Xavier University – Ateneo de Cagayan Corrales Ave., Cagayan de Oro City DEPARTMENT OF ENGLISH AND LANGUAGE LITERATURE
In partial fulfillment of the course English 73: Materials Preparation for English Language and Literature Teaching (ELLT)
Supplementary Report (SR) to Instruction Evaluation from Sectarian High School within Cagayan de Oro City and Non-Sectarian High School within Cagayan de Oro City
Submitted by:
Mecyll T. Jamila BSE English 4
Submitted to:
Mrs. Nancy Cocamas Professor
August 31, 2012
TABLE OF CONTENTS
About this paper
3
Over-all findings (full explanation)
Riverdale School
4-21
Pilgrim Christian College
22-37
Attachments
Textbook Evaluation No. 1-A
38-41
Textbook Evaluation No. 1-B
41-44
Textbook Evaluation No. 2-A
45-47
Textbook Evaluation No. 2-B
47-51
Conclusion
52-54
References
55
Page 2 of 55
ABOUT THIS PAPER
This is the supplementary report to the compiled document to supply the need to explain comprehensively the data gathered and evaluated based from the resource materials provided by the cooperating teacher. The report is made to further discuss the findings and evaluations of the resources hence, the researcher, who is a future Educator, is able to extract the important points, matters and others that are essential for the development of her current epistemology.
However, the report is limit to the indicated observations thus, the researcher neither touches the covert behaviors of the concerned individuals who performed the action such as the teacher, administrator, and student nor evaluates the abovementioned with its intentions of doing such.
In sum, this paper is made for class-friendly purpose. In cases of photocopy of any of the pages, it is allowable for this is the summary of the prior report which is more comprehensive and detailed. So, the researcher decided to make a supplementary report for reference of the class.
Mecyll Jamila
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OBSERVATION AND EVALUATION
Riverdale School
Observed class: Fourth Year class
Number of students: 8
Principal: Mrs. Marjorie Maagad
Cooperating Teacher: Ms. Cindy Ella Campos
Schedule: 8:20-9:20 AM
School Address: Barra, Opol, Misamis Oriental
Category MISSION/VISION/GOAL
Observation Mission (points):
Evaluation The mission of the school is clear which is good to better
Provide very best education to its pupils and prepare
identify the concrete action of the school in relation to its
them to face a bright and prosperous future.
established philosophy. Yet, there is no given vision of the
Provide a well-rounded program designed with school causing no particular picture of the institution years activities to encourage the emotional, spiritual and after. It is better to have a vision to see what does the founder intellectual development of the individual.
dreamt his school to become in the future and this is shown
Provide educational, cultural, recreational and moral through the mission that concretizes the idea of the founder. programs to enhance lives of the youth. Raise self-esteem and improve socialization skills. Provide adequate opportunity to all children to master
academic subjects. Develop
life
skills
in
a
safe
and
disciplined
environment Beliefs School mission can be achieved with cooperation from the parents and the community. DISCUSSION PROPER Class Flow
The class started with an activity which would allow students
This routine has the advantage of helping everything to be
recall their lessons from the previous meeting with fun. It was
accomplished according to plan. It also serves as a guide in
then succeeded with series of activities that will tickle the
controlling the behavior of the students and at the same time
curiosity of the students to the lessons yet with appropriate
they could feel secured because they know every step in the
learning based from the content.
procedure which helps teacher to follow a well-planned procedure (Bilbao, et al, 2006).
Classroom Activities
The class had mind game as the first activity which The classroom atmosphere is interactive and enthusiastic since recapitulates the previous discussions with fun. Then, puzzle
there are activities that are lively and flawless. This supplies a
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followed afterwards which further illustrates the level of
methodical way of implementing procedures is best assurance
familiarity of the students to adjectives.
that the objectives of the lesson will be achieved.
During Wednesdays, they have their formal writing classes According to Pine and Horne (1990), the learning environment
Record use of examples, illustrations, etc.
which helps the teacher assess their learning in terms of
should be embodied with activities which encourages people
grammar and at the same time their writing skills that are both
to be active and promotes and facilitates the individual’s
discussed during the class.
discovery of the personal meaning of idea. Hence, the class of
By Thursdays and Fridays, the class allots time for more
Ms. Campos is a good example of a classroom that is
performance-based activities and quizzes.
considered a learning environment.
For visual category, the teacher is average when it comes to Learning is the discovery of the personal meaning and writing on board in terms of frequency. Yet, she frequently
relevance of ideas. This is the second principle of learning that
points or holds up the visual for the class.
directly emphasizes the manner Ms. Campos directs her class
For oral category, the teacher is frequent in giving/asking
to learning. She desires to probe students with questions which
examples during discussion, asking probing questions to arrive
leads them to learning the idea being referred. Furthermore,
desired answers. However, she is average when it comes to this manner of managing the class, it supports the last principle relating past learning, comparing and contrasting, and less
of learning which is the process of problem solving and
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upon
telling
illustrative
story
and
recalling
personal
experience.
learning are highly unique and individual thus Ms. Campos differs her instructions with different variations in accord with the interests of her students. Since her students are a more of tactile learners, she prepares classroom instruction and procedures which require her students to move around her classroom.
Covered Topics
It is more of writing than discussion of grammar in terms of One guiding principle related to subject matter content is to book usage since the book is divided into two parts: writing observe
the
following
qualities
in
the
selection
and
and grammar. Hence, there are more applications rather than
organization of content such as validity, significance, balance,
covertly learning grammar. The topics covered for writing is
self-sufficiency, interest, utility and feasibility (Corpuz, 2006).
usually integrated with formal writing. For example, if the
Thus, Ms. Campos selects subject matter according to the
book focuses to the drafting of autobiographical sketch, the
sequence of the book and at the same time the mission of the
class will make the same subject for formal writing.
school which is to develop a well-rounded program that promotes holistic development of the students. moreover, the significance and the urgency is also one of the considerations
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of the rationale of choosing the subject matter. ASSESSMENT Assignment
The students are given three parts of assignment based from
Having the class assigned with a task after class discussion
the book which are also related to the discussion.
helps the teacher to further assess the performance of the
First part: Recognizing Adjectives (Exercise 1, p.243)
students. According to Corpuz (2006), if the teacher is sure
Instruction: Write the adjectives. Including articles, in each
whether the objective was not achieved, she shall find out why
sentence below (Example: The swift parrot chased a small therefore leaving the class with assignment. That is probably lizard. Answer: The swift, a small)
the reason why Ms. Campos left the class with assignments.
Second part: Identifying Nouns used as Adjectives (Exercise 2, p. 244) Instructions: Write the noun used as an adjective in each sentence below. Third part: Recognizing Proper and Compound Adjectives Instructions: Write only the proper and compound adjectives in each sentence below, and label each. (Not: Some may be
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compound proper adjectives). Test Paper
The test paper prepared is only for 1st Quarter for the 1st With regards to assessing a specific skill, it is present in the test Grading. It is divided into two parts: Writing and grammar. In
paper however there is a deficiency with regards to giving
writing, it is subdivided into a) writing strategies (i.e. style
instructions and specifying the details which the teacher
journal, sensory word bin and drafting), b) topic sentence, c)
wanted to see from her students. According to Raagas (2010),
supporting sentences. In grammar, on the other hand, is
since the items are mostly of short-answer type (Part 1:
subdivided into a) nouns and b) pronouns.
Writing), there should be limit of number of sentences needed
However, the test paper is very easy for fourth year students.
to minimize time to read the answers well in fact there is only
although there is already an attempt to develop students’ one skill needed to assess. The items should suggest an critical thinking still it lacks some depth of Higher Order intended numerical scoring to guide students and at the same Thinking Skills (HOTS). For example, the test part sensory time to lessen time to evaluate answers for efficient scoring. word bin. The students are asked to identify the appropriate
With regards to the second part of the test paper which is
senses to use for the given situation. This seemed to defeat the
grammar, there is a low level of thinking skills required which
purpose of assessing the learning of the students based from
is not a good test especially for fourth year students. Since the
the given objectives.
school wanted to produce competent graduates, there should
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With regards to the instructions, there is no given clear be items which requires higher order thinking skills such as instructions especially in the first part of Test I. There is no
application,
analysis,
synthesis
and
evaluation.
The
specified maximum number of sentences required from the
instructions are the same with the first part, there is no given
students which implies that students can have any number of
specific instructions that indicates the context of the item or the
sentences as long as he or she desires. Although there is a skill
paragraphs, expected behavior of the students to the test items.
needed to observe by the teacher with the items, still there is a
The items in this part is more of alternate-choice items thus it is
lack with the specifications of instructions (Raagas, 2010). This susceptible to guessing, although the answers are given, still comment applies to all parts of the test paper.
there is no specific skill that could be determined since they could do guessing.
TOOLS FOR CLASSROOM MANAGEMENT
Instructional Material
The teacher only uses blackboard-chalk and manila paper as In terms of instructional material used by Ms. Campos, she her instructional materials.
used the Explore-produce which is under the self-expressive according to Corpuz (2006). This is because Ms. Campos allows her students to have divergent thinking, imagining, openended discussing, imagery through the activities that focus on
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hypothesizing, symbolizing, creating, and self-expression. Textbook
The teacher uses the divisions of the book according to order of
In terms of friendliness of the textbook used by the class, it is
applicability. If the other side of the book (grammar) discusses
evaluated as far to being unfriendly but it passed through 34
about adjectives and then on the other side, (writing) desires which is the range for friendly textbook. The result is 52. One students to make an essay, hence, the students are asked to
factor is that the evaluation is based upon the photocopy of the
make an essay with the use of adjectives. It is up for the
book since the book was only borrowed from the cooperating
teacher’s creativity to how she could manage the activity.
teacher resulting to inability to perform evaluation of the
The teacher is using:
textbook.
Carell, J., Wilson, E., & Ferlini, G. (2004). Writing and Grammar: In terms of readability, the textbook has the following results: Communication in Action (Platinum Level). Pearson Education South Asia Pte.. Ltd.:Jurong, Singapore.
1) On which items was the book rated the lowest? Understandability item I and L, and Motivation item B 2) Did these items tend to fall in certain categories? Yes, they do. In fact, only understandability and motivation categories contain a 4 score out of all the items provided. This means that there is something
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lacking with the items that prevented the book to be evaluated with a perfect score. 3) Summarize the weaknesses of this text. Basically, the weaknesses of the book are the level of complexity which would be appropriate for the fourth year students, the indicated importance of the complex relationships within paragraphs, etc. and the interesting or catchy titles for headings and subheadings which would easily grab the thought of the certain part such as the concreteness of the words as well as its meaning and interest. However, there is a little need to improve since the following weaknesses are scored as 4. Therefore, although it is not the highest, still it was able to depict the strengths of the book rather than seeing these parts with average or less impact in terms of
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organization and wording. 1) On which items was the book rated the highest? Almost
all
the
understandability
items and
under
the
learnability
categories except
of
those
abovementioned items. 2) Did these items fall in certain categories? Yes, the same with the abovementioned reason that in a certain category that there is a certain category where the book is considered weak. 3) Summarize the assets of this text. Based from the text, there is an assumption that the students have learned or known the subject of the passages through the titles per se. Each passage contains a lot of significant details which catch the attention of the students since most of them are in new
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twists although the subject is already known to them. This book contains a lot of creative twists which allows students to tickle intellectually. The book is thick yet it is very understandable. The manner it is organized is commendable because students will really know the parts even when skimming. After each passage, the students are given chances to apply what they have learned from the text through given activities i.e. research, etc. Aside from that, there are given guide questions to check whether they have understood the text and infer to the thought of the author upon constructing the text perhaps. There is also a definite channels to acknowledge the different groups, sectors, ethnic groups, etc. in which they could know at least in a compassionate manner. The students are given
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chances to know the different higher order and creative write ups which is essential for their exposure to tertiary education. 4) What can you do in class to take advantage of the assets of this text? Apart from the idea that the teacher needs to exert effort to reorganize the flow or sequence of the class discussion in terms of ideas, upon concretizing these ideas, the author already gave series of activities and interesting passages. This is a great help to execute the given ideas from the students with respect to the given expectancies set by Department of Education. Lesson Plan
The teacher is the one who will make the lesson plan. But there First thing is that the lesson plan should contain the necessary is no given details about the subject matter. No objectives parts to make a blueprint of the entire classroom instruction. given, instructional material/s used, procedures to how to Since there are no indicated objectives, the teacher cannot have manage or handle the class discussion. References are not
a chance to review the expected outcomes from her students
given. The school principal does not check the content of the
even though she knows it. In language lessons, it is essential to
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lesson plan. Thus, the teacher can do possibly whatever she place objectives that would target the four languages areas wants to the students since it is not indicated in the lesson
such as listening, speaking, reading and writing (Corpuz,
plan.
2006). There is no sequential plan to organize the classroom instruction especially that the teacher has not indicated the procedures on how to handle the subject matter. Instances like peeking to the planned routine or sequence of the classroom management, if there is no complete parts of the lesson plan, chances of disorganized teaching is high. Since the school principal does not check the lesson plan, there are no chances to review and to ask the teacher about the way she handles the classroom in terms of instruction whether or not the subject matter or the activities are still in line with the goals or mission of the school which are basically important to check to really assure the school that they could produce graduates as expected from their mission.
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GENERAL OBSERVATION Presentation Modalities
There is a complete classroom management. It is more of oral
In the classroom observed, there is more interaction between
and verbal rather than visual and tactile movements and skills. teacher and the students which falls under the oral. In terms of There is an interactive classroom through conversations rather
verbal which pertains to learning, there is also a highly
than activities by teacher and visual presentation upon
noticeable behavior between the two parties. This means that
discussion.
the classroom is promoting an active environment which is needed for active learning (Corpuz, 2006). Furthermore, the author added that researchers found out that the most effective instructional approaches are those learned by doing (inquiry method) and learned by co-peers/classmates that constitutes 90% retention rates. Hence, the class of Ms. Campos promotes expression of ideas and inquiries will lead to effective learning. The variation of instructional strategies added the effectiveness of teaching.
Behavior of the teacher
The table consists of the following descriptors: a) develops unit
As a professional teacher, she must possess control of
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and lesson plan in accordance with text and curriculum guides, knowledge base of teaching and learning and use her b) handles administrative and clerical interruptions efficiently,
knowledge to guide the science and art of teaching practice
c) stops or prevents misbehavior with a minimum of and also repertoire of best teaching practices and use these to description of the class, d) selects the most appropriate
instruct children in classroom as well as dispositions and skills
instructional strategy for the objectives taught, and e) builds
to approach all aspects of his/her work in a reflective, collegial
toward unit outcomes with clearly defend events (weekly and
and problem-solving manner. As observed, Ms. Campos was
monthly reviews, feedback and testing).
able to make lesson plans but not adequate to the needs of
In the first descriptor, there is no recorded objectives from the
teaching blueprint because of its lacks but she was able to
lesson plan. Second, the teacher’s commendable efficient handle administrative and clerical interruptions efficiently management to classroom interruptions is observed. Third,
which means that Ms. Campos was able to do an acceptable
there is no observed focused attention to the certain student
and effective ways of
dealing discipline problems (Bilbao,
who created disruption from the teacher. Fourth, there is a 2006). proper selection of materials through the visual aids which
It is good to have variety of strategies, etc. as long as it is
further explain subject matter. Last, the teacher made sure that
detailed in the lesson plan to properly oversee the execution of
there is a clear understanding with the flow/sequence of the
each procedure.
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chapter/unit to the students. General observation form
The instruction is more student-centered. There is an average
It is commendable that the teacher is able to promote an active
performance to classroom management, high lesson clarity,
learning environment which calls the students to actively
average variety of instruction, average focus of teacher’s task
engage in class. Although the students have different abilities
orientation, high students’ involvement or engagement on
and interests, but with this kind of environment, there is a
learning process and higher content to critical thought
collective driving force and natural incentive learn that makes
processes and performance outcomes.
teaching and learning worthwhile and gratifying. This is because the primary goal of motivating the students to work harmoniously as well as the teacher, it inculcates values of cooperation and congeniality as observed from the class of Ms. Campos.
Checklist of over-all evaluation from government policies
Riverdale School is able to provide the following skills as The school is able to mainstream young people to the reality of requested by the government policies such as:
life which involves building relationships with other people
2002 BEC
through the knowledge, values, and attitude learned. With
Addressing communicative needs for English
these, the school is confident that their graduates will be able to
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Development of autonomous language learners
compete with global competitiveness and at the same time
Coping global trends (effective oral and written needs)
being able to adapt to social changes that happens fast in the
Acquisition of assessing, evaluating skills as well as work force. The school, through the help of the teachers, is able using relevant information to meet various needs 2010 RSEC Understanding importance of language structures in
to give an environment of reality. Thus, the curriculum as well as the teachers is able to set standards that would promote development of students’ physical, intellectual, political,
demonstrating his/her understanding and appreciation economic and social purposes (Vega, et al, 2006). of narratives
In terms of functions of education, the school is able to
Expression of clear ideas and feelings orally (writing manifest and non-verbal)
socialization
(manifest
function)
and
hidden
restrictions such as creation of generation gaps, restrictions
Enable to respond to ideas presented by reading and some activities, matchmaking and production of social comprehending effectively
networks (latent functions). Since there is a great impact of globalization to development, there is a need to upgrade their curriculum such as integration of
information
technology
(use
of
electronic
media).
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Furthermore, the students need to expose their selves with the problem solving skill, communicative competence that would able them to persuade other people effectively through oral and written discourse. With this, the school would be ble to help the students to prepare themselves from the availability of world markets as productive citizens of society (Vega, et al, 2006).
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OBSERVATION AND EVALUATION
Pilgrim Christian College
Observed class: IV-Joshua
Number of students: 50
Principal: Mrs. Evangeline Rabañes
Cooperating Teacher: Mrs. Veronica T. Mutia
Schedule: 7:30-8:30 AM
School Address: Capistrano-Akut Sts., Cagayan de Oro City
Category MISSION/VISION/GOAL
Observation
Evaluation
Mission (points):
Since the school is a sectarian institution, it is expected that she
Produce graduates with Christians values, integrity, could produce competent graduates with an effective responsibility, excellence and service
installation of Christian values within them. So, the teachers
Vision (points)
are expected to set instruction in line with this vision as
Premier Christ-centered educational institution in the community
of
God
to
build
lives
for
manifested in their teaching blueprint which is their lesson
global plans. With Pilgrim, they encourage their students to engage in
competitiveness and sustainable development Goals
research studies which is already a requirement for their students to prepare them for the global competition.
Develop leaders and managers who live God’s will
According to Vega, et al (2006), the education for globalization
Develop compassionate, honest, empowered students must nurture higher–order cognitive and interpersonal skills
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who are sensitive to the needs of humanity
required for problem finding, problem-solving, articulating
Strengthen linkages with the community through arguments, and deploying verifiable facts or artifacts. In order responsive
instruction,
research
and
community to gain this, the avenue will be researching.
outreach programs
Another modern and global avenue for development of skills
High School Objectives conform to the provisions of Education is the engagement of Pilgrim with community which is a good Act of 1982: To
implication that the school is trying to reach out with the offpromote
objectives
of
elementary
education campus concerns.
especially those related of development skills, attitudes and values essential to personal development and necessary for social fulfillment. To help student discover and enhance their different aptitudes and interests so as to equip themselves with skills or productive endeavor; and To prepare them for tertiary education. DISCUSSION PROPER
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Class Flow
The teacher started with a devotion using a booklet prescribed
The instruction is mixed with spiritual inputs to connect with
by the school since it is a sectarian institution. After devotion,
the discussion. This is necessary since the school is a sectarian
the teacher tries to have a recap from the previous discussion
institution where there is a high need for insertion of Biblical
which was done by a substitute teacher because she was scriptures to read before they will start their classes. In this absent. Then, she used the given assignment as her way, the students are given chances to reflect for God’s Word. instructional material for her discussion which is about The rest routine of the class just like in the other schools adjectives. Yet, during the observation, she was just giving the
follows.
class a preview of the entire discussion, trying to relate the story “The Little Prince and The Fox”. Classroom Activities
First, the class presented their outputs assigned to them from The teacher is using a brain-based strategy in the class where the previous meeting. Then a recap from the previous she used the assignment given to arrive to the coherence with discussions was done afterwards.
the new discussion. This is order to come up with meaning and necessary meaning and learning that are necessary to achieve objectives set.
Record use of examples, illustrations, etc.
In the visual category, the teacher has the less frequency when It is natural for teacher to do more orally transmitted imparting
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it comes to writing on the board but more when it comes to
of knowledge to students since she is using a brain-based
pointing to or holding up the visual. This means that the
strategy. The learning occurs in the minds of the students thus
teacher writes less but uses the same material for different
there is a few chance to have an explicit evidence through
instructional variation or talks.
performance except through oral participations.
In the oral category, the teacher has the average frequency
Yet, it is not good to have the teacher talks a lot of recalling of
when it comes to providing or asking examples as well as personal experiences and others without consulting the posing problem yet more frequency in terms of telling
students’ background experiences also. This makes the class
illustrative story, recalling personal experiences, relating past
teacher-centered.
learning, comparing and contrasting, and asking or probing questions to arrive answer desired. Covered Topics
The topics discussed in the class so far is more concerned with The school is centered to research. This makes the selection of grammar which is inferred to be an important tool for research
the content or subject matter organized into necessity to
which is one of the important requirement for fourth year
research. For example, grammar is really necessary for research
students as part of their goals in their school.
especially in the presentation of ideas, etc. Hence, grammar is then considered a tool to have effective authentic experience
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for researching. ASSESSMENT Assignment
There was no assignment given by the teacher at the end of the
The class was consumed by recalling the activities from the
class session.
previous meeting since the cooperating teacher was absent during that time. Since there was no indicated objectives set, there is a waste of time because the class was only focused to personal sharing and a little recitation. Hence, there is no assignment given.
Test Paper
The test paper is divided into four parts namely: a) subject- It is necessary for a test paper to be appropriate with its level of verb
agreement,
b)
appropriate
transition
device,
c) sentence complexity, content, skills required and etc. Skills
paraphrasing and d) essay.
required or desired by teacher are tested during examinations
As a whole, the test paper has no clear context of instructions. since this is a form of criterion assessment. But the test paper Hence, students shall make effort to understand the context of
cannot hit or target the required skills since there is something
the test and identify what does the teacher meant with the test
wrng with the way the directions are given. If the students
instruction and/or try to recall what particular topic the items
cannot understand what the answers she wanted from her
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are located or based as shown from the items indicated. In test students, definitely they could arrive to a contrasting answer II, there are confusing items which are really misleading which marks an error. There should be given context to the especially upon answering. In the essays, no concrete thing or
items to avoid confusing items in the test. Yet, the content is
particular context desired by the teacher for the students to
god enough for the fourth year level.
accomplish such that there is no description of context for the students to clarify to grasp the thought of the questions being asked. For example, in the item no. 2, it is merely stated as “Can you use research in courtship? Explain.� It is not indicated if the answer should be based from the view of the author of the article or is it in the personal view of the students. TOOLS FOR CLASSROOM MANAGEMENT
Instructional Material
The teacher only uses blackboard-chalk and assignment/output (picture of best friend attached to a long bond paper) as her instructional materials.
Textbook
The teacher selects a portion of the lessons depending upon
The textbook is evaluated using the readability checklist and
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priority of the class. That is, she selects topics that she thinks
friendly text evaluation scale.
are interrelated and essential to the preceded topics. She does
In terms of the friendliness of the textbook, the result is 70
not follow the sequence of the book.
which means that it is already a bit farther from the range of
She is using:
34, a friendly scale range. The factors are the lack of creative
Castrott & Reyno, S. (2004). Exploring Life Through World and interesting instructional devices to further test the Literature (Fourth Year). Phoenix Publishing House, Inc.: flexibility of the students with their skills, supplementary Quezon City, Philippines.
activities that would aid students to future life using concepts learned from the certain part of the book (lesson), the font style and size which are a bit messy to look at and the less appealing graphics, images, etc. contained in the book. But the book is good in terms of organization and explication of content to the users. In terms of their readability, the analysis is given below: Readability analysis Weaknesses
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1)
On which items was the book rated the lowest?
Understandability item L, Learnability item: Organization E, Reinforcement A, D, F, G, H and Motivation D, E, and F. 2)
Did these items tend to fall in certain categories?
Yes, they do. In fact, most of the low scores belong to the reinforcement category under learnability. This means that there is something lacking with the items that prevented the book to be evaluated with a perfect score such as strategies that would aid students to learn through reinforcements. 3)
Summarize the weaknesses of this text.
Basically, the weaknesses of the book are the main ideas of paragraphs, chapters, and subsections are not clearly stated. Then, there are no available questions and activities that would help students draw attention to the organizational pattern of material chronological, cause and effect, etc.) including the
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opportunities to practice new concepts, adequate suggestions for usable supplementary activities, literal recall questions for students’ self-review, discussion questions for students to draw inferences, discussion questions to encourage students’ creative thinking. Furthermore, there are no motivating activities to pursue topic further. The only available activities are those usually encountered by the students from the textbooks. The textbook does not show students how knowledge being learned will be used in the future. The images used are not even appealing to the user. 4)
What can you do in class to compensate for the weaknesses of
this text? As a teacher, he or she is advised that he or she should make the content of the discussion more creative because of the fact that the book is already a good resource of the entire class
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discussion. Furthermore, there is a need for the teacher to improve the level of complexity of the sentences in case of further examples, etc. upon illustrating the lesson proper in order to level up the higher order thinking skills of the students. In this way, the teacher is able to expose the students to the scholarly vocabulary and sentence structures of the tertiary education and materials. In addition, there is also need to add some activities that would supplement authentic learning since the book does not contain it. Assets 5)
On which items was the book rated the highest?
Almost all the items under the categories of understandability and learnability except those abovementioned items. 6)
Did these items fall in certain categories?
Yes, the same with the abovementioned reason that in a certain
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category that there is a certain category where the book is considered weak. 7)
Summarize the assets of this text.
The textbook contains a good organizational pattern which could help the students follow the flow of the texts. Then it has a good manner of explication of content in such manner that the procedures are in personal pronouns to make the book personal to the users (students and teachers). 8)
What can you do in class to take advantage of the assets of
this text? Apart from the idea that the teacher needs to exert effort to reorganize the flow or sequence of the class discussion in terms of ideas, upon concretizing these ideas, the author already gave series of activities and interesting passages. This is a great help to execute the given ideas from the students with respect
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to the given expectancies set by Department of Education.
Lesson Plan
For June 11, 13, and 14, there is an indicated objectives
The lesson plan was complete in terms of the required parts to
including the instructional material, subject matter as well as
have a teaching skeleton to instruction. Since the lesson plan
the procedures of discussion. The evaluation planned is too details are shown, and checked by the principal, the school low for fourth year level which defeats the mission of global administrators are assured that they could produce graduates competencies of the school in terms of performance level. The
in line with their vision and mission as well as their objectives
assignment is just to group them and present flow chart,
set by the high school department which is taken from the
cartoon strips, or drawings creatively using PowerPoint or
Education al Act of 1982. The lesson plan is detailed into
illustrations. The assignment has no details on how to execute estimated dates in which the particular lesson will be it.
discussed. It not done per week or everyday basis.
The classroom instruction is more of oral and visual rather
Teacher is considered the first audio-visual aid (Corpuz, 2006).
than verbal and tactile which means that the teacher is more
Thus, the teacher must make herself presentable and attractive
GENERAL OBSERVATION Presentation Modalities
concerned with the effectiveness of the instructional material all the time to catch the attention of her students. With the aid
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towards the speaking/oral skills of the students. There is lesser of chalkboard and chalk, teaching is effective as long as the students’ movements to the classroom therefore there re lesser
teacher does not write on the board all the time. Mrs. Mutia is
chances for the students to roam around the classroom for
commendable in terms of her novelty of her discussion even if
activities. the teacher always talks a lot than the students.
she is just using the blackboard as her instructional material. There is still interaction between her and her students. But, this should not be static for the rest of the year. There should be variety of instruction in the class to avoid boredom and less motivating atmosphere in the classroom.
Behavior of the teacher
The table consists of the following descriptors: a) develops unit
The teacher is able to practice repertoire in teaching in such
and lesson plan in accordance with text and curriculum guides, that she is able to make a lesson plan with complete parts with b) handles administrative and clerical interruptions efficiently,
an attempt to target specified skills in a certain subject matter.
c) stops or prevents misbehavior with a minimum of
But being a teacher is not limited to the ability to construct
description of the class, d) selects the most appropriate
lesson plans but also making an impact to her students in
instructional strategy for the objectives taught, and e) builds
terms of giving essential inputs to their personal lives. There
toward unit outcomes with clearly defend events (weekly and
should be inclusion to some outstanding personal qualities that
Page 34 of 55
monthly reviews, feedback and testing).
will never fail the flock and one of them is patience and
The following behaviors are observed from the teacher:
enthusiasm (Corpuz, 2006).
These two are emphasized
Development of unit and lesson plan in accord with the
because these are the traits that are lacking to her aura during
text and curriculum guides
the observation. There is low self-control to students and there
Selection of most appropriate instructional strategy for
is less eagerness and excitement to her students.
objectives taught The following behaviors which are not observed from the teacher: Handling administrative and clerical interruptions efficiently Stops or prevents misbehavior with a minimum of disruptions to the class Makes sure that there is a clear understanding with the flow or sequence of the chapter or unit to the students General observation form
The instruction is more of teacher-centered where there is an Although the discussion is teacher-centered, there is an
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orderly classroom management since the teacher is the one
inculcation of reflective teaching through her inputs that
who moves a lot compared to the students who were just reflected the past behaviors of the class but only an attempt sitting down. There is only an average frequency of
since she was not able to synthesize the sharing of the class as
instructional variety and teacher’s task orientation as well as well as hers in their experiences to correlate with the objective the chances of having students think critically through
which is to discuss about a literature.
performance outcomes. Checklist of over-all evaluation from government policies
Pilgrim Christian College is able to provide the following skills
The need to develop skills that would match to the essential
required by the government policies such as:
skills in the modern work force is highly encouraged. The
2002 BEC
school is trying to execute the vision as well as its mission to
Addressing communicative competence needs for have a meaningful learning which is manifested in the English
students’ involvement to researching and community outreach
Acquiring assessing, evaluating skills as well as using programs. Yet, as observed, there is less opportunity given to relevant information to meet various needs 2010 RSEC
students to hve this kind of learning acquisition since the manner the Christ-centeredness is delivered, thre is less impact
Expression of clear ideas and feeling orally (writing and to students because only the teacher discusses the content. Ther
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non-verbal)
is no active participation of the class to the input. It woud be
Enable to respond to ideas presented by reading and better if the students are given chances to reflect on their own comprehending effectively
and not based from the teacher’s concepts to the Biblical verse.
Ability to assess process and utilize available basic and The teacher is also advised to vary her instructional objectives multimedia information
according to the three domains to make a good variety of instruction in the class to motivate the students to participate to the class discussions and not merely sitting down just listening to the teacher.
Page 37 of 55
ATTACHMENTS
Textbook Evaluations
Evaluation No. 1
Name of School:
Riverdale School
Textbook used:
Carell, J., Wilson, E., & Ferlini, G. (2004). Writing and Grammar:
Communication in Action (Platinum Level). Pearson Education South Asia Pte.. Ltd.:Jurong, Singapore.
Evaluation Tools:
Friendly Text Evaluation Scale and Readability Checklist
FRIENDLY TEXT EVALUATION SCALE
Directions: Read each criterion and judge the degree of agreement or disagreement between it and the text. Then circle the number to the right of the criterion that indicates your judgment. 1. SA = Strongly Agree 2. A = Agree 3. U = Uncertain 4. D = Disagree 5. SD = Strongly Disagree
I. ORGANIZATION
SA
A
U
D
SD
1. The introductions to the book and each chapter explain their purposes.
1
2
3
4
5
2. The introduction provides information on the sequence of the text contents.
1
2
3
4
5
3. The introduction communicates how the reader should learn from the text.
1
2
3
4
5
4. The ideas presented in the text follow a unidirectional sequence. One idea
1
2
3
4
5
5. The type of paragraph structure organizes information to facilitate memory.
1
2
3
4
5
6. Ideas are hierarchically structured either verbally or graphically.
1
2
3
4
5
7. The author provides cues to the way information will be presented. For
1
2
3
4
5
1
2
3
4
5
Leads to the next.
Example, the author states: “There are five points consider.� 8. Signal words (conjunctions, adverbs) and rhetorical devices (problemSolutions, question-answer, cause-effect, comparison and contrast,
Argument-proof) interrelate sentences, paragraphs, and larger units of Discourse. Discourse consistency 9. The style of writing is consistent and coherent. For example, the paragraphs,
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2 3
4
5
1
2 3
4
5
1
2
3 4 5
16. The author explains ideas in relatively short active sentences.
1
2
3 4 5
17. The explanations or theories that underlie the text are made explicit. E.g.
1
2
3 4 5
Sections, and chapters build to a conclusion. Or they begin with a general Statement and then present supporting ideas. Or the text has a combination of These patterns. Any one of these patterns would fit this consistency criterion. Cohesiveness 10. The text is cohesive. That is, the author ties ideas together from sentence to Sentence, paragraph to paragraph, chapter to chapter. II. EXPLICATION 11. Some text may be read at more than one level, e.g., descriptive vs. Theoretical. The text orients students to a level that is appropriate for the Students. 12. The text provides reason for functions or events. For example, the text, If it is a biology text, not only lists the differences between arteries and Veins, but also explain why they are different. 13. The text highlights or italicizes and defines new term as they are Introduced at a level that is familiar to the student. 14. The text provides necessary background knowledge. For example, the text Introduces new ideas by reviewing or reminding readers of previously acquired knowledge or concepts. 15. The author uses examples, analogies, metaphors, similes, personifications, Or allusions that clarify new ideas and make them vivid.
Keynesian theory in Samuelson’s economic text, Skinner’s theory in Bijou And Baer’s Child Development, behavioristic or gestalt theories in Psychology texts.
III. CONCEPTUAL DENSITY 18. Ideas are introduced, defined, or clarified, integrated with semantically
1
2
3
4 5
1
2
3
4 5
1
2
3
4 5
Related ideas previously presented in the text, and examples given before Additional ideas are presented. 19. The vocabulary load is appropriate. For example, usually only one new Vocabulary item per paragraph occurs throughout the text. 20. Content is accurate, up-to-date, and not biased.
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IV. METADISCOURSE 21. The author talks directly to the reader to explain how to learn from the text.
1
2 3
4 5
22. The author establishes a purpose or goal for the text.
1
2 3 4 5
23. The text supplies collateral information for putting events into context.
1
2 3 4 5
24. The text points out relationships to ideas previously presented in the text
1
2 3 4 5
25. The text contains a logically organized table of contents.
1
2 3 4 5
26. The text has a glossary that defines technical terms in understandable
1
2 3 4 5
27. The index integrates concepts dispersed throughout the text.
1
2 3 4
28. There are overviews, proposed questions, or graphic devices, such as
1
2 3 4 5
29. The text includes marginal annotations or footnotes that instruct the reader.
1
2 3 4 5
30. The text contains chapter summaries that reflect its main points.
1
2 3 4 5
31. The text has problems or questions at the literal, interpretive, applied, and
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
For example, the author states that some information in the text is more Important than other information.
Or to the reader’s prior knowledge.
V. INSTRUCTIONAL DEVICES
Language. 5
Diagrams, tables, and graphs throughout the text that emphasize what is To be learned in the chapters or sections.
Evaluative levels at the end of each chapter that help the reader understand Knowledge presented in the text. 32. The text contains headings and subheadings that divide the text into Categories that enable readers to perceive the major ideas. 33. The text provides information in the text or at the end of the chapters or the Text that enable the reader apply the knowledge in the text to new situations. 34. The author uses personal pronouns that makes the text more interesting to The reader. Total
_____52_______
*Interpretation of scores: It passed through the friendly range but not near to being unfriendly. This means that the textbook has certain characteristics that is lacking but not the majority of the parts. One factor is that the evaluated textbook is only a part of it through a photocopy. The entire book is not evaluated but only the photocopy of the part covered by the class.
Scores: Add the numbers circled. Score range: 34-170 points Page 40 of 55
Interpretation of scores: A score closer to 34 implies the text is friendly; scores closer to 170 suggests the text is unfriendly.
A. READABILITY CHECKLIST This checklist is designed to help you evaluate the readability of our classroom texts. It can best be used if you rate your text while you are thinking of a specific class. Be sure to compare the textbook to a fictional ideal rather than to another text. Your goal is to find out what aspects of the text are or are not less than ideal. Finally, consider supplementary workbooks as part of the textbooks and rate them together. Have Fun! Rate the questions below using the following rating system: 5 – Excellent 4 – Good 3 – Adequate 2 – Poor 1 – Unacceptable NA – Not Applicable Further comments may be written in the space provided Textbook Title: _____Exploring Life Through World Literature (Fourth Year)____ Publisher: ___________Phoenix Publishing House, Inc.: Quezon City_______ Copyright date: ___________2004_________________________ Understandability A.___4_ Are the assumptions about students’ vocabulary knowledge appropriate? B.___4_ Are the assumptions about students’ prior knowledge of this content area appropriate? C.___4_ Are the assumptions about students’ general experiential backgrounds appropriate? D._NA_ Does the teacher’s manual provided the teacher with ways to develop and review the students’ conceptual and experiential backgrounds? E.___5_ Are new concepts explicitly linked to the students’ prior knowledge or to their experiential backgrounds? F.___5_ Does the text introduce abstract concepts by accompanying them with many concrete examples? G.___5_ Does the text introduce new concepts one at a time with a sufficient number of examples for each one? H.___4_ Are definitions understandable and at a lower level of abstraction than the concept being defined? I. ___4_ Is the level of sentence complexity appropriate for the students? J. ___5_ Are the main ideas of paragraphs, chapters, and subsections clearly stated? Page 41 of 55
K. __5__ Does the text avoid irrelevant details? L. __2__ Does the text explicitly state important complex relationships (e.g., causality, conditionality, etc.) rather than always expecting the reader to infer them from the context? M. _NA_ Does the teacher’s manual provide lists of accessible resources containing alternative readings for the poor or very advanced readers? Learnability Organization A.__5_ Is an introduction provided for in in each chapter. B.__4_ Is there a clear and simple organizational pattern relating the chapters to each other? C.__4_ Does each chapter have a clear, explicit, and simple organizational structure? D._NA Does the text include resources such as an index, glossary, and table of contents? E.__2_ Do questions and activities draw attention to the organizational pattern of the material (e.g., chronological, cause and effect, spatial, topical, etc.)? F.__4_ Do consumable materials interrelate well with the textbooks? Reinforcement A.__2__ Does the text provide opportunities for students to practice using new concepts? B.__5__ Are there summaries at appropriate intervals in the text? C.__4__ Does the text provide adequate iconic aids such as maps, graphs, illustrations, etc., to reinforce concepts? D.__2__ Are there adequate suggestions for usable supplementary activities? E.__4__ Do these activities provide for a broad range of ability levels? F.__2__ Are there literal recall questions provided for the students’ self-review? G.__2__ Do some of the questions encourage the students to draw inferences? H.__2__ Are there discussion questions which encourage creative thinking? I.___5__ Are questions clearly worded? Motivation A._NA_ Does the teacher’s manual provide introductory activities that will capture students’ interest? B.__4__ Are chapter titles and subheadings concrete, meaningful, or interesting? C.__4__ Is the writing style of the text appealing to the students? D.__2__ Are the activities motivating? Will they make the student want to pursue the topic further? E.__2__ Does the book clearly show how knowledge being learned might be used by the learner in the future? F.__2__ Are the cover, format, print size, and pictures appealing to the students? G.__5__ Does the text provide positive and motivating models for both sexes as well as for other racial, ethnic, and socioeconomic group? Readability analysis
Weaknesses Page 42 of 55
1) On which items was the book rated the lowest? Understandability item L, Learnability item: Organization E, Reinforcement A, D, F, G, H and Motivation D, E, and F.
2) Did these items tend to fall in certain categories? Yes, they do. In fact, most of the low scores belong to the reinforcement category under learnability. This means that there is something lacking with the items that prevented the book to be evaluated with a perfect score such as strategies that would aid students to learn through reinforcements.
3) Summarize the weaknesses of this text. Basically, the weaknesses of the book are the main ideas of paragraphs, chapters, and subsections are not clearly stated. Then, there are no available questions and activities that would help students draw attention to the organizational pattern of material chronological, cause and effect, etc.) including the opportunities to practice new concepts, adequate suggestions for usable supplementary activities, literal recall questions for students’ self-review, discussion questions for students to draw inferences, discussion questions to encourage students’ creative thinking. Furthermore, there are no motivating activities to pursue topic further. The only available activities are those usually encountered by the students from the textbooks. The textbook does not show students how knowledge being learned will be used in the future. The images used are not even appealing to the user.
4) What can you do in class to compensate for the weaknesses of this text? As a teacher, he or she is advised that he or she should make the content of the discussion more creative because of the fact that the book is already a good resource of the entire class discussion. Furthermore, there is a need for the teacher to improve the level of complexity of the sentences in case of further examples, etc. upon illustrating the lesson proper in order to level up the higher order thinking skills of the students. In this
Page 43 of 55
way, the teacher is able to expose the students to the scholarly vocabulary and sentence structures of the tertiary education and materials. In addition, there is also need to add some activities that would supplement authentic learning since the book does not contain it.
Assets
5) On which items was the book rated the highest? Almost all the items under the categories of understandability and learnability except those abovementioned items.
6) Did these items fall in certain categories? Yes, the same with the abovementioned reason that in a certain category that there is a certain category where the book is considered weak.
7) Summarize the assets of this text. The textbook contains a good organizational pattern which could help the students follow the flow of the texts. Then it has a good manner of explication of content in such manner that the procedures are in personal pronouns to make the book personal to the users (students and teachers).
8) What can you do in class to take advantage of the assets of this text? Apart from the idea that the teacher needs to exert effort to reorganize the flow or sequence of the class discussion in terms of ideas, upon concretizing these ideas, the author already gave series of activities and interesting passages. This is a great help to execute the given ideas from the students with respect to the given expectancies set by Department of Education.
Page 44 of 55
Evaluation No. 2
Name of School:
Pilgrim Christian College
Textbook used:
Carell, J., Wilson, E., & Ferlini, G. (2004). Writing and Grammar:
Communication in Action (Platinum Level). Pearson Education South Asia Pte.. Ltd.:Jurong, Singapore.
Evaluation Tools:
Friendly Text Evaluation Scale and Readability Checklist
FRIENDLY TEXT EVALUATION SCALE
Directions: Read each criterion and judge the degree of agreement or disagreement between it and the text. Then circle the number to the right of the criterion that indicates your judgment. 1. SA = Strongly Agree 2. A = Agree 3. U = Uncertain 4. D = Disagree 5. SD = Strongly Disagree
I. ORGANIZATION
SA
A
U
D
SD
1. The introductions to the book and each chapter explain their purposes.
1
2
3
4
5
2. The introduction provides information on the sequence of the text contents.
1
2
3
4
5
3. The introduction communicates how the reader should learn from the text.
1
2
3
4
5
4. The ideas presented in the text follow a unidirectional sequence. One idea
1
2
3
4
5
5. The type of paragraph structure organizes information to facilitate memory.
1
2
3
4
5
6. Ideas are hierarchically structured either verbally or graphically.
1
2
3
4
5
7. The author provides cues to the way information will be presented. For
1
2
3
4
5
1
2
3
4
5
1
2
3
4
Leads to the next.
Example, the author states: “There are five points consider.� 8. Signal words (conjunctions, adverbs) and rhetorical devices (problemSolutions, question-answer, cause-effect, comparison and contrast, Argument-proof) interrelate sentences, paragraphs, and larger units of Discourse. Discourse consistency 9. The style of writing is consistent and coherent. For example, the paragraphs,
5
Page 45 of 55
Sections, and chapters build to a conclusion. Or they begin with a general Statement and then present supporting ideas. Or the text has a combination of These patterns. Any one of these patterns would fit this consistency criterion. Cohesiveness 10. The text is cohesive. That is, the author ties ideas together from sentence to
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2 3
4
5
1
2 3
4
5
1
2
3 4 5
16. The author explains ideas in relatively short active sentences.
1
2
3 4 5
17. The explanations or theories that underlie the text are made explicit. E.g.
1
2
3 4 5
Sentence, paragraph to paragraph, chapter to chapter. II. EXPLICATION 11. Some text may be read at more than one level, e.g., descriptive vs. Theoretical. The text orients students to a level that is appropriate for the Students. 12. The text provides reason for functions or events. For example, the text, If it is a biology text, not only lists the differences between arteries and Veins, but also explain why they are different. 13. The text highlights or italicizes and defines new term as they are Introduced at a level that is familiar to the student. 14. The text provides necessary background knowledge. For example, the text Introduces new ideas by reviewing or reminding readers of previously acquired knowledge or concepts. 15. The author uses examples, analogies, metaphors, similes, personifications, Or allusions that clarify new ideas and make them vivid.
Keynesian theory in Samuelson’s economic text, Skinner’s theory in Bijou And Baer’s Child Development, behavioristic or gestalt theories in Psychology texts.
III. CONCEPTUAL DENSITY 18. Ideas are introduced, defined, or clarified, integrated with semantically
1
2
3
4 5
1
2
3
4 5
1
2
3
4 5
1
2 3
4 5
Related ideas previously presented in the text, and examples given before Additional ideas are presented. 19. The vocabulary load is appropriate. For example, usually only one new Vocabulary item per paragraph occurs throughout the text. 20. Content is accurate, up-to-date, and not biased.
IV. METADISCOURSE 21. The author talks directly to the reader to explain how to learn from the text. For example, the author states that some information in the text is more Important than other information. Page 46 of 55
22. The author establishes a purpose or goal for the text.
1
2 3 4 5
23. The text supplies collateral information for putting events into context.
1
2 3 4 5
24. The text points out relationships to ideas previously presented in the text
1
2 3 4 5
25. The text contains a logically organized table of contents.
1
2 3 4 5
26. The text has a glossary that defines technical terms in understandable
1
2 3 4 5
27. The index integrates concepts dispersed throughout the text.
1
2 3 4 5
28. There are overviews, proposed questions, or graphic devices, such as
1
2 3 4 5
29. The text includes marginal annotations or footnotes that instruct the reader.
1
2 3 4 5
30. The text contains chapter summaries that reflect its main points.
1
2 3 4 5
31. The text has problems or questions at the literal, interpretive, applied, and
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
1
2 3 4 5
Or to the reader’s prior knowledge.
V. INSTRUCTIONAL DEVICES
Language.
Diagrams, tables, and graphs throughout the text that emphasize what is To be learned in the chapters or sections.
Evaluative levels at the end of each chapter that help the reader understand Knowledge presented in the text. 32. The text contains headings and subheadings that divide the text into Categories that enable readers to perceive the major ideas. 33. The text provides information in the text or at the end of the chapters or the Text that enable the reader apply the knowledge in the text to new situations. 34. The author uses personal pronouns that makes the text more interesting to The reader. Total
_____70______
*Interpretation of scores: Scores: Add the numbers circled. Score range: 34-170 points
Interpretation of scores: A score closer to 34 implies the text is friendly; scores closer to 170 suggests the text is unfriendly.
B. READABILITY CHECKLIST This checklist is designed to help you evaluate the readability of our classroom texts. It can best be used if you rate your text while you are thinking of a specific class. Be sure to compare the textbook to a fictional ideal rather than to another text. Your goal is to find out what aspects of Page 47 of 55
the text are or are not less than ideal. Finally, consider supplementary workbooks as part of the textbooks and rate them together. Have Fun! Rate the questions below using the following rating system: 5 – Excellent 4 – Good 3 – Adequate 2 – Poor 1 – Unacceptable NA – Not Applicable
Further comments may be written in the space provided Textbook Title: Exploring Life Through World Literature (Fourth Year) Publisher: ______Phoenix Publishing House, Inc.____________ Copyright date: ___________2004_________________________
Understandability A.___3_ Are the assumptions about students’ vocabulary knowledge appropriate? B.___5_ Are the assumptions about students’ prior knowledge of this content area appropriate? C.___4_ Are the assumptions about students’ general experiential backgrounds appropriate? D.___4_ Does the teacher’s manual provided the teacher with ways to develop and review the students’ conceptual and experiential backgrounds? E.___5_ Are new concepts explicitly linked to the students’ prior knowledge or to their experiential backgrounds? F.___4_ Does the text introduce abstract concepts by accompanying them with many concrete examples? G.___4_ Does the text introduce new concepts one at a time with a sufficient number of examples for each one? H.___5_ Are definitions understandable and at a lower level of abstraction than the concept being defined? I. ___4_ Is the level of sentence complexity appropriate for the students? J. ___4_ Are the main ideas of paragraphs, chapters, and subsections clearly stated? K. __5__ Does the text avoid irrelevant details? L. __5__ Does the text explicitly state important complex relationships (e.g., causality, conditionality, etc.) rather than always expecting the reader to infer them from the context? M. __4_ Does the teacher’s manual provide lists of accessible resources containing alternative readings for the poor or very advanced readers? Learnability Organization Page 48 of 55
A._NA Is an introduction provided for in in each chapter. B.__4_ Is there a clear and simple organizational pattern relating the chapters to each other? C.__5_ Does each chapter have a clear, explicit, and simple organizational structure? D.__5_ Does the text include resources such as an index, glossary, and table of contents? E.__3_ Do questions and activities draw attention to the organizational pattern of the material (e.g., chronological, cause and effect, spatial, topical, etc.)? F.__3_ Do consumable materials interrelate well with the textbooks? Reinforcement A.__5__ Does the text provide opportunities for students to practice using new concepts? B._NA_ Are there summaries at appropriate intervals in the text? C.__5__ Does the text provide adequate iconic aids such as maps, graphs, illustrations, etc., to reinforce concepts? D.__5__ Are there adequate suggestions for usable supplementary activities? E.__5__ Do these activities provide for a broad range of ability levels? F.__5__ Are there literal recall questions provided for the students’ self-review? G.__5__ Do some of the questions encourage the students to draw inferences? H.__5__ Are there discussion questions which encourage creative thinking? I.___5__ Are questions clearly worded? Motivation A.__4__ Does the teacher’s manual provide introductory activities that will capture students’ interest? B.__4__ Are chapter titles and subheadings concrete, meaningful, or interesting? C.__4__ Is the writing style of the text appealing to the students? D.__5__ Are the activities motivating? Will they make the student want to pursue the topic further? E.__3__ Does the book clearly show how knowledge being learned might be used by the learner in the future? F.__4__ Are the cover, format, print size, and pictures appealing to the students? G.__5__ Does the text provide positive and motivating models for both sexes as well as for other racial, ethnic, and socioeconomic group? Readability analysis Weaknesses 1) On which items was the book rated the lowest? Understandability item A, Learnability item E and F, and Motivation item E 2) Did these items tend to fall in certain categories? Yes, they do. In fact, albeit their high scores from the rest of the items that falls in categories yet there are some items in these particular categories where the book did not possess thus considered the weak part for the chosen textbook. Page 49 of 55
3) Summarize the weaknesses of this text. The book did not provide any background of the words that the students may encounter per passage given thus assumed that the author did not give assumptions that the students may or may not familiar his self to the words given per passage. There is no definite purpose of the organizational pattern given after each passage i.e. the activities, reading activities, etc. There is no insight given per passage to what should the student grasp or learn from the passage. The author immediately proceeds to the next passage without prior explanation to the thought of the activities or even the passage per se. 4) What can you do in class to compensate for the weaknesses of this text? As a teacher, there is a need to reorganize the sequence of the texts/passages to avoid confusions during the class discussions. There should be a need to integrate the expectancies of the Fourth Year students as set by Department of Education such as global competitiveness thus even though it is not clearly stated in the passage, there must be an effort done.
Assets
5) On which items was the book rated the highest? Understandability item B, E, H, K and L, Learnability item C and D, Reinforcement items A, C-I and Motivation items D and G 6) Did these items fall in certain categories? Yes, the same with the abovementioned reason that in a certain category there is a variation of scores per item depending upon the applicability of the item to the noticeable and observable parts of the textbook. Thus, the scores with highest scores falls in varied categories not only one. 7) Summarize the assets of this text. Based from the text, there is an assumption that the students have learned or known the subject of the passages through the titles per se. Each passage contains a lot of significant details which catch the attention of the students since most of them are in new twists although the subject is already known to them. This book contains a lot of creative twists
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which allows students to tickle intellectually. The book is thick yet it is very understandable. The manner it is organized is commendable because students will really know the parts even when skimming. After each passage, the students are given chances to apply what they have learned from the text through given activities i.e. research, etc. Aside from that, there are given guide questions to check whether they have understood the text and infer to the thought of the author upon constructing the text perhaps. There is also a definite channels to acknowledge the different groups, sectors, ethnic groups, etc. in which they could know at least in a compassionate manner. The students are given chances to know their differences through introducing new cultures, etc. 8) What can you do in class to take advantage of the assets of this text? Apart from the idea that the teacher needs to exert effort to reorganize the flow or sequence of the class discussion in terms of ideas, upon concretizing these ideas, the author already gave series of activities and interesting passages. This is a great help to execute the given ideas from the students with respect to the given expectancies set by Department of Education.
Page 51 of 55
CONCLUSION
As such, there is a need to make the school standards shown through their mission, vision, goals, beliefs, philosophies and others in line with the classroom instruction planned by the teachers. They should make their instruction aligned with the objective of the school which is desired to be developed with their students. Aside from the achievable objectives of the school, there is also a need to in line with the government policies and global market demands such as the required skills to be developed from the students extracted from their level of competence of their chosen field or area of expertise.
In the global market, the need for communicative competence either in writing and oral is highly needed especially that nowadays the institutions are depending upon the research-based activities. In order to execute these projects properly, there must be competence with the people on how to convince them the new results from the research. For example, in the United States, their philosophies are pluralistic in such that the mode of teaching is into the larger scale. Their philosophies must be able to go into the appropriateness of the level of majority. There mod of teaching must be in line with the philosophies adhered by the society. Thus, creating uniform or similar teaching method used by most of the teachers. Yet, there are education experts that advise methods that would be more effective than that of the existing ones. In lieu, there is a need for a research. With the results, these experts would be able to convince the majority of the teachers to use these advises. But, upon convincing, there is a need for communicative competence in writing and in speaking. These complex skills are among of the required abilities that are needed to develop and improve with the skills acquired by the students.
In the United States, the secondary education is needed to expand the to expand knowledge of subjects already studied, including the systematic study of literature, foreign languages, sciences, mathematics, social studies, and other subjects essential for physical and intellectual development and to prepare students as future citizens. In some countries, military training is also required (Brickman, 2008). Same here in the Philippines, the secondary education is highly needed to improve skills in preparation for tertiary education which is higher and scholarly in some terms. Yet, recently, the K+12 in Basic Education Curriculum is implemented in Philippine
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schools. Therefore, there are some significant changes that would occur in the middle of the execution of the program because it is not been a practice for Philippine education to have a 12year of basic education. This step of revising the existing program for education is important to prepare the Filipino graduates to become skilled workers equipped with necessary skills needed for the global market. According to Brickman (2008), the secondary schools in a K+12 program, there would be curriculum that would allow students to undergo vocational training in the first two years to prepare them for employment upon graduation. The skills needed should be developed with their students.
Thus, to start with the blueprint of the teachers, there should be activities, strategies, materials and management amongst to somehow expose their students to these demands. Teaching should be adaptive to the current trends of the society and not just basing the whole methodology to what is contained in the textbook. The learning should be managed well not limited to the objectives set by the school and to what the textbook desires to be achieved but also the demands of the global community. It should provide opportunities for the students to equip their selves with how could they survive the fast-paced environment brought by advanced technology era and how could they perform their roles as members of the society as well as how could they preserve the culture of being Filipinos through what they have learned in school.
So far, the schools observed still need some improvements in these areas:
Instructional variety to motivate the students to learn and to gain interest with the subject taught More engaging activities for the students to participate given that the activities are realistic to provide authentic assessment with the skills shown by their performances Improve administrative skills by the teacher to lessen the atmosphere of fear and discouragement among the students because fear is one hindrance for a holistic development and opportunities for learning In giving assessments such as test examination, assignments, etc. there should be a proper indication of instructions to target the skills needed to avoid confusion during
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assessment. It should be in line with the level appropriate to the year level. In the case of the fourth year students from both schools observed, the teachers both did not have some specifications needed to be shown to avoid errors of interpreting. At the same time, the teacher should clarify the required skills needed to be targeted whether or not the items are in line with objectives set prior to the examination and other forms of assessments. For instance, the assignment given should hit the objective, the assurance of further checking if the students really understand the discussion (given that the assignment should not allow copying – should require higher order thinking skills) and the chance to expose them to realistic problems occurring in the society by giving them chances to evaluate humanistic behaviors. For example, if the topic discussed is about adjective, then the students may do essay writing about the theme given by the teacher (the theme should be realistic). The essay may require research, etc. that would let the students discover the root cause of these problems. They are rated according to the content of the output. This is a good assignment, a form of assessment.
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REFERENCES
Bilbao, P. (2006). The Teaching Profession. Lorimar Publishing Inc.: Quezon City, Metro Manila.
Brickman, W. (2008). Secondary Education. Microsoft Corporation: Redmond, Washington D.C.
Corpuz, B. (2006). Pricnples of Teaching 1. Lorimar Publishing Inc.: Quezon City, Metro Manila.
Corpuz, B. (2006). Principles of Teaching 2. Lorimar Publishing Inc.: Quezon City, Metro Manila.
Raagas, E. (2010). Assessment & Evaluation of Student Learning: Concepts & Applications (3rd Ed.). Cagayan de Oro: Philippines.
Vega, V. (2006). Social Dimensions of Education. Lorimar Publishing Inc.: Quezon City, Metro Manila.
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