Pangyan NHS 1st Senior High School Graduation Ceremony
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E-Learning Strategies
“e-Classroom Strategies”
by Rogelio B. Lasconia Jr.
Many students nowadays are used to go in internet cafe for gaming, video conferencing, researching, blogging and engaging in social networks. Having these enormous net activities, a new breed of people who uses technology coined as “netizens”. Most of netizens spend their precious time in the net, bringing their laptops anywhere, browsing their wap configured mobile phones, tapping their ipods and ticking their netbooks.
To address this “netizens” phenomenon, Universities throughout the Philippines are now installing wifi zones and maintaining its public domain to have open-universities which offer distant and modular learning. Learning from the internet becomes everbody’s business. Students and teachers are bringing their gadgets to get wireless connections for e-classrooms.
In the foundations of education, There are lot of strategies listed to make classroom learning productive. To cope with this so called “netizens”, below are some suggestive e-classroom strategies to be used both teachers and students in maximizing the used of technology.
Online Teaching as Strategy
Classroom teaching is now more on the digital age. The teachers are being transform into online teachers with 24/7 schedule. The teachers design lesson plans digitally and interactively using websites that offers free blog content such as wordpress.com.
Online teaching is an emerging strategy in showcasing the lessons to students beyond the four walls of the classroom. The teaching process is now done in the internet by posting students answers and comments online. These online responses are being moderated by the teacher.
Another great innovations in online teaching is conducting of the examinations and quizzes which are paperless. By keying in the questions and answers to http://www.thatquiz.com, the students are notified through emails having their test codes in order to take the test.
Also, the pictures of students outputs in classroom demonstrations are posted and be voted upon if viewers like it by clicking vote button. One of the examples to this online survey is on http://mythologysksu.wordpress.com/pictures.
Mobile Phones with bluetooth as Strategy
Inside the classroom, by sending e-books to be read and pictures to be viewed in the cellphones can be an strategy. Some of the lessons are needed to be copied and be read but doing tiresome job is time consuming. The students spend their time in copying the lesson which is a tedious work.
Reading e-books makes students easy to comprehend the lesson presented or viewing pictures like greek gods and goddesses lets students visualize the characters presented in e-books.
Laptop as Strategy
Though it is expensive to buy laptop but both teachers and students should consider its advantage for today’s technology driven society.
Lessons of the day is best presented if laptop is used. The teacher uses PowerPoint presentations in imparting important class generalizations of a particular topic like “Mythology and Folklore”.
Similarly, using laptops, the students are viewing the video on “Percy Jacksons” and “The Clash of Titans”. After viewing, a learning log is being answered as an assessment.
“Hence, beyond these strategies, both teachers and students shall set ground rules to enjoy the benefits of technology in and out of the classroom. Setting the ground rules like : 1)cellphones are off during class discussions but cellphones are allowed to be on after the class or transferring of data, 2) do not reveal your password to your classmates and 3) always acknowledge your sources.”
For comments about this article, send your emails to ischoolslasconia@yahoo.com . For more blog articles follow this link: http://www.ischoolslasconia.com.
Course Outline for Developmental Reading1
Course Outline for Developmental Reading1
Course No. :Rdg 1
Course Description: Developmental Reading
Course Outline
MIDTERM
Unit I – THE READING PROCESS
Reading Defined
Theoretical Models of Reading –
The Perceptual Nature of Reading Process –
Factors That Affect Reading –
Reading as a Developmental Task –
Unit II- TEACHING EMERGENT LITERACY
Reading Readiness –
Theories on Readiness –
Reading Readiness and Emergent Literacy –
Skills of the Emergent Reader –
Left-Right Progression –
Visual Discrimination –
Auditory Discrimination –
Sounds and Letter Names –
Comprehension Skills of the Emergent Reader –
Unit III. TEACHING BEGINNING READING –
Reading Phrases, and Sentences –
Teaching Comprehension Skills of the Beginning Reader –
Unit IV. TEACHING BASIC COMPREHENSION SKILLS
Reading Comprehension Defined –
Barret’s Taxonomy of Reading Comprehension –
The Questioning Technique to Develop Comprehension –
Fraenkel’s Taxonomy of Questions –
Bloom’s Taxonomy Applied to Questioning Levels –
Questioning and the Levels of thinking –
Characteristics of Questions –
Sample Exercises for Developing Comprehension Skills –
Unit V. TEACHING LITERARY APPRECIATION SKILLS
Teaching Literature to Children –
Literary Appreciation Skills –
Verses for Children –
Poetry for Children –
Fables –
Legends –
Storytelling –
Choral Reading/Speaking –
Drama in the Classroom –
Unit VI. TEACHING RATE AND STUDY SKILLS
Rate and Comprehension in Reading –
Study Skills and Library Skills –
Reading a Textbook –
Reading Reference Materials –
The Encyclopedia –
Thesaurus –
Biographical References –
Atlases –
Almanacs –
The Dictionary –
Unit VII. TEACHING READING METHODOLOGIES
Teaching Vocabulary –
The Dimensional Approaches –
Semantic Webbing –
The Gradual Psychological Unfolding Approach –
Directed Reading Thinking Activity (DRTA) –
Sustained Silent Reading –
Language Experience Approach –
Dialogical Thinking Reading Lesson (DRTL) –
Phono-Visual-RAP –
Unit VIII. DIAGNOSIS AND REMEDIATION
Diagnosis in Reading –
Remediation in Reading –
Unit IX. ASSESSMENT IN READING
Assessing the Three Domains of Learning –
Achievement Testing –
Assessing Reading as a Language Arts –
The Cloze Test –
Unit X. READING GAMES
The Gaming Method –
Simulations and Games –
Hints on How to Use Games –
Word Games –
Treasure Hunt –
Classifying Games –
References:
Teaching Reading in Elementary Grades. Tejero, E. & Catchillar, Gerry C. 2006
Developmental Reading. Romero, Angelita D. & Romero, Rene C. 2006
Developmental Reading. Villanueva, A. S. & Delos Santos, R. 2008
Innovative Strategies in Communication Arts. Villamin, Aracei M. et. al. 1994
Filed under 1, course outline, education, gpnhs, lesson plan, pnhs
Reading 2 Course Outline
Course Outline
Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:
- Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
- Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
- Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
- Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.
Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading
Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading
A. Phonics vs. Whole Language Approach
C. Making Transitions Toward Holistic Teaching
5. Community Involvement / Family Involvement
Unit III. Understanding Reading: Defining and Redefining Beliefs
A. Understanding the Reading Process
B. Aspects that influence reading development
C. Theories of Reading Process
- Bottom-Up Theory
- Top-Down Theory
- Interactive Theory
- Transactional Theory
Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)
1. Goal of phonics instruction
2. Content of Phonics Instruction – word families
C. Word Recognition Instruction
- Alphabetic Principle
- Alphabetic Knowledge
- Phonemic Awareness – letter-sound relationship
- Phonological Awareness – ability to produce sounds
- Print Awareness
- Decodable Text
D. Word Recognition Strategies
- Sight Words – Dolch List, Phili-IRI, Fry List , SREA
- Context Clues
- Structural Analysis
- Dictionary
- Alphabet Book and Chart
- Songs, Chants, Rhymes and Jingles
Unit V. Acquiring a Reading Vocabulary
A. What is vocabulary instruction
B. Strategies of Building Vocabulary
- Structural Analysis
- Word Associations
- Context Clues
- Homonyms, Homographs, Heteronyms
- Figures of Speech
- Idioms
- Synonyms and Antonyms
- Word Map
Unit VI. Comprehending Text
A. Issues in Teaching Reading Comprehension (Other Online Resources)
- Less Time in Reading
- Teachers Manual in Reading
- Curriculum in Reading
- School Management and Priorities in Reading
- Teacher’s Role in Reading
- Beliefs in Reading
B. Two Theories in Comprehending Text
- Schema Theory – Schema? Schemata?
- Generative Learning Theory
C. Reading Difficulties and Disability
D. Some Teaching Strategies in Developing Reading Comprehension
- Story Grammar
- Story Maps
- Story Frames
- Story Sequence/ Clothesline
- Cloze Procedure
- Predicting Outcomes
- Generalizing
- Noting Details
- Open-Ended Questions
E. Types of Comprehension Skills
- Literal
- Inference
- Prediction
- Evaluation
- Application
F. Bloom’s Taxonomy of Cognitive Domain
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
Unit VII. Developing Independent and Fluent Readers
A. Sustained Silent Reading (SSR)
B. Fluency in Reading
C. Question – Answer Relationship (QAR by Raphael)
D. Reciprocal Questioning (ReQuest by Dresher et. al.)
Course Outline BEED 1A / 1B /1C
Developmental Reading 2 Course Description: Developing and Improving Reading Skills Among Elementary pupils Using Various Approaches and Strategies in Teaching Reading Course Objectives:
- Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
- Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
- Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
- Initiate needed shifts from the traditional to holistic modes of reading instruction for effective and meaningful classroom interaction.
Unit I. Dep Ed Module 6.1 Curriculum and Instruction : The Teaching of English – Reading
Unit II. Bridging the Gap Between Traditional and Whole Language Perspective in Teaching Reading
A. Phonics vs. Whole Language Approach
C. Making Transitions Toward Holistic Teaching
2. Reading…
View original post 340 more words
Filed under 1, course outline, education, gpnhs, lesson plan, Lesson Plans, pnhs, syllabus
Lesson Plan in English
Lesson Plan in English I
(A demonstration lesson in JENYSYS Screening Committee SOKSARGEN Chapter)
Holy Trinity College
General Santos City Philippines
April 14, 2011
I- OBJECTIVE
1. Demonstrate the different values reflected in the selection.
II – MATERIALS
New Horizons in Learning English I
III- METHODOLOGY
A. Preparatory Activities
1.Prayer
2.Attendance
B. Motivation How to show that we are Filipino?
(Distribute the metadata to the students)
C. Lesson Proper
1.Reading of the text “I am a Filipino” by Carlos P. Romulo
2.Group Reading
3.Comprehension Questions
a. What are the characteristics of a true Filipino?
b. What are the contributions of heroes reflected in the text?
c. How to show that we are true Filipino?
IV – ASSESSMENT “Dive or Survive”
The students will perform varied task.
Group 1 – Dramatize the selection
Group 2 – Recite the “I am a Filipino” with actions
Rubrics for Presentation
|
Criteria |
1 |
2 |
3 |
4 |
5 |
TOTAL |
|
Organization of Ideas |
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Unity |
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Discipline |
V- ASSIGNMENT
Write a reflection based on the experience upon doing your group task.
Is your performance portrayed the essence of a true Filipino? Why?
Filed under 1, education, gpnhs, lesson plan, Lesson Plans, pnhs
Lorna V. Ramos, Ph. D.,Senior Education Program Specialist, conducts SHS Survey
Pangyan National High School welcomes Lorna V. Ramos, Ph. D.,Senior Education Program Specialist.
(L-R) Katrina L. Tupas (T-1), Lorna Ramos, Ph. D. (Senior Education Program Specialist), Gristifanny Eve E. Recto (T-2), Frunnie R. Castillo (Principal I)
Representing from DepED Central Office, Dr. Ramos conducts survey to Senior High School Teachers. The survey focuses on teaching delivery, teachers’ awareness on legal basis of implementing SHS, and training concerns. She emphasized that the information being gathered will be utilized in making policies.
After the survey is photo opportunity and fellowship lunch.
eskwela.wikispaces.com
