assess student understanding of the material.

Backward Design Language Teaching (Wiggins and McTighe) 1. Identify desired results. (What will the students be able to do by the end of the lesson, module, unit, or course?) 2. Determine assessment evidence. (How will students demonstrate what they have learned?) 3. Plan learning experiences and instruction. (What types of activities, materials, and resources will lead students to the desired results?) Task-based Language Teaching (Richards, 2001) 1. Identify target tasks through needs analysis. 2. Design classroom tasks. 3. Apply TBLT methodology. 4. Identify language and other demands of the tasks. 5. Follow up language work.

III. ABSTRACT

Malone (2010) indicates that in order for learners to become successful learners, they must be able to: listen and read with understanding; • speak and write to communicate thoughts, ideas, needs, and experiences; • read letters, words, and sentences correctly; and • speak and write correctly.

A "balanced teaching method" that enables learners to develop all four skills can be divided into two "tracks." One track emphasizes accuracy or correctness and focuses on the parts of the language. The other track emphasizes meaning and communication and focuses on whole texts. The table below shows the main features of these essential components in language education programs.

Emphasis: meaning and communication Listening Listen in order to understand, think critically, and respond creatively. Speaking Speak with understanding in order to communicate thoughts, ideas, needs, and experiences. Reading Read for meaning and understanding. Writing Write creatively in order to communicate thoughts, ideas, needs, and experiences. Emphasis: accuracy or correctness

Recognize and distinguish sounds, recognize parts of words, and follow directions. Use language correctly (pronunciation and grammar).

Decode words by recognizing their parts (letters, syllables, tone marks, etc). Form letters properly and neatly, spell words accurately, and use grammar correctly.

Observation details Teaching Strategies Emphasis

Date: Subject: Topic:

IV. APPLY

Look up print and online researches on the implementation of Mother Tongue teaching in the Philippines. Find out teaching strategies employed by teachers in the classroom. Make notes like the sample below.

Title Strategies and Problems Encountered by Teachers in Implementing Mother Tongue-Based Instruction in a Multilingual Classroom Author/s Jane K. Lartec, Anastacia M. Belisario, Jamaica P. Bendanillo, Hanni K. Binas-o, Novefirst 0. Bucang, and Jan Lorie W. Cammagay Year 2014

Findings From the phenomenological analysis of the data, the findings showed that the teachers used strategies such as: • translation of target language to mothertongue; • utilization of multilingual teaching; • utilization of lingua franca; • improvisation of instructional materials written in mother tongue; • remediation of instruction; and • utilization of literary piece written in mother tongue as motivation.

Lesson Synthesis:

In your readings and classroom observations, what are the teaching strategies and classroom activities that worked well for learners?

What should teachers remember when planning for instruction?

PLANS FOR MOTHER TONGU E

■ M l ' ' IN S iiL rc T iO N

Lesson O bjectives: At the end of the lesson, students are expected to: • unpack the standards in the curriculum guide; • determine the nature of competencies; • identify topic or content of instruction; • select assessment strategies; and • plan learning experiences. Instructional M aterials Needed: Mother Tongue Curriculum Guide

Learning Activities:

I. ACTIVATE

On your own, answer the following questions. Then, discuss with a partner. How do you use the content of the DepEd curriculum guide on MTB- MLE? How do you teach the content of the DepEd curriculum guide on MTB- MLE?

II. ANALYZE

Apparently, the curriculum guide serves as teachers' blueprint for planning and designing the curriculum. It should not be taught as is. It contains standards which are broad guidelines for student achievement. It will be your job to interpret these standards using unpacking strategies.

Unpacking means extracting the component knowledge and skills required by a standard in order to understand the learning expectations and can clearly articulate those expectations to students and parents. Unpacking serves three purposes: (a) to establish focus of standards and competencies, (b) to link standards, competencies, and teaching, and (c) to contextualize teaching.

Determine the nature of competenciesm {Knowledge,. Skills, Values),

Figure 1: Strategies for Unpacking Standards and Competencies in the Curriculum Guide

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You may observe that the model utilizes backward design of instructional planning. Recall the insights you gained from the previous lesson on backward design. .

Step I.T h e first step in the figure involves analysis of the standards. Standards articulate what a student should be able to know, understand, and do by the end of the year, and they set equitable benchmarks across classrooms and schools.

Content Standard answers the questions,' "What do students want to know, be able to do, and understand?" defines what students are expected to know (knowledge: facts and information), and what they should be able to do (process or skills) with what they know the meanings or understanding that they construct or make as they process the facts and information

Performance Standard answers the question, "What do we want students to do with their learning or understanding?" and "How do we want them to use their learning or understanding?" defines the expected proficiency level products and/or performances as evidence that students can transfer or use their learning in real-life situations

Types of Standard

Learning Area Standard

.j, (This defines the broad outcomes for the MTB-MLE learning area.) Example: Use Mother Tongue appropriately and effectively in oral, visual, and written communication in a variety of situations and for a variety of audiences, contexts, and purposes, including learning of other content subjects and languages, demonstrate appreciation of various forms of literacy genres, and take pride in one's cultural heritage.

Key Stage Standard (This defines the specific outcomes for key stages such as K-Grade 3, Grades 4-6, and Grades 7-10.) Example: Kto Grade 3 - By the end of Grade 3, students will enjoy communicating in their first language on familiar topics for a variety of purposes and audiences using basic vocabulary and phrases, read L1 texts with understanding, and create their own stories and texts in their L I.

Grade Level Standard (This defines the specific outcomes for the language domains of each grade level.) Example: Kindergarten - The learner demonstrates skills and strategies in phonemic awareness, alphabet knowledge, sound-letter correspondences, decoding, vocabulary, and comprehension as they enjoy listening and responding to a variety of texts in their Mother Tongue.

Content Standard

Performance Standard

Learning Area Standard

Key Stage Standard

Grade Level Standard

' 11II

III. ABSTRACT

In triads, perform the rest of the unpacking process by following steps 2-7 below. For steps 2-3, use the template below.

Competency

Domain Nature

Step 2. Examine the competencies by determining the target language domain.

The five macro skills (reading, listening, speaking, writing, and viewing) are further categorized into 12 domains in the MTB-MLE curriculum. • Oral Language (OL) Phonological Awareness (PA) • Book and Print Knowledge (BPK) • Phonics and Word Recognition (PWR) Fluency (F)