Xavier University – Ateneo de Cagayan Corrales – Hayes Sts., Cagayan de Oro City DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
In partial fulfillment of the course English 73: Materials Preparation for English Language and Literature Teaching (ELLT)
Instruction Evaluation from Sectarian High School within Cagayan de Oro City And Non-sectarian High School outside Cagayan de Oro City
Submitted by: Mecyll T. Jamila BSE English 4
Submitted to: Mrs. Nancy Cocamas Professor
August 17, 2012
TABLE OF CONTENTS About this paper
5
Acknowledgements
6
Introduction
7-10
Schools’ Profile Riverdale School
11-23
Illustration 1: Classroom Visual Sketch
13
Illustration 2: Classroom Activities Summary
15
Illustration 3: Table Summary of Vision, Mission, Goal, Philosophies/Beliefs,
16-18
Teaching Strategies/Classroom Activities and Subject Matter Findings
19
Illustration 4: Presentation of the classroom activities
20
Illustration 5: Checklist for observing
20-21
Illustration 6: General Observation Form
22
Illustration 7: Record to use to explain, illustrate and demonstrations
23
Pilgrim Christian College
24-37
Illustration 8: Classroom Visual Sketch
28
Illustration 9: Table Summary of Vision, Mission, Goal, Philosophies/Beliefs,
30-32
Teaching Strategies/Classroom Activities and Subject Matter Findings
33
Illustration 10: Presentation of the classroom activities
34
Illustration 11: Checklist for observing
34-35
Illustration 12: General Observation Form
35-36 Page 2 of 44
ď ś Illustration 13: Record to use of explanation, illustrations and demonstrations
37
Appendix A Photos Riverdale School Observation
38
Pilgrim Christian College Observation
39
Appendix B Figure 1: Carpe Diem Activity
40
Figure 2: Puzzle Activity
40
Figure 3: Formal Writing Sample
40
Appendix C C-1
2002 Basic Education Curriculum (Secondary Level)
41
C-2
Revised 2010 Secondary Education Curriculum (English)
41-42
C-3
Standards and Assessment in the 2010 English Curriculum for High School: A Philippine Case Study (Abstract)
42
Appendix D Riverdale School D-1
Certificate of Attendance
D-2
Approved Letter to the Principal
D-3
Sample Test Paper
43
Page 3 of 44
D-4
Lesson Plan
D-5
Photocopy of the Textbook
D-6
Summary of Covered Topics
D-7
Over-all Evaluation Checklist
D-8
Photos featuring the School Campus
Pilgrim Christian College D-9
Certificate of Attendance
D-10
Approved Letter to the Principal
D-11
Photocopy of the Lesson Plan
D-12
Sample Test Paper
D-13
Photocopy of the Textbook
D-14
Summary of the Covered Topics
D-15
Over-all Evaluation Checklist
D-16
Photos featuring the School Campus
References
43
44
Page 4 of 44
ABOUT THIS PAPER This paper is made to examine the existing instruction among the high schools in the community with the goal of finding out which of the high school has the most aligned classroom instruction to the schools’ set mission, vision, goals and/or beliefs as well as their philosophies and has the most ability to maintain learning among the high school students being handled. This paper is limited to the high school English classes, Fourth Year class. Thus, the content as well as the theories/hypotheses made is only focused to the said level. To effectively pursue the purpose of evaluating the effectiveness of an instruction used by the teacher for the class, there are several sources gathered from these high schools. The categories chose are the non-sectarian outside Cagayan de Oro City and sectarian within Cagayan de Oro City. Hence, Riverdale School was chosen as the non-sectarian high school and Pilgrim Christian College as the sectarian high school. To further understand the task, several researches and figures from published books are attached as well as the resources asked from the English subject teacher per se to explicitly scrutinize the existing instructional material used to impart knowledge to high school students. Apart from the researches and figures, the summary of the paper is also attached for the benefit of those who are interested about this paper which comprehensively examine the occurring instruction in the secondary level of English Language and Literature Teaching (ELLT). In this way, the further readers may have the opportunity to see the overview and the results of this paper.
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ACKNOWLEDGEMENTS I would like to say thank you to the following persons who contributed a lot for the success of the paper: Mrs. Evangeline Rabañes for giving me a warm welcome and an alert recognition through allowing me to conduct classroom observation and for calling the attention of the subject teacher. Mrs. Veronica Mutia for helping me gather the resources needed for this paper through sharing her personal experiences and at the same time her instructional materials for evaluation. Mrs. Marjorie Maagad for allowing me to conduct a classroom observation and for recommending the subject teacher to be the person to be observed. Ms. Cindy Ella Campos for giving me reflective insights about teaching experiences and a warm welcome to her classroom to observe. Also, for aiding me to gather resources needed for this paper and instruction materials for evaluation. Mrs. Nancy Cocamas for assisting me upon processing the required documents for the pursuance of the paper and for approving them. God Almighty for giving me enough strength, courage, wisdom, knowledge and good health to successfully make this requirement possible.
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INTRODUCTION Quality teaching is the most desired by educators for their learners. That is why they are striving hard to achieve the set objective and goal. Yet, upon achieving this, a teacher must have background knowledge to the standard goals, mission and vision set by the school. No schools allow teachers to impart lessons that are not part of their set curriculum or misaligned and so with their philosophies they adhered, however, they are allowed to modify instructional materials and/or methods to strategize learning impacts to the students depending upon the subject matter to discuss. According to McLead and Reynolds (2007), ―decisions about how to teach can only be made by considering who we are teaching – the learners; where, when and what we are teaching – the contexts of our teaching; and why we are teaching – the values that underpin our teaching‖. Furthermore, quality teaching is focused on the student achievement and facilitates high standards of student outcomes for heterogeneous groups of students. Hence, with this, it is normal for the teachers to adjust with their instruction depending on the learners they are handling. There is no such thing are constant variety of learners. They always come in different groups with different behaviors such as the manner and the pace they learn. However, the twenty-first century learning and teaching will be a bit higher than the set standards of today. It emphasizes the ability to learn created by people not just by traditional forms. Thus, teachers in the twenty-first century are increasingly becoming understood as knowledge workers with the power to facilitate motivate and collaborate. (McLead & Reynolds, 2007). These expectations set by Kalantzis and Harvey are existing of today’s instruction. As seen in the later parts, the manner the teachers set plans are in line with the expected skills to be developed by the students in preparation for global competencies. In the Philippines, our pattern for education is aligned to the American tradition. At first primarily conditioned to the basic concepts of American democracy, the educational system is more of Americanism rather than Filipinism. But after the years of independence, through the initiative of Senate President Arturo M. Tolentino in October 1966, he called on the educational leaders of the Philippines to reorient the educational system in such a way as to imbue the Filipino youth with a real sense of Page 7 of 44
independence (Agoncillo, 1990). Then the government agencies are formed to further monitor the progress of the educational patterns and practices in the country which is the Department of Education, Culture and Sports (DECS) which is now called Department of Education (DepEd). With the current demand of revising the Educational Standards to fully aid the students to be competent for the global community, there is a change of explosion of the work force in the world where there is a need to re-revise the standards set. This means there is a need to re-evaluate the factors that affect the performance of the students especially in the English subject (Plata, 2010). In addition, there is a need to have higher standards such as more effective writing skills to persuade the community to the existing problems; oral communication skills to convince the inform every one of the solutions, researches, that would give solutions to the existing problems of the society. In the field of English Language Teaching (ELT), communicative competence standards are assessed using tasks that reflect real-life situations where English will be used. In the country Philippines, the reason behind the high demand of investors among foreigners is the competence of the English language as a second language. Because of this, there is a high need to enforce English language competence [by writing or by speaking] since the demands for economics is high such that the foreign countries hire professionals here in the country (Plata, 2010). However, this record has slid down of 77 out of 117 countries in the world from 47 in 2001 based from the results of examinations done which is the National Secondary Assessment Tests (NSAT). One thing they find out is the problem with the educational system in the Basic Education Sector. The World Bank Report (Cuadra & Moreno, 2005) states that, the Secondary Education is the highway between primary schooling, tertiary education, and the labor market since it has the ability to connect the different destinations and to take young people where they want to go in life‌can act as a bottleneck, constricting the expansion of educational attainment and opportunity—or it can open up pathways for students’ advancement. Therefore, the nation strives hard to prepare the high school students to be prepared for the work force which is more emphasized during their tertiary education especially the skills of making wise decisions which refers to the thinking ability. Yet the 2002 Revised Basic Education Page 8 of 44
Curriculum is found out to be low for the students since the Department of Education (DepEd) is still basing to traditional forms of testing and does not provide for mechanism of self-monitoring and selfassessing. That is why in the Revised 2010 Secondary Education Curriculum particularly in English desires to develop a functionally literate Filipino who can function in various communicative situations. A functionally literate individual demonstrates the following critical competencies: to express clearly one’s ideas and feelings orally, in writing, and non-verbally; the ability to learn on his own; the ability to read, comprehend and respond in turn to ideas presented; the ability to write clearly one’s ideas an feelings, and the ability to access process, and utilize available basic and multimedia information. The 2010 English Curriculum points out that the goal of communicative competence includes development of linguistic, sociolinguistic, discourse, and strategic competence with emphasis on cognitive academic language proficiency. For the Fourth Year English curriculum the learner is expected to understand key concepts and demonstrates communicative competence for effective interaction, as well as literary competence for better appreciation of his/her culture and those of others through the study of World Literature. To achieve this expectancy, the said curriculum gave suggested quarterly activities and lessons to discuss such as: First Quarter: Narrative a. The learner demonstrates understanding and appreciation of how narratives affect humanity through a ten-minute movie trailer. b. The learner understands the importance of using appropriate language structures in demonstrating his/her understanding and appreciation of narratives (adjective phrases and clauses, single word intensifiers, if clause and adverb clauses. Second Quarter: Drama
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a. The learner demonstrates understanding and appreciation of how drama affects humanity through creative presentation of a modern adaptation of a classic play. b. The learner uses the language to address a variety of meaningful contexts to enrich drama presentation. Third Quarter: Poetry a. The learner understands that poetry provides a magical experience conveying a meaningful message about life that inspires him/her to create fresh ways of viewing the world through writing lyrics which highlight and compress emotions, sound, ides, rhythm, and language in a carefully chosen word. b. The learner uses the correct modifiers, moods of verbs, and conditional clauses to help in the effective communication of feelings, thoughts, and ideas in writing lyric poetry. Fourth Quarter: Essay a. The learner understands that the knowledge of the features, content, structures, and other specific and standards for evaluating a literary work addresses a well-developed and meaningful critical essay. b. The learner uses parallel and balanced structure in sentences to effectively express ideas in writing a critical response. To further see the data, the following findings will be seen and evaluated from the two different schools: a. Non-sectarian high school outside Cagayan de Oro b. Sectarian high school within Cagayan de Oro
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SCHOOL PROFILE
TYPE:
Non-Sectarian outside Cagayan de Oro City
NAME:
Riverdale School
ADDRESS:
Barra, Opol, Misamis Oriental
DIRECTRESS/PRINCIPAL:
Mrs. Marjorie Maagad
HISTORY: From a sleepy barrio to bustling community along the line of education, Riverdale Grade School has produced over a hundred pupils. Founded in 1999 as pre-school named Riverdale by Mr. and Mrs. Maagad, who saw the necessity of facilitating the holistic development of a child, especially those who have less in life. From 75 pupils, Riverdale has grown steadily through the years and so the Grade School Department was started in 2000 with grades 1 to 4. Then on the following year, Grades 5 and 6 were added. In 2002, the school’s name was changed to Riverdale Grade School with Nursery, Kindergarten and Grades 1 to 6, and now Riverdale School because of the High School level. Thanks to the vision of the founder, no legacy have been more fulfilling than what we have left behind. (Source: Riverdale School Yearbook) MISSION: The primary mission of Riverdale School, clearly states that it will provide the very best education to its pupils in all aspects to prepare them to face a bright and prosperous future. Riverdale School strives to provide a well-rounded program designed with activities to encourage the emotional, spiritual and intellectual development of the individual.
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To provide educational, cultural, recreational and moral programs to enhance the lives of the youth … aiming for the young to have a solid and strong foundation to meet today’s and tomorrow’s challenges. To raise self-esteem and improve socialization skills. To provide adequate opportunity to all children to master academic subjects and to develop life skills in a safe and disciplined environment which promotes the development of the whole child. BELIEFS: We believe our school mission can be achieved in a partnership with parents and community, by addressing, social and physical needs of the learner. Our school is committed to graduating these children who will be prepared to continue their learning and be competent workers, become good citizens and live a productive and fulfilled lives.
CLASS:
Fourth Year English
SUBJECT TEACHER:
Cindy Ella Campos
NUMBER OF STUDENTS:
8
CLASSROOM OBSERVATION: A. Date:
July 23, 2012
B. Time:
8:20 – 9:20 AM
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C. VISUAL SKETCH:
Blackboard
Door
Students’ locker
Teachers’ Table
Door
Illustration 1. Classroom Visual Sketch of Fourth Year Class (only one section) D. NARRATIVE REPORT: The class started with an opening prayer and immediately the teacher introduced the new Latin word ―Carpe Diem‖. The rationale of having this type of strategy upon opening the class discussion is to capture the attention and the interest of the students with the new and strange word to the students. The unfamiliarity of the students means they are not able to encounter the word/s with their everyday life. ―Carpe diem‖ means Seize the Day (see Appendix B, Figure 1). Instructional Material (IM) used: Blackboard, chalk Activity No. 1: Mind Game Afterwards, the teacher introduced an activity which is more of a mind game where the class is tasked to write down five (5) characteristics or descriptions of a chosen animal. They are given one (1) minute to recall giving the students think and/or recalling the discussions the previous meeting and at the same time Page 13 of 44
for icebreaker. After one (1) minute, the student presents the five (5) descriptions then the class will be guessing the animal referred. The activity preludes the discussion ―Adjectives‖ which is the class topic. The teacher discusses the topic and gives examples to further explain the points to the students. Another activity is given after which allows interaction with the teacher and the students. Instructional Material (IM) used: Manila paper, masking tape (visual aids) Activity No. 2: Puzzle The students stand up and approach the blackboard to solve the puzzle given by the teacher (see Appendix B, Figure 2). The class enjoys the activity except for the student named Clyde who finds the activity difficult especially the last item. Hence, the classmates help him (named Neil) to solve the item and congratulate him afterwards. Assignment: Before the class ends, the teacher gives an assignment for the class. The following activities are: Activity 1 – p. 243 Activity 2 – p. 244 Activity 3 – p. 246 The textbook used by the class: Carell, J., Wilson, E., & Ferlini, G. (2004). Writing and Grammar: Communication in Action (Platinum Level). Pearson Education South Asia Pte. Ltd.:Jurong, Singapore. How the teacher uses the book: Grammar is applied in writing i.e. Formal Writing which is scheduled during Wednesdays. The book will be divided into two, the grammar and the writing. Thus, with the discussion about the grammar in the Page 14 of 44
other side of the chapters, the teacher will get a writing activity on the other side of the book to apply the grammar lessons. Another application is the formal writing (see Appendix B, Figure 3). Schedules of class activities: Scheduled Day
Class Activity
Monday – Tuesday
Class Discussions
Wednesday
Formal Writing
Thursday – Friday
Class Activity/Quizzes
Illustration 2. Class activity summary scheduled per week
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Teaching Vision
Mission
Goals
Philosophies/Beliefs
strategies/Classroom
Subject Matter
Activities Design well-
Mission in achievable
Student-centered
rounded
with cooperation from the
instruction/activities
program with
parents and community
activities to
through addressing social
mind game (both
encourage the
& physical needs of the
pre-discussion &
emotional,
learner.
discussion proper)
Interactive & critical
Produces graduates with
Writing activities i.e.
intellectual
preparedness of students
formal writing every
development of
to competence to work
Wednesday
the individual
force & become good
spiritual and
Provide
Scheduled quizzes to
citizens & live with
check the
educational,
productivity & fulfilled
understanding level
cultural,
lives.
of the students
recreational & moral programs
Adjective
to enhance lives of the youth aiming to have solid & strong foundation to meet today’s & tomorrow’s challenges Raise selfesteem & improve socialization skills Provide adequate opportunity to master academic subjects Develop life
Page 17 of 44
skills in a safe & disciplined environment. Illustration 3. Table summary of the Vision, Mission, Goals, Teaching Strategies and Subject Matter.
Page 18 of 44
FINDINGS Riverdale School is a non-sectarian school where they design curriculum which encourage the emotional, spiritual and intellectual development of the individual. This is manifested through the manner the English teacher designs the classroom discussions which is more of student-centered instruction. The students are given chances to recall their prior knowledge to answer the pre-emptive activities. The school sets to produce graduates who are prepared for the workforce such that there should be an improvement or even an assessment of the oral communication skills which are able to convince or to persuade the global community with the researches and the like to give solutions to the existing problems of the society nowadays (Plata, 2010). Another thing is the instruction of the English teacher to let the students develop the skills of writing through the formal writings done per Wednesdays. Through these kind of design of instruction, the students are given opportunities self-esteem and socialization skills are improved which is aligned to the school’s mission which is believed to be achievable to prepare the students to workforce or to real world and become good citizens in the latter through the help of the parents and community.
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Verbal Oral
(including all learning
Visual
Tactile
channels) Teacher explaining
Teacher writing on the
Teacher noting the
Students listening
board
adjectives on the board
Teacher/students asking
Students discuss the
Students looking at the
Students constructing
questions
possible answers to the
words
presentation
puzzle and the animal referred to the descriptions presented Students reciting
Illustration 4. Presentation of the classroom activities in different modalities (adapted from Pearson Education, 2010) Behavior
Observed
Not observed
No opportunity to observe
1. Develops unit and
√
lesson plans in
No recorded objectives
accordance with
from the lesson plan.
text and curriculum guides 2. Handles administrative and clerical
√ Teacher is commendable for the
Page 20 of 44
interruptions efficiently
efficient management of the classroom interruptions. √
3. Stops or prevents misbehavior with a
Focused attention to the
minimum of
certain student who
disruption to the
created disruption
class 4. Selects the most
√
appropriate
Through the visual aids
instructional
made to further explain
strategy for the
the subject matter
objectives taught 5. Builds toward unit
√
outcomes with
Teacher made sure that
clearly defend
there is a clear
events (weekly and monthly reviews, feedback and testing)
understanding with the flow/sequence of the chapter/unit to the students
Illustration 5. Checklist for observing the Ms. Campos’ classroom (adapted from Pearson Education, 2010)
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Instructions: For each item, place a check mart on the blank closest to the word that best describes the classroom you are observing. Learning Climate 1
Teacher-centered ___ ___ ___ ___ ___ ___ ___ Student Centered Classroom Management
2
Orderly ___
___
___
___
___
___
___ Disorderly
___
___
___
___
___
___ Unclear
Lesson Clarity 3
Clear ___ Instructional Variety
4
Varied ___
___
___
___
___
___
___ Static
Teacher’s Task Orientation 5
Focused ___
___
___
___
___
___
___ Unfocused
___
___ Students Uninvolved
Students’ Engagement in the Learning Process 6
Students Involved ___
___
___
___
___
Higher Thought Processes and Performance Outcomes 7
Many ___
___
___
___
___
___
___ Few
Illustration 6. General Observation Form for Ms. Campos’ class (adapted from Pearson Education, 2011)
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Indicator
Occurrences
Writes on board V
Uses overhead
I Points to or holds up visual S U
Shows slides or film
A
Demonstrates with model or
L
equipment Other Provides or asks for example Tells illustrative story
O Recalls personal experience R A L
Relates to past learning Poses Problem Compares and contrasts Other
Illustration 7. Record to use of examples, illustrations and demonstrations to explain and clarify content (adapted from Pearson Education, 2010)
SCHOOL PROFILE
TYPE:
Sectarian within Cagayan de Oro City
NAME:
Pilgrim Christian College
ADDRESS:
Capistrano-Akut Sts., Cagayan de Oro City
DIRECTRESS/PRINCIPAL:
Mrs. Evangeline Rabañes
HISTORY: Pilgrim Institute, now Pilgrim Christian College, was born out of the dreams and aspirations of a group of dedicated men and women who felt the need for a school aimed at giving quality education hinged on the development of Christian character in 1948. These men and women who share the same vision are: Atty. Pedro Melendez, Mr. Isabello Gatchalian, Rev. Roberto Gahuman, Mrs. Feliza Pena-Lojo, Col. Luis Franco, Mr. Felix Caburian, Sr., Mr. Leoncio Madronal, Mr. Clemento Chavez, and Mr. Paterno Velez. On June 6, 1948, the school opened a complete four-year secondary education with around 250 students. classes were held at the Carruth Hall, a pre-war girl’s dormitory converted into church library and student center after World War II. Pilgrim Institute was awarded government recognition in 1950. In 1964, the old stock corporation was dissolved and was later reincorporated on March 11, 1965 as non-stock, non-profit educational institution to qualify as a church-related school under the United Church of Christ in the Philippines. Campus life is inspired by the motto: Soli Deo Gloria (To God Alone Be the Glory). It is the institution’s commitment to continually provide the academic community opportunities towards the wholistic transformation of the students. opportunities to grow wholistically are purposely created and integrated in both curricular and co-curricular/extra-curricular programs to ensure that the students and the whole PCC
community can express their faith in God through worship, stewardship, and service thereby giving the Almighty honor and glory. Pilgrim Christian College continues to strive to bear an active and effective witness of Jesus Christ in the evangelical tradition. It serves an educational arm of the United Church of Christ in the Philippines (UCCP) as a church-related institution, and it continues to work cooperatively with 17 other memberschools of CREATE-UCCP (Church Related Educational Action Towards Empowerment), a consortium of church-related educational institutions of the UCCP. As CREATE-UCCP member, it adheres to the consortium’s guiding principles committing its educational efforts towards strengthening of faith, learning and Christian values; promotion of nationalism; and the realization of justice, freedom, and social responsibility. Through the years, Pilgrim Christian College has done its share in bringing about change where this was needed, expertise where this was missing and leadership where this was wanting. Today, it is relentlessly pursuing spiritual, academic and service excellence with a renewed dedication and a firm determination. INSTITUTIONAL PHILOSOPHY: Vision A premier Christ-centered educational institution in the community of God to build lives for global competitiveness and sustainable development. Mission (What are we doing) To produce graduates with Christian values of faith, integrity, responsibility, excellence and service. Goals 1. Develop leaders and managers who live God’s will 2. Develop compassionate, honest, empowered students who are sensitive to the needs of humanity
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3. Strengthen linkages with the community through responsive instruction, research and community outreach programs Objectives 1. To nurture students with Christian faith for eternal faith 2. To instill into the midst of the students one’s worth as a person and wisdom that comes from the Lord 3. To develop students to higher-level literacy, critical thinking and learning and professional skills for global competencies Corporate Core Values 1. We believe that the lost, the least and the last matter to God, and therefore, ought to matter to Pilgrim Christian College (PCC). 2. We believe that PCC, as a community of faith, should manifest authenticity and yearn to grow continuously holistically. 3. We believe that PCC should operate as a unified community of servants with men and women stewarding their spiritual gifts. 4. We believe that excellence honors God and inspires people. Credo (What we, as CREATE-UCCP Member-School, Believe) We believe that seeking life of Christian faith, learning and action will develop people into becoming intellectually competent and honest, morally and ethnically sensitive and creatively aware and responsive to the needs, aspiration, and realization of a just, free, and responsible Christian social order. Objectives of Secondary Education
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Pilgrim Christian College is committed to the responsibility and functions of secondary education accentuated by the development of strong values and moral discipline in an atmosphere of Christian living. Its high school department’s objectives conform to the provisions of the Education Act of 1982 that are: 1. To continue to promote the objectives of elementary education especially those related to the development of skills, attitudes and values essential to personal development and necessary for social fulfillment; 2. To help student discover and enhance their different aptitudes and interests so as to equip themselves with skills for productive endeavor; and 3. To prepare students for tertiary education
CLASS:
Fourth Year English – Joshua
SUBJECT TEACHER:
Veronica T. Mutia
NUMBER OF STUDENTS:
50
CLASSROOM OBSERVATION: A. Date:
July 24, 2012
B. Time:
7:30 – 8:30 AM
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C. CLASSROOM VISUAL SKETCH
Entrance
Exit
Illustration 8. Classroom Visual Sketch of Fourth Year-Joshua (English class) D. NARRATIVE REPORT: The class starts with an opening prayer which is followed by devotion. The teacher reads a verse then the real situation or scenario that modernizes the verse read. The students keenly listen to the sermons of the teacher. The previous meeting, the subject teacher was substituted by another teacher due to her absence. The substitute teacher gave an assignment to the class. Hence, the subject teacher calls to submit these assignments. Instructional Materials (IM) used: The assignment given by the substitute teacher which is a picture of their best friend pasted in a sheet of bond paper Activity No. 1: Present your B-Friend The students are given five (5) minutes to do the activity. They shall make five (5) sentences that merely describes the learning from the company of their best friends or any significant event where they have learned something from him/her. while constructing and finalizing their sentences, the subject teacher roll Page 28 of 44
calls and checks whether the class are bringing textbooks with them. Afterwards, the students present their five (5) significant learning/insights. Instructional Material (IM) used: Blackboard and chalk The teacher recaps the story ―The Little Prince and The Fox‖. She allows her students to interact using the mother tongue and English. The manner she introduces the topic is pre-emptive through using probing question, ―What do you notice first upon seeing the person the first time?‖ She is referring to best friend. By attacking the emotions of the students is her technique to keep their attention to the discussion such as recalling the past year’s experiences and discussing each word (adjectives) taken from the works of the class. This is to attack and to reflect past mistakes with friends/best friends. Through this, she is able to give a brief review of the story ―The Little Prince and The Fox‖ by relating the discussion about friendship [for the sake of those who are not able to read the story]. The teacher is using direct instruction through the medium of oral communication [Visayan-English] with a mixture of humors that are also related to the topic. Before she ended the class, she gives an assignment to the class which is to read the whole story to prepare them for a quiz after the discussion. Textbook used by the class: Castrott & Reyno, S. (2004). Exploring Life Through World Literature (Fourth Year). Phoenix Publishing House, Inc.: Quezon City, Philippines.
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Teaching Vision
Mission
Goals
Philosophies/Beliefs/Objectives
strategies/Classroom
Subject Matter
Activities Develop leaders
Nurture students with
Christ-centered
Produce graduates
educational
with Christian values
& managers of
institution to build
of faith, integrity,
God’s will
lives for global
responsibility,
competitiveness and
excellence and
compassionate,
sustainable
service
honest,
critical thinking and learning
empowered
and professional skills for
students who are
global competence
development
Develop
sensitive to needs of people Strengthen community
Christian faith
Class starts with a devotion through
Instill Godly worth as a
reading a verse
―The Little Prince
person and wisdom
and discuss it to
and The Fox‖
Develop high-level literacy,
(Secondary Education)
the students for 15 minutes approx.. The teacher uses direct instruction which allows
Holistic development (skills,
teacher to speak
attitudes and values)
all the time;
Discover student aptitudes
allows less
linkages through
and interests for productive
opportunities to
responsive
endeavor
students to speak
instruction,
Prepare for tertiary
and interact.
research and
education
Visayan-English
community
class interactions
outreach
with a mixture of
programs
humors Reflective notes from the teacher Short presentation of assignments to the class which allows them to reflect to significant events in their lives with the presence of their best friends and at the same time practice and develop speaking
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skills which is needed for global competence Illustration 9. Table summary of the Vision, Mission, Goals, Teaching Strategies and Subject Matter.
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FINDINGS Based from the gathered resources, there is an alignment of set curriculum of the school and the classroom instruction done by the teacher in some ways. However, there is less chances for the students to develop their speaking skills since the teacher allows to have the Visayan-English interaction even at the Fourth Year level in high school which is not supposed to be done if it is for the whole time. The mother tongue may be used to emphasize an idea to let the students and the teacher and vice versa understand the thought of the thing or matter meant but not supposed to be used all the time. This is because such act is contrary to the set objectives of the school which is to develop high-level literacy, and other skills essential for personal development upon preparation for tertiary education and at the same time for global competence. If the teacher allows the same interaction, it would allow students assume that the manner the things communicated can be through Visayan or to mother tongue which may be a hindrance to preparation for higher level of oral skills development for the class. Although the interaction is present, yet there is absence of probing questions that would really tickle the minds of the students and allow them to develop their critical thinking and analysis of the presented idea or problem. Another hindrance is the tendency for the subject teacher to talk a lot during the whole duration without even checking the attention of the class with such questions as, ―Class, are you still with me?‖ which will cause silent chaos in the class. This means that although the class is in silence yet their attention is absent. Punctuality is another issue. A lot of the students during the class are late which is contradicting to the set goal of the school which is to develop competence of the students. Even they are already half an hour late, the teacher still allows the students to come in without even bothering to ask about the reason of their tardiness. The student, too, did not even greet the class and to the teacher and ask for apologies for being late. The discussion of recalling the past experiences and even giving the class only a brief glimpse of the story is a form of not managing the time well. Recalling the matters or things about the past and preempting the topic should not be done for the whole duration of the class. There should be inputs to be done to compensate the time and the lack of background of knowledge or the prior knowledge of the students.
Verbal Oral
(including all learning
Visual
Tactile
channels) Teacher explaining
Teacher writing on the
Teacher noting the
board
adjectives on the board
Teacher/students asking
Students looking at the
questions
words
Students listen
Students reciting
Illustration 10. Presentation of the classroom activities in different modalities Behavior
Observed
Not observed
No opportunity to observe
1. Develops unit and lesson plans in accordance with text and curriculum guides
√ There are objectives in line with the set curriculum by the school.
2. Handles administrative and clerical interruptions efficiently
√ Teacher is not commendable for the efficient management of the classroom interruptions.
3. Stops or prevents
√
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misbehavior with a
Focused attention to the
minimum of
certain student who
disruption to the
created disruption
class 4. Selects the most
√
appropriate
Through the visual aids
instructional
made to further explain
strategy for the
the subject matter
objectives taught 5. Builds toward unit
√
outcomes with
Teacher does not make
clearly defend
sure that there is a clear
events (weekly and
understanding with the
monthly reviews,
flow/sequence of the
feedback and
chapter/unit to the
testing)
students
Illustration 11. Checklist for observing the Mrs. Mutia’s classroom (adapted from Pearson Education, 2010) Instructions: For each item, place a check mart on the blank closest to the word that best describes the classroom you are observing. Learning Climate 1
Teacher-centered ___ ___ ___ ___ ___
___ ___ Student Centered
Classroom Management 2
Orderly ___
___
___
___
___
___
___ Disorderly
Lesson Clarity
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3
Clear ___
___
___
___
___
___
___ Unclear
Instructional Variety 4
Varied ___
___
___
___
___
___
___ Static
Teacher’s Task Orientation 5
Focused ___
___
___
___
___
___
___ Unfocused
___
___ Students Uninvolved
Students’ Engagement in the Learning Process 6
Students Involved ___
___
___
___
___
Higher Thought Processes and Performance Outcomes 7
Many ___
___
___
___
___
___
___ Few
Illustration 12. General Observation Form for Mrs. Mutia’s class (adapted from Pearson Education, 2011)
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Indicator
Occurrences
Writes on board V
Uses overhead
I Points to or holds up visual S U
Shows slides or film
A
Demonstrates with model or
L
equipment Other Provides or asks for example Tells illustrative story
O Recalls personal experience R A L
Relates to past learning Poses Problem Compares and contrasts Other
Illustration 13. Record to use of examples, illustrations and demonstrations to explain and clarify content (adapted from Pearson Education, 2010
APPENDICES A A. Photos taken from Riverdale School
These are taken during the class discussion.
These are taken during the class activity.
A pose with the English subject teacher and me
B. Photos taken from Pilgrim Christian College
These are taken during the class discussion.
These are taken during the class activity.
A pose with the English subject teacher and me
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APPENDIX B
Figure 1. “Carpe Diem” Preparatory discussion
Figure 2. “Puzzle” Activity
Figure 3. Formal Writing Sample
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APPENDIX C Government Intervention to Philippine Secondary Education
C-1: 2002 Basic Education Curriculum Secondary Level
DESCRIPTION OF THE ENGLISH CURRICULUM SET BY DepEd It seeks to develop citizenship and to address the communicative needs (interpersonal, personal, informative and aesthetic) of Filipino students for English, which is an emerging lingua franca. Therefore using communicative-interactive collaborative approach as well as the reflection and introspection are recommended to achieve the following aims: a. Developing autonomous language learners b. Coping with global trends
EXPECTANCIES TO THE FOURTH YEAR STUDENTS (2002 BEC Secondary Level) 1. To have acquired skills of assessing, evaluating and using relevant information to meet their various needs, enabling them to adapt and respond flexibly to a rapidly changing world; 2. To have developed listening, speaking, reading and writing skills and appreciation of literature resulting in a deeper understanding of the ideas, experiences and cultures of other people, customs and traditions as well as values.
C-2:Revised 2010 Secondary Education Curriculum (English)
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Revised 2010 Secondary Education Curriculum particularly in English desires to develop a functionally literate Filipino who can function in various communicative situations. A functionally literate individual demonstrates the following critical competencies: to express clearly one’s ideas and feelings orally, in writing, and non-verbally; the ability to learn on his own; the ability to read, comprehend and respond in turn to ideas presented; the ability to write clearly one’s ideas an feelings, and the ability to access process, and utilize available basic and multimedia information and points out that the goal of communicative competence includes development of linguistic, sociolinguistic, discourse, and strategic competence with emphasis on cognitive academic language proficiency. For the Fourth Year English curriculum the learner is expected to understand key concepts and demonstrates communicative competence for effective interaction, as well as literary competence for better appreciation of his/her culture and those of others through the study of World Literature. C-3: Standards and Assessment in the 2010 English Curriculum for High School: A Philippine Case Study (Abstract) This study was conducted in order to analyze the alignment of standards in the 2010 English curriculum with the overall goal of the reform and to analyze the authenticity of the assessment tasks. In addition, this research also asked English teachers to choose what proficiency standards to include in a new English curriculum for Filipino high school students. Policy documents were analyzed and focus-group discussion was used to collect data from selected English teachers. The results showed that most of the standards targeted literature rather than language use. In addition, only few performance tasks were related to authentic use of language. Finally, the teachers chose standards that integrate language for academic, for social, and for literary response (Plata, 2010).
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APPENDIX D Attachments Riverdale School D-1
Certificate of Attendance
D-2
Approved Letter to the Principal
D-3
Sample Test Paper
D-4
Lesson Plan
D-5
Photocopy of the Textbook
D-6
Summary of Covered Topics
D-7
Photos featuring the School Campus
Pilgrim Christian College D-8
Certificate of Attendance
D-9
Approved Letter to the Principal
D-10
Photocopy of the Lesson Plan
D-11
Sample Test Paper
D-12
Photocopy of the Textbook
D-13
Summary of the Covered Topics
D-14
Photos featuring the School Campus
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REFERENCES
Bernardo, A. B. I. (2008). The Paradox of Philippine Education and Education Reform: Social Science Perspectives (Edited). Philippine Social Science Council: Quezon City, Philippines. Borich, G. D. (2011). Observation Skills for Effective Teaching (6th Ed.). Pearson Education, Inc.: Massachusetts, USA. McLead, J. H. & Reynolds, R. (2007). Quality Teaching for Quality Learning: Planning through Reflection. Thomson Social Science Press: Australia. Pilgrim Christian College. (2012). High School Student Handbook. Capistrano-Akut Sts., Cagayan de Oro City, pp. 1-3. Plata, S. M. (2010, July). Standards and Assessment in the 2010 English Curriculum for High School: A Philippine Case Study. Philippine ESL Journal: De La Salle University: Manila, (Vol. 5.) Riverdale School (2010). Student Handbook. Barra, Opol, Misamis Oriental. Scales, P. (2008). Teaching in the Lifelong Learning Sector. Open University Press: New York, USA.
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