Nice to be back

Nice to be back at Glan-Padidu National High School and see my students and co-teachers. Being a resource speaker in Practical Research 1 (Qualitative Research ) is a privileged and opportunity to share important details in making Qualitative Research manuscripts.

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SVNHS DORP Team

San Vicente National High School

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Spearheaded by Mrs. Glenda Lara-Elem, school head, the Drop-Out Reduction Program (DORP) Team initiates home visitations to those students who are at risk of dropping out.

The DORP Team is composed of Mrs. Marcelina B. Mancao (School Guidance), Mr. Reynaldo G. Eduyan (School Disciplinarian), Mrs. Virgie A. Sobel (DORP/ALS Coordinator), Mr. Rogelio B. Lasconia Jr. (ICT Coordinator), Mr. Absalon Alicer (PTA President) and Mrs. Glenda Lara-Elem (Chairperson of DORP Team).

There are five identified students who are at risk. These students drop their studies to earn living, running SK elections and lack of interest.

Upon the visitation, the parents are being interviewed based on the reasons of not attending classes of their child. The parents assure the DORP Team that they send back their sons and daughters to school as early as possible.

Parents who…

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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.

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Sugar Clint Cake Decorations

Sugar Clint and Cake Decorations

Sugar Clint & Cake Decoration

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December 13, 2017 · 12:10 pm

Online Evaluation

Click your section for Midterm Online Quiz. Note: Ask your password during the class schedule.

BEED 1A S.Y. 2015-2016

BEED 1B S.Y. 2015-2016

BEED 1C SY. 2015-2016

—————————————————————————————————
RESULT OF THE ONLINE QUIZ AS OF AUGUST 3, 2015

 

Last Name First Name
Midterm Quiz 1st Sem
Average
Amista Alcher
Cabeje Rhod Vincent
Calamagan Luzhel 83 83
Cual Saripen 87 87
Cuasito Edwina Mae
Dacot Rayhan 93 93
Dela Torre Jocelyn
Edar Cherry Mae
Eligino Kristhel
Gallo Janica Joy
Gapas Roldan
Georfo Jovelyn 90 90
Guiao Mevel
Gutierez Jorey 90 90
Isidto Ernalyn
Jumalon Anna Lou
Larican Rex 87 87
Melchomo May Jennifer
Mira Kharine
Mogawan Hanan 87 87
Musa Sharmia 93 93
Naraga Leni Rolf
Panizales Shanene Babe
Parilla Donald 83 83
Pompac Claudin 77 77
Pontilar Retchel 83 83
Ramon Cherry Rose
Sangalan Lunario
Saquite Iris
Valdez Christian JE
Last Name First Name
Midterm Quiz 1st Sem
Average
Albiro Reynaldo 100 100
Ariel M. Baranda 97 97
Aro Marc Jason 73 73
Asa Hajija
Balbuena Cristel 100 100
Baton Shiela 100 100
Bercadez Emyjoy 87 87
Bornea Christina
Cabales Crisel 77 77
Cablalo Shelamie 73 73
Camingao Honey Mae
Casipong Josephine 100 100
Causapin Chemarie 97 97
Danggao Jonny Roy 70 70
Dela Peña Rocel 97 97
Edan Cutie 100 100
Garingo Queenie Jane 90 90
Idala Gina 90 90
Manansala Cristy Mae 57 57
Mari Maria Ruth
Motoy Mariana 100 100
Mudsol jr. Larry 87 87
Nicolas Dave 60 60
Pestaño Humfrech 90 90
Plazo Ritzan 100 100
Poncardas Shiela Mae 80 80
Reprado Marnilyn 63 63
Tagalog Leo 80 80
Tangan Ed Vergel 100 100

Last Name First Name
Midterm Quiz 1st Sem
Average
Alang Johaissa
Alinsuot Jamaica Amor
Alson Aileen Rose
Bantillan Erlyn
Dela Peña Rocel 97 97
Duhali Danica
Gala Goemmy
Laranio Danny Boy
LASCONIA ROGELIO (Administrator)
Malagos Jezell Jade
Paslon Raven Claire
Sabellano Daysie Jane
Sardan Yvonne
Seneres Raylyne Gay
Sinanggote Jean
Singson Precious Jjade
Sison Kristine
Sumaday Angelica 90 90
Tangaro Chezie
Tayabas Roxas
Tayal Kimberly
Trasmonte April Joy
Tumulak Winde
Ugsimar Vallery Fats
Usop Cristy
Velasco Dave Mark
Vidal Ivy
Villarba Lucille
Wasil Daryl Dave
Watin Rhea Mae
Yagon Rellen Dave
Zaballero Neliza
Zolina Shiela Mae
Zonio Junjie

——————————————————————————————–

Double click the keyword below for an online evaluation.

Midterm Exam Quiz 2

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Celebrating Life’s Best

Celebrating Life’s Best

A festive mode is experienced during birthday celebrations. To eat and dine is one of the considerations to every celebrant who throw a party to the selected guest.

Looking for perfect place to mingle and kindle in front of table, Alexia Louise Kitchen offers food and beverages that suits to your budget,  located at Glan-Padidu, Glan, Sarangani Province.


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Ischoolslasconia E-Store

Welcome to Ischoolslasconia E-store. A market place for e-books and digital products.

Ischoolslasconia E-Store introduces USANA Products. Feel Free to shop and view the world class Nutritional Supplements.

Click picture to view Usana Products

usana1

Ischoolslasconia is selling online books. Feel free to see e-books posted.

Click picture to download free 20% content of selected book.

 spitzer
Christmas lantern with snowfall,Closeup.
exodus
purok ligaya
man


shamra

hollow place
blessings
lady
GE DIGITAL CAMERA

 

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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 

Teaching the Alphabet 

Teaching Word Recognition –

Teaching the Service Words –

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 –

Purposes of Questions 

Characteristics of Questions 

Do’s in Asking Questions –

Sample Exercises for Developing Comprehension Skills –

Noting Details –

Sequencing Ideas –

Arranging Events in a Story –

Predicting Outcomes –

Answering “Wh” Questions – 

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

 

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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:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. 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

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading Materials

3. Curriculum Designs

4. Classroom Environment

5. Community Involvement / Family Involvement

Unit III. Understanding Reading: Defining and Redefining Beliefs

A. Understanding the Reading Process

  1. Linear
  2. cyclical
  3. learning alphabet
  4. recognizing
  5. decoding
  6. mouthing of words
  7. fluency

B. Aspects that influence reading development

1. Cognitive Aspects

2. Affective Aspects

3. Social Aspects

4. Linguistic Aspects

C. Theories of Reading Process

  1. Bottom-Up Theory
  2. Top-Down Theory
  3. Interactive Theory
  4. Transactional Theory

Unit IV. Developing Word Recognition Skills (Word Attack or Decoding Skills)

A. Phonics or Whole Language

B.What is phonics instruction

1. Goal of phonics instruction

2. Content of Phonics Instruction – word families

C. Word Recognition Instruction

  1. Alphabetic Principle
  2. Alphabetic Knowledge
  3. Phonemic Awareness – letter-sound relationship
  4. Phonological Awareness – ability to produce sounds
  5. Print Awareness
  6. Decodable Text

D. Word Recognition Strategies

  1. Sight Words – Dolch List, Phili-IRI, Fry List , SREA
  2. Context Clues
  3. Structural Analysis
  4. Dictionary
  5. Alphabet Book and Chart
  6. Songs, Chants, Rhymes and Jingles

Unit V. Acquiring a Reading Vocabulary

A. What is vocabulary instruction

B. Strategies of Building Vocabulary

  1. Structural Analysis
  2. Word Associations
  3. Context Clues
  4. Homonyms, Homographs, Heteronyms
  5. Figures of Speech
  6. Idioms
  7. Synonyms and Antonyms
  8. Word Map

Unit VI. Comprehending Text

A. Issues in Teaching Reading Comprehension (Other Online Resources)

  1. Less Time in Reading
  2. Teachers Manual in Reading
  3. Curriculum in Reading
  4. School Management and Priorities in Reading
  5. Teacher’s Role in Reading
  6. Beliefs in Reading

B. Two Theories in Comprehending Text

  1. Schema Theory – Schema? Schemata?
  2. Generative Learning Theory

C. Reading Difficulties and Disability

  1. ADHD
  2. Myopia
  3. Hyperopia
  4. Dyslexia

D. Some Teaching Strategies in Developing Reading Comprehension

  1. Story Grammar
  2. Story Maps
  3. Story Frames
  4. Story Sequence/ Clothesline
  5. Cloze Procedure
  6. Predicting Outcomes
  7. Generalizing
  8. Noting Details
  1. Open-Ended Questions

E. Types of Comprehension Skills

  1. Literal
  2. Inference
  3. Prediction
  4. Evaluation
  5. Application

F. Bloom’s Taxonomy of Cognitive Domain

  1. Knowledge
  2. Comprehension
  3. Application
  4. Analysis
  5. 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.)

VIII. Evaluation Matrix for Reading Programs

Developmental Reading

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:

  1. Acquire knowledge and understanding of the reading skills to enable the students to read and become fluent readers.
  2. Revisit the teaching practices of reading skills to enable the students to read and become fluent readers.
  3. Strengthen one’s ability to interview, to give feedback, to gather information and to organize data for reporting.
  4. 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

B. The Reading Teacher

C. Making Transitions Toward Holistic Teaching

1. Instructional Beliefs

2. Reading…

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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

Unity

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?

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