Republic of the Philippines
Department of Education DepEd Complex, Meralco Avenue, Pasig City, Philippines
Developmentally Appropriate Practi Practices ces in Early Early Language, Language, Literacy, and Numeracy Training A Training Guidebook
This training guidebook will aid you in providing providing additional Early Language, Literacy, and Numeracy Training to teachers, school heads, and supervisors of priority schoo s chools ls across the country. 0|Page
CONTRIBUTORS Jocelyn S. Tuguinayo Forcefina E. Frias Carmencita Carmencita A Aguas Lea D. Estuye Rosalinda T. Serrano Serrano Josephine Gayl Porter-Laurel Porter-Laurel
Bureau of Learning Delivery – Teaching and Learning Division Bureau of Learning Delivery – Teaching and Learning Division Bureau of Learning Delivery – Teaching and Learning Division Bureau of Learning Delivery – Teaching and Learning Division Bureau of Learning Delivery – Teaching and Learning Division Office of the Undersecretary Undersecretary for Curriculum Curriculum and Instruction
ACKNOWLEDGEMENTS We would like to thank the following speakers in the training sessions: Ms. Marissa Pascual Ms. Marjorie Javier Prof. Hazelle Preclaro-Ontengco Preclaro-Ontengco Ms. Sherlyn Sherlyn May Hamak-Santiago Ms. Cristina Panga Ms. Joy Castel
Community of Learners Foundation Community of Learners Foundation University of the Philippines, Diliman Stella Maris Academy Community of Learners Foundation Community of Learners Foundation
We would also like to thank the teachers from the Community of Learners Foundation who helped facilitate facili tate the training sessions.
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TABLE OF CONTENTS CONTENTS Introduction Letter From The Department of Education Duties of Trainers, Participants, Par ticipants, and Facilitators Facilita tors Objectives Objectives and Description of the Three-Phase Three-Ph ase Training Training Design: Developmentally Appropriate Practices in Early Language Literacy and Numeracy Training (7 Days) Session Guides SG 1 Principles of Child Growth Growth and Development SG 2 How Do Children Grow, Develop and Learn? - 7K Para sa Bata SG 3 Developing Thinking Skills: Foundations of Literacy Learning SG 4 Emerging Literacy Games and Activities SG 5 Instruction Instruction Essentials for Emerging Readers SG 6 Breaking the Reading Code: Code: Reading and Language Arts Arts SG 7 Comprehension Comprehension and Vocabulary SG 8 Literature-based Experiences Experiences Using Graphic Organizers: Meaningful Explorations of Story Elements SG 9A Developing Thinking Skills: How Children Learn Math SG 9B Numeracy Activities: Operation on Whole Number SG 10A Numeracy Activities: The Concept of Number Sense and Counting SG 10B Numeracy Activities: Activities: Place P lace Value and the Decimal System SG 11 The Concept of Number: Number: Multi Multi-Digit -Digit Addition and and Subtraction SG 12 Developmental Screening Screening and Assessment Assessment within the classroom: Using the Philippine ECD Checklis Checklistt SG 13 Developmental Screening and Assessment Assessment within the classroom: Using Inf Informal ormal Classroom Assessment Tools for Kto3 SG 14 Reading Development Development,, Reading Programs, and Reading Difficulties SG 15 Assessing Reading Performance Performance Using Inf Informal ormal Reading Inventories SG 16A Developing Alphabet Knowledge, Oral Language and Vocabulary, Phonological and Phonemic Awareness, Decoding, Fluency and Comprehension SG 16B Workshop on Reading Int Intervention ervention
4 5 6 12 14 15 18
22 25 27 30 33 36 42 47 52 55 59 62 66
69 73 76
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SG 17
Common Math Difficulties: Introduction to Math Remediation SG 18A Strategies to Address Common Math Difficulties SG 18B Workshop on Planning for Interventions SG 19 Optimizing Learning in the K to 3 Classroom SG 20 Principles of DAP and Implications for Effective Implementation of K to 12 SG 21 Working with Teachers: Applying Theories of Adult Development and Learning to In-Service Capacity Building SG 22 Planning School-based/District-based Staff Development Activities: Learning Action Cells (LACs) Training Evaluation Form Training Video Guide Handouts, Session Guide Materials, and Supplemental Reading Training Accomplishment Report Form List of Abbreviations References
85 87 89 91 93 95
97 99 101 102 104 105 105
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INTRODUCTION LETTER FROM THE DEPARTMENT OF EDUCATION Dear Trainers, The Developmentally Appropriate Practices in Early Language, Literacy, and Numeracy Training aims to strengthen the Early Language, Literacy, and Numeracy Program in improving one’s capacity to teach and to assess early reading and numeracy skills in the Kto3 levels using developmentally appropriate methods. With this, the department is dedicated in providing you with the necessary tools to roll out quality region-wide and school-based training for this program. The duration of the training is seven (7) days, and the training program will be conducted in three phases. The objectives for this training are: 1. To enhance knowledge and skills on early language, literacy, and numeracy 2. To gain understanding on child development principles vis-à-vis developmentally appropriately practices 3. To enhance knowledge on the different classroom-based assessments as tools for reporting and documenting the learner’s progress The purpose of this training guidebook is to aid you in providing training to teachers, school heads, and supervisors of the priority schools across the country. The participants of the region-wide training will then be expected to share what they have learned, as well as the resources they have gathered during the training program to their respective schools through Learning Action Cells (LACs). Included in this training guidebook are Session Guides and other material that are needed for the training program. The Session Guides (SG) were formulated to be used in conjunction with the videos of the lectures that were presented during the 7-day training held last January-February 2016. The Session Guides (SG) should be able to support trainers in: 1) delivery of content, and 2) time spent on relevant tasks. An external hard drive containing all the videos of each lecture will also be provided to you with the release of this guidebook. Kindly use them according to the sessions in this guidebook. We thank you for your dedicated service to ensuring quality, equitable, culture-based, and complete basic education for the Filipino children, and wish you well in your training endeavors. MARILETTE ALMAYDA Director III OIC, Office of the Director IV Bureau of Learning Delivery 4|Page
DUTIES OF TRAINERS, PARTICIPANTS, AND FACILITATORS Phase 1 – National Training of Supervisors and Subject Matter Specialists The trainers are expected to conduct the training sessions, and to provide additional materials such as notes, handouts, PowerPoint presentations, and other necessary training materials to conduct Phase 2. The regional participants are expected to participate actively throughout the training. They are also expected to undergo a training simulation in preparation for Phase 2. The facilitators are expected to facilitate the process of the training, and to provide assistance in conducting the Phase 2 training if necessary. Phase 2 – Regionwide Training of Supervisors, School Heads and Teachers The trainers are expected to follow the recommended training design in the conduct of the nationwide training. They should also be able to ensure the quality and intensity of training by doing the training in small batches (50-75 participants per batch), and to provide additional technical assistance in Phase 3 if necessary. The participants are expected to participate actively throughout the training. They are also expected to undergo a training simulation in preparation for Phase 3. Phase 3 – Learning Action Cells The division/district supervisors are expected to provide technical assistance, and to monitor the administration of LAC sessions. They are also expected to consolidate, and to submit observation reports on LACs to the Regional Office. The school heads and teacher-mentors are expected to conduct LAC sessions in their respective schools.
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OBJECTIVES AND DESCRIPTION OF THE THREE-PHASE TRAINING DESIGN Phase
Trainers/ Participants Trainers: Early Grades Literacy and Numeracy Experts from ECE institutions
, s Participants: r o s 1. From each Region: i v s r t a) Chief, CLMD (1) e s p i b) Early Literacy and u l a S i c Numeracy f e O p Coordinator (1) g S r n c) Master Teachers i t e n t i (1) a a r M d) EPS (English, T t l c a j Filipino, MT, e n b o Math, i u t S a Kindergarten/ N d : n e) Multigrade (5) 1 a e s a h 2.From Central Office: P a) Training Facilitators (10)
Objective
Materials
To capacitate the chiefs of the Curriculum and Learning Management Division (CLMD) and selected regional and divisional Education Program Supervisors (EPS) in each region in the conduct of Early Language, Literacy and Numeracy Training
1. Copies of K3 Curriculum Guides 2. Copies of K3 TGs and LMs in Mother Tongue, Filipino, English and Math 3. Big Books (Picture storybooks)
Terms of Reference Trainers: 1. Conduct the training sessions 2. Provide additional materials (notes, handouts, PowerPoint presentation) necessary for the conduct of Phase 2.
Regional Participants: 1. Participate actively 4. PowerPoint throughout presentations the training and other handouts from resource speakers
Outputs
Timeline
Workshop First batch: output from the January participants: 2016 1. Session Guides Second 2. Lesson plans batch: 3. Region-wide February Training 2016 Plans Training Kit to be used for Phase 2: 1. Videos of all lectures and other instructional videos 2. PowerPoint presentations and handouts from speakers
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Phase
, s r o s i v r t s e s p i u l a S i f c e O p S g r n e i n t t i a a r M T t l c a j e n b o i u t S a N d : n 1 a e s a h P
Trainers/ Participants
Objective
Materials
Terms of Outputs Reference 2. Undergo a 3. Session training guides simulation in 4. Forms for preparation personal for Phase 2. reflections 5. Training Facilitators: Evaluation 1. Facilitate the Forms training process 2. Help in the conduct of Phase 1 training as needed.
Timeline
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Phase
s r e h c a e T d n a , s H S , s r o s i v r e p u S f o g n i n i a r T e d i w n o i g e R : 2 e s a h P
Trainers/ Participants Trainers: CLMD chief and Regional and Division EPSs and DepEd facilitators from Phase 1 Participants: Annex 1 lists the Priority Schools for each region. Annex 2 details the selection criteria for each division, district and school representative
Per Selected Division/ District EPS in: 1. MT 2. Filipino 3. English 4. Math 5. Kindergarten/ Multigrade Per Selected School 1. School Head 2. Selected K-3 Teacher/ Mentor
Objective
Materials
Terms of Reference Trainers: To capacitate Training Kit 1. Conduct the the Division, from Phase 1 region-wide and District which training Supervisors, includes: School Heads, 1. Lecture following and K-3 videos for the training Teacher each topic/ design stipulated Mentors in the session in Annex 5. conduct of 2. PowerPoint 2. Ensure Learning presentatio quality and Action Cells ns, notes intensity of (LACs) to and training by improve early handouts language, 3. Session doing the literacy and guides training in numeracy detailing small batches (50instruction in use of 75 the priority videos and participants schools other per batch) training 3. Provide materials 4. Forms for additional personal technical reflections assistance 5. Training for Phase 3 as needed. Evaluation forms
Outputs
Timeline
Workshop output from the participants: 1. Session Guides 2. Lesson plans 3. Region-wide Training Plans
November 2016 and onwards
Training Kit to be used for Phase 2: 1. Videos of all lectures and other instructional videos 2. PowerPoint presentations and handouts from speakers
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Phase
Trainers/ Participants
s r e h c a e T d n a , s H S , s r o s i v r e p u S f o g n i n i a r T e d i w n o i g e R : 2 e s a h P
Objective
Materials
Terms of Outputs Reference Participants: Workshop 1. Participate output: actively 1. Lesson plans throughout 2. Teachingthe training learning 2. Undergo materials training 3. Schoolsimulation in Based LACs preparation Training for Phase 3. Plan, and Session Facilitators: Guides 1. Facilitate the 4. Filled out training Accomplish process ment Report 2. Help in the Form conduct of Phase 2 training as needed.
Timeline
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Phase
Trainers/ Participants Trainers/Mentors: Participants from the Division, District and Priority Schools who attended Phase 2.
) s C A L ( s l l e C n o i t c A g n i n r a e L : 3 e s a h P
Participants: Kinder to Grade 3 teachers
Objective
Materials
To capacitate the school heads and early grades teachers in the priority schools in identifying and solving problems and issues in early language, literacy and numeracy instruction in their respective schools and classes
Relevant videos, PowerPoint presentations, notes and handouts from Phase 2
Terms of Reference Division/ District Supervisors: 1. Provide technical assistance and monitor the conduct of LAC sessions. 2. Consolidate and submit observation reports on LACs to the Regional Office
Outputs
Timeline
Workshop January output from the 2017 and participants: onwards 1. Session Guides 2. Lesson plans 3. Region-wide Training Plans Training Kit to be used for Phase 2: 1. Videos of all lectures and other instructional videos 2. PowerPoint presentations and handouts from speakers
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Phase
Trainers/ Participants
Objective
Materials
Terms of Outputs Reference School Heads LAC Output: and Teacher1. Action plans Mentors: 2. Lesson plans Conduct LAC 3. LAC sessions in Documentation their respective schools.
Timeline
) s C A L ( s l l e C n o i t c A g n i n r a e L : 3 e s a h P
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TRAINING DESIGN: DEVELOPMENTALLY APPROPRIATE PRACTICES IN EARLY LANGUAGE, LITERACY, AND NUMERACY (7 DAYS) Time 8:009:00
DAY 1 Session Opening Progr am Direction Setting Training Mechanics
Time 8:00 – 9:00
9:0010:30
Session 1: Principles of Child Growth and Development
9:00 – 11:00
Session 4: Emerging Literacy Games and Activities
10:3012:00
Session 2: Workshop/Activity How do children grow, develop, and learn? (7k para sa bata)
11:00 – 12:00
Session 5: Instruction essentials for emerging readers
Session 2 (continued): 7k para sa b ata
1:00 2:00
Session 3: Developing Thinking Skills: Foundations of Literacy Learning
2:00 3:00
12:00 – 1:00 1:003:00 3:005:00
3:005:00
5:00 – 6:00
DAY 2 Session Session 3: continuation
Time 8:00 – 11:00
11:0012:00
DAY 3 Session Session 9A: Developing Thinking Skills: How Children Lear n Math Numeracy stations
Time 8:00 – 10:00
10:0012:00
Session 12: Developmental Screening and Assessment within the classroom: Using the Philippine ECD Checklist
1:00 – 2:00
Session 12: continuation
2:00 – 3:30
Session 13: Developmental Screening and Assessment within t he classroom: Using Informal Classroom Assessment Tools for Kto3 Session 14: Reading development, reading programs, and reading difficulties
Session 9B: Numeracy Activities: Operations on whole number Numeracy stations on operations on whole number
LUNCH BREAK Session 6: Breaking the reading Session 9B: continuation 1:00code: Reading and Language 2:00 Arts Session 7: Comprehension and Session 10A: Numeracy 2:00 – Vocabulary 4:00 activities: The concept of number and counting Session 10B: Numeracy 4:005:00 activities: place value and the decimal system
DAY 4 Session Session 11: Numeracy activities: multi-digit addition and subtraction
3:305:00
Session 8: Literature-based Experiences/Using Graphic Organizers: Meaningful Explorations of Story Elements MATERIALS PRODUCTION
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Time 8:009:30
DAY 5 Session Session 14: continuation
Time 8:0010:00
9:3010:30
Session 15: Assessing reading performance using informal reading inventories
10:3012:00
Session 16: Planning for instruction: a) Oral Language and Vocabulary b) Phonological Awareness c) Alphabet Knowledge d) Word Identification e) Fluency f) Comprehension
12:001:00 1:005:30
Time 8:009:30
9:3010:30
10:0012:00
Session 17: Common Math difficulties Error analysis Introduction to Math Remediation
10:3011:30 11:3012:00
DAY 7 Session Session 20: Principles of DAP and Implications for effective implementation of Kto12 Session 21: Working with Teachers: Applying Theories of Adult Development and Learning to In-Service Capacity Building Session 22: Planning School-based/Districtbased Staff Development Activities -Learning Action Cells (LACs) Clearing House Awarding Clo sing Program
LUNCH BREAK Session 16: continuation
1:003:00
3:004:30 4:305:30
5:00-6:00
DAY 6 Session Workshop: Reading interventions
Session 18: Strategies to address common math difficulties Principles of remediation The remedial plan Workshop: Planning fo r Intervention Session 19: Optimizing learning in the K to 3 classroom: -Activity Centers -Walkthrough of the Blocks of Time
MATERIALS PRODUCTION
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SESSION GUIDES The session guides were created to aid you in facilitating each session of the training program. Kindly follow the flow and content of the session guides to ensure the quality and consistency of the training program. Reading through all the session guides may help you in familiarizing yourself with the flow and structure of the sessions. A few things to remember: 1. Watch the videos for the session/s that you will be facilitating prior to the start of the training. 2. Read the session guides thoroughly, and prepare expected answers for the discussion questions. 3. Make sure that you have the materials and equipment necessary to conduct the session. 4. Always take note of the time allotment for each session, and for each part of the session so that you can manage your time effectively. 5. Be ready with any material that you have to prepare in advance for each session such as sample charts, activity sheets, etc.
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Session Guide 1 Principles of Child Growth and Development I.
Greetings Good day everyone, I am ____________________. I will be facilitating the session on Principles of Child Growth and Development as presented by Ms. Marissa Pascual (Teacher Jing) from the Community of Learners Foundation.
II.
Introduction Say: In this presentation, Teacher Jing will discuss the principles behind child growth and development as important factors in dealing with young learners.
Objectives: At the end of this session, you are expected to: 1. Examine principles of child development and their application to educational programs 2. Explain how domains of child development are intertwined and in turn affect how children grow, develop, and learn III.
Time Allotment A. Session: 1.5 hours B. Video: 1 hour
IV.
Materials A. Videos: Discussion on Principles of Child Growth and Development B. PowerPoint Presentation: Principles of Child Development
V.
Procedure A. Priming Activity: 1. Ice breaker: Dugtungan Mo (5 minutes) 1. Divide the participants into groups.
2. Ask each group to list down songs that contain the word “ child, children, bata “. Give them 2 minutes for this. 3. The moderator calls one group to start the game. They sing one line from the song then calls another group to sing a song from their list. The group has to be able to sing a song within the allotted time. If the group is unable to do so, they are out of the game. The game continues until only one group is left.
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2. Recall a particular experience in your childhood when you had to learn something new or someone tried to teach you something. Then consider your answers to these questions and discuss them with the person beside you. (5 minutes) 1. Who was with you at this time? 2. What was the person trying to teach you? 3. Did you learn the skill? 4. If you did, what helped you learn it? 5. If you didn’t, what do you think got in the way of your learning? How did it feel when you made a mistake or did not understand something right away? 6. How did you feel about learning something new or facing the new challenge? 7. How did this experience influence the way you teach now ? 8. What insights about how children learn have you derived from this experience? B. Analysis and Discussion (15 minutes) Invite a few to share their own experiences. As they share, list down on the board factors that have facilitated their learning and those that have gotten in the way of their learning. After sharing, invite a few people to share their response to questions 7 and 8. Explain that the exercise was intended to help participants get in touch with the feeling of what growing up is like for children. Having them recall their own childhood experiences will enable them to take on the perspective of children as they continue their study of child development. Questions for processing: 1. What do our own experiences tell us about what children need to learn and develop ? 2. How are children different from one another? What accounts for the individual variations in the rate of their development ? After the whole group sharing, discuss the following principles of child development. Encourage participants to share their own insights about each principle.
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C. Abstraction (60 minutes) Say: There are key learning points on the principles of child development to be discussed in this presentation: 1. The study of child development helps teachers in fundamental ways 2. Child development is a process of change in which the c hild learns to handle more complex levels of moving, thinking, feeling, and interacting with people and objects in the environment. 3. Development is wholistic. 4. Every child is a unique person with a unique temperament, learning style, family background, and pattern and timing growth. 5. A child’s development begins in the womb but learning begins at birth. 6. Development and learning occur as a result of the child interacting with people and objects in his or her environment. 7. Children live within a context- family, community, culture and their needs are most effectively addressed in relation to that context. Play the video: Part 1 Session 1: Child Development together with the PPT on Principles of Child Development. VI.
Evaluation (5 minutes) Ask participants to choose 3 principles and explain how each principle can be applied to their work with children.
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Session Guide 2 How Do Children Grow, Develop and Learn? - 7K Para sa Bata I.
Greetings Good day everyone, I am ____________________. I will be facilitating the session on How Do Children Grow, Develop and Learn (7K Para sa Bata) as presented by Teacher Jing Pascual from the Community of Learners Foundation.
II.
Introduction Say: In this presentation, Teacher Jing will discuss the essential needs that every child’s growth, learning and optimum development will be achieved.
Objectives: At the end of this session, you are expected to: 1. Examine principles of child development and their application to educational programs 2. Explain how domains of child development are intertwined and in turn affect how children grow, develop and learn III.
Time Allotment A. Session: 3.5 hours B. Video: 2 hours
IV.
Materials A. Videos: How Do Children Grow, Develop, and Learn B. PowerPoint Presentation: What Young Children Need- 7K C. 1 game card for each participant D. pencil or pen E. call out boards
Prepare (10) 3x 3 call out boards and call out cards containing a mixture of these words for each group: Figure 1 LARUAN
ARUGA
MASUSTANSI YANG PAGKAIN AKTIBONG PAKIKILAHO K PAG-UNLAD
ATENSYON
PAGLAKI
KALINGA
TUBIG
AWIT
KARANASAN
KALINISAN
PAMILYA
EHERSISYO
KASAMA
KAKAYAHAN
NUTRISYON
KALUSUGAN
KAUSAP
PAGGUHIT
AKLAT
PASENSIYA
PAG-UNAWA
INTERAKSYO N KALARO
KAPALIGIRA N MAGULAG
GURO
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V.
Procedure A. Priming Activity (30 minutes) 7K Scrambled Letters Materials: 4 sets of letters forming the 7K words (KALINGA, KASAMA, KAUSAP, KALARO, KALUSUGAN, KAKAYAHAN AT KAALALAMAN, KAPALIGIRAN Directions: 1. Distribute to each group 7 sets of letters – 1 set to form 1 K word. 2. Each group divides the 7 sets among themselves so that 1-2 people gets to form one word. 3. Each word to be formed starts with K and pertains to a basic need of a child 4. After all words have been formed, ask them to discuss these basic needs of children among themselves.
Analysis and Discussion (1 hour) 7K Board Game Materials: 1 die, 1 K+ gameboard, Tokens/counters as markers B.
Preparation: Stack the deck of chance cards face down on a designated space in the boardgame. Directions: 1. Players put their playing piece on the space marked START. 2. Then they take turns rolling the die to see who goes first then proceed to play in a clockwise direction. 3. At each turn, a player throws the die and moves forward the number of spaces as the dots on the die. 4. When a player lands on a picture or 7K logo, he/she picks a chance card, read what is written and elaborate on it. Some cards will also indicate whether a player will lose a turn, move back or move forward. 5. If the player, lands on an empty space, he/she just stays there until it is his/her turn to roll the die again. 6. The game proceeds until everyone has reached the end of the trail. Extension/Variation: 1. Players put their playing piece on the space marked START. 2. Then they take turns in rolling the die to see who goes first. Players proceed to play in a clockwise direction. 3. At each turn, a player throws the die and moves forward the number of spaces as the dots on the die. 4. When a player lands on a picture or a 7K logo, he/she must name a Filipino word that represents a basic need of a child. The word must begin with K. Have him/her explain how this can support a child’s development. 5. The game ends when everyone reaches the end of the trail. 19 | P a g e
7K Pyramid Preparation: Prepare a pyramid template for each group and a copy of the questions for each row in the pyramid.
Directions : 1. Explain to the participants that each row in the template represents a category related to children’s development. 2. Have them brainstorm and then write their responses on ¼ sheet of paper. 3. Let them paste their responses on the corresponding row in the pyramid. 4. Let them post the pyramid on the wall. Abstraction (1 hour) After the small group activities, convene the participants to watch Teacher Jing’s presentation. C.
Play the video: Part 1 Session 2: Child Development together with the PPT on What Young Children Need- 7K. Discuss the following key learning points: 1. Every child has basic needs that have to be met: food, health care, protection from harm or injury, affection, interaction, stimulation and learning through exploration and discovery. 2. These essential needs can be captured in the 7K ng Bata. The 7K consists of 7 Filipino words that all begin with the letter K that present in a concis e way the essential needs of all children from birth through the early childhood years (up to 8) . If these essential needs are met, every child’s growth, learning and optimum development will be achieved. 1. 2.
3. 4. 5. 6. 7. VI.
K- KALINGA K- KAUSAP K- KASAMA K- KALARO AT PANAHON MAGLARO K-KALUSUGAN K-KAKAYAHAN AT KAALAMAN K- KAPALIGIRANG MAPAGYAMAN SA KARANASAN
Reflection/Evaluation (15 minutes) 1. Ask participants to list down concrete ways of addressing these basic needs in the classroom. What kinds of classroom experiences are necessary to support children’s learning and development? What specific classroom practices will they change in view of these child development/learning principles? 20 | P a g e
2. In pairs, participants share what they wrote in their lists. Have them briefly explain what will happen if these needs are not met. Ask participants to choose 3 principles and explain how each principle can be applied to their work with children.
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Session Guide 3 Developing Thinking Skills: Foundations of Literacy Learning I.
Greetings Good day everyone, I am ____________________. I will be facilitating the session on Developing Thinking Skills: Foundations of Literacy .
II.
Introduction Say: In this presentation, Teacher Jing will discuss how thinking skills of our young learners will be developed through the employment of different literacy interactive activities.
Objectives: At the end of this session, you are expected to: 1. Gain better understanding of the basic components of literacy learning 2. Explore developmentally-appropriate activities that support literacy learning III.
Time Allotment A. Session: 2 hours B. Video: 1 hour
IV.
Materials A. Video/s: Literacy Games B. PowerPoint Presentation: Supporting Children’s Reading Development C. Reading Kits (gameboards, card games and other learning games) D. Paper, pencil
V.
Procedure A. Priming Activity (30 minutes) 1. Childhood Memories of Learning to Read 1. Recall how you were taught how to read. Back then, what helped you learn? What did not help or what got in the way of learning? Did your early experience with reading influence your attitude towards reading as you were growing up? 2. Invite a few participants to share their responses to the aforementioned questions. 3. Write down their responses on a T-chart.
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What helped ?
What did not help ?
4. Have them examine the list on the T-chart. Which of these still holds true today? What facilitates learning to read? What remains to be obstacles to learning? How do the early experiences influence children’s attitude towards reading? 2. Reading Stations (for K-1) 1. Tell participants that in the next hour or so, they will be exploring different activities that will make learning to read easier for beginning readers. 2. Divide the participants into 7 groups (depends on the size of the group). Some groups will be making the rounds of various language games. Others will explore unstructured materials like paint, playdough, as well as engage in letter art activities. 3. For the reading games, place all materials on a tray. Include the instructions so that teachers can explore them independently if there will not be enough facilitators for all 7 groups. 4. Facilitator demonstrates the game and/or activity and let participants play one round. 5. Ask participants how each game/activity can help children grow as readers and writers. 6. For the game stations, let teachers take turns in demonstrating how to play a game – from introducing it to giving instructions to processing the activity. 7. Invite participants to give constructive feedback after the demonstration. 8. Elaborate or highlight other important points both on content and process. 9. Participants will move around the reading stations Each group must get a chance to explore activities in each station. The following are the literacy stations: (refer to handout on Literacy Stations) Station 1: Phonemic Awareness Station 2: Letter Stations Station 3: Letter Posters/Books Station 4: Color/Shape Poster/Books Station 5: Word Games Station 6: Playdough 23 | P a g e
Station 7: Painting B. Analysis and Discussion (10 minutes) After everyone has gone around the stations, convene the group for a plenary session. Ask the following processing questions: 1. How did you feel when you were going through the activities? 2. How do you think will children benefit from these activities? 3. How can these games be integrated into their daily classroom activities? C. Abstraction (60 minutes) Say: The following key learning points will be discussed: 1. Reading is not a natural ability. Speaking is innate, reading is not. 2. Learning to read starts with the AWARENESS that speech is composed of individual sounds (phonemes) and recognition that written spellings represent those sounds. (Alphabetic Principle) 3. Before children learn to read, they acquire vocabulary by LISTENING TO OTHERS and PRACTICING HOW TO SAY AND USE those words 4. Because ability to read is strongly dependent on the word forms learned during this period, a child’s beginning reading will be successful if most of the reading materials contain words the child is already using. 5. The phoneme-grapheme connection is made easier if most of the reading materials he is exposed to at the early stages of reading contain words the child is already using.
1. 2. 3. 4. 5.
These are the essential components for literacy learning: Early Literacy Concepts Letter Knowledge Letter-Sound Relationships Vocabulary High Frequency Words Present the PPT: Supporting Children’s Reading Development .
VI.
Evaluation/Reflection (5 minutes) Ask participants to share their ideas/thoughts: How would these activities help support children’s continuing growth towards literacy?
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Session Guide 4 Emerging Literacy Games and Activities I.
Greetings Good day everyone, I am ____________________. I will be facilitating the session on Emerging Literacy Games and Activities.
II. Introduction In this session, we will be viewing a demonstration on how we can use games as a method of literacy instruction.
Objective: At the end of this session, you are expected to come up with games that you can use in your class for literacy skills acquisition. III. Time Allotment A. Session: 1 hour B. Video: Guided Game -16:00 IV. Materials: A. Video: Emerging Literacy Games Guided Games B. Materials for activity centers/stations V. Procedure A. Priming Activity: Video Presentation (16 minutes) Say: We will watch a video of Teacher Tina from the Community of Learners Foundation who will be guiding two children in playing board games. As you watch the video, list down your thoughts and answer these questions: 1. What skills/competency is emerging through the play/game? 2. How can I do it in my class? 3. How can my learners enjoy it more?
Play the video. B. Discussion and Analysis: (10 minutes) Say/Ask: Based on experience, share some instances where you have to formulate creative classroom activities in the form of play or game to teach a lesson, skill, or competency? What particular competency was that? What creative play or game were you able to create? How did the children accommodate it, and what did you realize?
C. Abstraction: Say: Exploration and play promote healthy brain development among children, and oftentimes small group format benefits young children more in working on a task than having them work in a big group. VI. Workshop (30 minutes) Participants will continue exploring the different activity centers/stations for the remainder of the session. Say: Here are some more ideas on how literacy skills acquisition can spontaneously emerge through games. While you are engaged in the activities, think of some least learned skills/competencies. Try to craft a game to facilitate learning of the same, and develop materials for these during the times allotted for materials production.
Note: Trainers should watch the supplementary trainers only videos if they need to be reminded of the activity centers/stations.
Session Guide 5 Instruction Essentials for Emerging Readers I.
Greeting Say: Good day everyone, I am ____________________. I will be facilitating the session on Instruction Essentials for Emerging Readers .
II.
Introduction Say: We are done with exploring literacy workstations that enhance children’s acquisition of literacy skills. To recall - we have learned that literacy workstations are areas within the classroom where children get to choose to work alone or interact with one another enthusiastically , and to explore materials that expand their literacy skills. We may provide unstructured materials such as paint, playdough, blocks, sand , and water in organizing literacy areas in our classroom. A dramatic play area is also a popular literacy workstation for role playing and children’s modeling of the characters they have known from story reading.
Objective: After this session, you are expected to identify means to provide language experiences to support children’s emerging literacy skills and abilities III.
Time Allotment: A. Session: 1 hour
IV. Materials: A. PowerPoint presentation B. Materials for activity centers/stations C. Manila paper/ board, marking pens V.
Procedure: A. Priming Activity: (5 minutes) Ask each participant to answer each question and write them on a piece of paper. 1. Should I require all the children to participate in the activity? 2. How can I facilitate conversation among children? 3. What should I do when children interrupt a story or a presentation? 4. What can be done to support easily distractible children?
B. Analysis/Discussion Questions (5 minutes) Ask for volunteers to share their answers, and write the developmentally appropriate responses on a chart/board/Manila paper. C. Abstraction (20 minutes) Present using a PPT. Say: Let us see what developmentally appropriate practices we can apply to each question. 1. Should I require all the children to participate in the activity? Literacy work stations are opportunities for small group time. While it is critical that everyone must participate and our goal is for everyone to get involved, not all are required. Children who do not want to participate may engage in quiet activities away from the group so long as they do not disturb others. This expectation of course varies according to the age and developmental abilities of children. Consequently younger and/or less experienced children may have more flexibility than the older or experienced children, whichever it has to be consistent so that children know which behavior demonstrate compliance. 2. How can I facilitate conversation among children? Engaging children in conversation is one of the main purpose of literacy station hence “NO TALKING” Rule must not be enforced. Teachers can help children to learn skills associated with the art of conversation. Remind them about oral turn taking, paraphrasing one child’s words to another child and help them relate their response to the idea expressed by their peers. These are ways to enhance children’s conversational abilities and can be practiced by prompting discussion with open-ended questions. Using discussion as a strategy assures reciprocal interactions among the teacher and the children. Teacher talks to the children by using invitations, reflections, questions and statements, this is guided conversation that encourages children to express themselves and communicate their ideas aloud. We can see children talk as much as, if not more than, their teacher. 3. What should I do when children interrupt a story or a presentation? The best way to avoid interruption is to make sure children are comfortable and in a good position to see and hear before you begin. This prevents complaints of “I can’t see” or “Teacher, she’s squishing me.” Another strategy is to tell children before you begin that they will have a
chance to talk when you are finished. However, children who make a connection between what you are doing and their own lives may find waiting too difficult. 4. What can be done to support easily distractible children? If there is difficulty paying attention, it may be a sign that time has gone too long or that the content is not relevant or engaging. In these situations revise your plan on the spot and rethink them for the future. However, if only one or two children consistently have difficulty remaining focused, more targeted techniques are advisable. The following are strategies to help children be more successful and get the most out of the class activity: Tell the children what will be happening before you begin. Have easily distractible children sit near adults who can cue them as necessary. If no other adult is available, the child could sit within arm’s length of the teacher to see and hear more clearly, without being the center of attention Use scaffolding to help the child function more independently with the group. Give the child something for which to watch or listen or give the child something to do in a the group e.g. turn pages Ask the child to begin by participating in the group and then allow him or her to leave group time midway through and work quietly nearby. Gradually increase the amount of time the child stays with the group Break the larger group into smaller groups so that easily distractible children have more opportunities for personal attention, less waiting, and fewer competing stimuli with which to cope. VI.
Workshop/Application (30 minutes) Participants will continue exploring the different activity centers/stations for the remainder of the session. Say: Here are some more ideas on how literacy skills acquisition can spontaneously emerge through games. Try acting out different scenarios and behaviors of young children. Assign a “teacher” to facilitate the activities. Also, think of a game to facilitate learning of the same, and develop materials for these during the times allotted for materials production.
Note: Trainers should watch the supplementary trainers only videos if they need to be reminded of the activity centers/stations.
Session Guide 6 Breaking the Reading Code: Reading and Language Arts I.
Greetings Say: Good day everyone, I am ____________________. I will be facilitating the session on supporting children’s interest in Reading and Language Arts. This session is a continuation of the sessions on organizing literacy workstations.
II.
Introduction Say: Again, we say that literacy workstations are areas within the classroom where learners get to choose to work alone or interact with one another enthusiastically. These areas are where learners explore materials to expand their literacy skills.
Objective: After the session, you are expected to be able to identify means to provide language experiences to support children’s emerging literacy skills and abilities.
III.
Time Allotment A. Session: 1 hour
IV.
Materials A. Materials for workstations/activity areas B. PowerPoint Presentation
V.
Procedure A. Priming Activity: (5 minutes) Say: To support children’s interest in Reading and Language Arts, our goal is to create a literacy-rich classroom – full of print, word walls, books, and reading materials, including children’s authentic work and output. At this time take time to examine your own room and plan what else you can do to make it a literacy-rich environment to further encourage and support children’s interaction– speaking, listening, reading, and writing in a variety of ways.
B. Analysis/Discussion (5 minutes) Ask a few volunteers to share their answers. Organize their responses by filling out the chart below.
Speaking
Listening
Reading
Writing
C. Abstraction ( 20 minutes) Say: Here is a checklist of items that can create developmentally appropriate practices during work periods. Take note of these items:
Make sure pencil, crayons or markers are always available Provide paper of many shapes and sizes Display books, magazines or written materials prominently. Children will decipher the purpose of whatever written materials they see and can adopt, stimulate their imagination and inspire creativity. Labeling materials in the classroom Provide children to read something they have written or tell story about their drawing. Other children as well as the teacher do ask questions or offer constructive comments about what was presented. This is reporting for those older children, when they describe work they have done, finished tasks or accomplished project. Acknowledge children’s emotions with simple non -evaluative statement, e.g. “You really wanted the pink ribbon.” “You were hoping to sit next to Carlo.” When adults underscore children emotions verbally, they exhibit sensitivity and caring in a way children can understand. This acknowledgement makes children feel heard and accepted. Although such statement does not necessarily resolve the dilemma, they serve as a foundation for eventual problem solving. They also provide some comfort to children for whom no other satisfactory solution is possible at the time. In storytelling – choose stories related to children’s interest and in their life to make sure they can connect; tell both familiar and new stories; practice the story beforehand; use dramatic voice; maintain eye contact with individual children by continually scanning the group; change the speed, pitch and volume of your voice to correspond to the meaning of the story and the character in the story; articulate each word clearly; use dramatic pauses to build suspense or facilitate transitions between events in the story and provide an opportunity for children to participate in the story by making sounds or appropriate gestures or having them say repeated phrases in chorus (such as “I’ll huff and I’ll puff and I’ll blow your house down”) Show-and-tell in many classroom is a common practice. It is seen as a means for children to develop both listening and speaking skills. In contrast some express concern that children may become bored by sitting for long periods or may feel coerced into speaking before the whole class. There is also a worry that children develop competitive
feelings in the process or feel left out if they think they have nothing worth wile to share. If teachers choose to implement show-and-tell, they should have a clear curricular goal in mind and then select strategies to match the goal. For example, if the goal relates to listening and speaking, teachers must remember that children initially practice these skills best in small groups. Thus having one day when group of three or four children share items from home is a more appropriate strategy than having several children try to show and tell about their items in from of the entire class. Teacher tells in advance what question she/he will ask so children will not have difficulty answering on the spot and they can do better because they were given time to think about what they are going to say/share to the class. VI.
Workshop/Application (30 minutes) Participants will continue exploring the different activity centers/stations for the remainder of the session. Say: Here are some more ideas on how literacy skills acquisition can spontaneously emerge through games. Think of ways to contextualize each game to for your learners, and develop materials for these during the times allotted for materials production.
Note: Trainers should watch the supplementary trainers only videos if they need to be reminded of the activity centers/stations.
Session Guide 7 Comprehension and Vocabulary I.
Greetings: Say: Good day everyone, I am ____________________. I will be facilitating the session on the Literacy Stations on Comprehension and Vocabulary .
II.
Introduction: Objective: After the session, you are expected to identify teaching strategies for literacy skills acquisition and plan for literacy rich environment by setting up workstations to develop comprehension and vocabulary.
III.
Time Allotment A. Session: 1 hour
IV.
Materials A. PowerPoint presentation B. Manila paper, markers, meta cards C. Materials for workstations/activity centers
V.
Procedure A. Priming Activity: (5 minutes) Say/Ask: Reflect on the following questions: What was the last activity that I did that I was able to promote my st udents’ comprehension and vocabulary? What strategies do I employ to make these scenarios frequent?
B. Analysis: (10 minutes) Ask for a few volunteers to share their reflections. Highlight the strategies mentioned and underscore the need to organize or put u p “literacy stations”. Make a list of the literacy stations that may be mentioned based on the sharing of responses. Present it in matrix format as shown below: Workstation 1 2 3
Activity
Say: Literacy work stations create experiences for small group of children to stretch their abilities to express themselves in particular ways. Some
examples are word wall charts and predictable charts. The print that children see around them becomes their primary resource for their reading and writing if you draw their attention to it, and involve them in it in interesting ways. C. Abstraction: (15 minutes) Present using a PPT. Say: The literacy workstations are activity-oriented, that provide opportunities for rich peer interaction and informal communication among children and/or with teachers. Workstations provide means to implement quality independent practices of what was taught and to determine if our objectives have been achieved. Literacy stations may be used to support distributive practice, differentiation, and engagement for students while teachers work with small, flexible groups of students. However, not all your goals for children’s language development will be attained through activity centers/literacy work stations. Remember to follow some basic guidelines: Materials are taught and use for instruction first. Then they are placed in the work station for independent use. Stations remain set up all year long. Materials are changed to reflect children’s reading levels, strategies, being taught, and topics being studied. Stations are used for students’ meaningful independent work and are an integral part of each child’s instruction. All students go to work stations daily. Ensure that each child in the group has sufficient opportunities to speak and is developing the confidence and skill to do so. Materials are differentiated for students with different needs and reading level. The teacher meets with small flexible groups for guided reading or skills instruction during literacy workstations. VI.
Workshop/Application (30 minutes) Participants will continue exploring the different activity centers/stations with a focus on comprehension and vocabulary development for the remainder of the session.
Say: Here are some more ideas on how comprehension and vocabulary development can spontaneously emerge through games. Think of ways to
contextualize each game for your learners, and develop materials for these during the times allotted for materials production. Note: Trainers should watch the supplementary trainers only videos if they need to be reminded of the activity centers/stations.
Session Guide 8 Literature-based Experiences Using Graphic Organizers: Meaningful Explorations of Story Elements I.
Greetings Say: Good day everyone, I am ____________________. I will be facilitating the session on Literature-based Experiences Using Graphic Organizers.
II.
Introduction Say:
Graphic organizers are visual representations of information which teachers use to encourage children to think, support, and extend their understanding. Objective: At the end of this session, participants are expected to be able to use different graphic organizers in planning for literature-based activity to enhance learning experiences of children. III.
Time Allotment: A. Session: 2 hours
IV.
Materials: A. PowerPoint presentation B. Sample graphic organizers C. Storybooks D. Arts and craft supplies
V.
Procedure A. Priming Activity: (5 minutes) Ask: Can you tell me which graphic organizers are best suited for the following: To generate ideas To tell that a story is about one main topic or idea To recall information To recall events in order To recall details or facts To identify similarities and differences To make comparisons To identify the beginning, middle, and end stories To categorize
B. Analysis and Discussion Questions: (15 minutes) Say: Here is a list of examples of graphic organizers.
Using this list, let’s try to identify the appropriate graphic organizers for the following: To generate ideas To tell that a story is about one main topic or idea To recall information To recall events in order To recall details or facts To identify similarities and differences To make comparisons To identify the beginning, middle, and end stories To categorize
C. Abstraction (30 minutes) Say: Literature introduces children to information and ideas. It is critical for teachers to have ready tools, such as some forms/graphics to visually-
represent children’s ideas to trigger their interest and enthusiasm, make them actively involved in your lesson, and learn language meaningfully. All types of graphic organizers can help children learn that; print has meaning their words and ideas are important, and we can organize our ideas and represent it visually
Here are examples of graphic organizers and ways to use them. KWL chart - What is it? A large three-column chart; the first column is labeled K for What I K now, the second W for What I W onder, and the third L for What I Learned. Why use it? KWL charts are useful before beginning an activity to activate children’s background knowledge and to learn their questions and interests. Use this feedback to adjust plans and tailor activities and projects around children’s interests. KWL charts are also useful at the end of an activity to help children remember what they learned. A KWL chart is one way to informally assess what children learned. How to use it. Write the letters K, W, and L at the top of a large piece of chart paper. Introduce a topic, (e.g. title of a story) such as owls, then ask the children, “What do you know about owls?” Write their responses under the letter K . Next, ask, “What do you wonder about owls?” This time, write the responses under the letter W . After an activity such as reading Owls: Hunters of the Night, by Elaine Landau, the teacher asks the children what they learned and writes their answers under the letter L.
Web - What is it? A large circle drawn on chart paper, with a topic in the center and lines branching out from the circle.
Why use it? Before introducing a new book or topic, use a web to activate children’s background knowledge. The web will help children brainstorm everything they know about the topic. You can then adjust the activity to build on their knowledge.
Webs are also a useful tool for summarizing what children have learned. For instance, after discussing and doing activities about the concept clothing, use a web to assess children’s understanding. Ask them to name clothes they use during rainy/stormy days, and record their responses on a web. Then ask them to name summer clothes, and record those responses on a different web. How to use it. Draw a large circle on a large piece of chart paper. Add several lines branching out from the circle. Write the topic in the center of the circle. For example, before reading Dog’s Colorful Day, by Emma Dodd, display the web and write dog in the circle. Then ask the children to tell the group what they know about dogs. As children give their thoughts, write their responses on the lines branching out from the circle.
Venn diagram - What is it? Two or more circles that partially overlap. Why use it? A Venn diagram is a simple way to compare and contrast two books, such as The Little Red Hen Makes a Pizza , by Philemon Sturges, and Mañana, Iguana, by Ann Whitford Paul, or two topics, such as oceans and ponds. This is one way to check children’s understanding of alike and different. In addition, it is a way to informally assess what details children recall from a story or about a topic. How to use it. Draw two large circles that overlap. Read two stories that have similar characters, illustrations, or plots. Ask the children “How
are the two books alike?” Record their answers in the overlapping portion of the circles. Ask what is unique about the first story. Write those responses in one circle, in a section that does not overlap. Ask what is unique about the second story. Record those responses in the remaining section of the other circle.
Sequencing chart - What is it? A sheet of paper folded in thirds horizontally. Why use it? A sequencing chart helps children recall the order of events or the steps in a process. It is also a tool for helping children organize their thoughts to tell a story.
Some children are new to storytelling. They may have difficulty telling a story with a beginning, middle, and end. The sequencing chart helps them complete this process and feel confident about their accomplishment. Most are not ready to write words, but they can tell a story through pictures. Writing topics can be connected to things children are interested in or recent events such as a field trip or birthday party. This strategy can foster children’s interest in writing their own books. After children complete their sequencing charts, they might like to cut them into three pieces, put the pieces in sequential order, and staple them together at the corner to create a short book. How to use it. Fold a piece of paper in thirds horizontally. Starting at the top, explain that the first section is where to write or draw the beginning of a story, the second section is for the middle of the story, and the last is for the end of the story. Tell a simple story to the children while writing or drawing in the appropriate section. Then give children their
own papers and model how to fold them into thirds. Invite the children to retell the story through words and pictures or make up a new story to tell, putting the words or pictures in the appropriate section.
Take Note: Very young children who may not have the confidence to write, organization of ideas can be done through drawing.
VI.
Workshop/Application (60 minutes) Divide the group into smaller groups. Distribute storybooks to each group. Ask each group to assign a storyteller to the book aloud to the rest of the members of the group. After the Read Aloud, each group must come up with a graphic organizer/s based on the story assigned to them. At the end of the period, each group will put their graphic organizers on display for the plenary.
VII.
References http://www.naeyc.org/tyc/files/tyc/file/V5N5/Graphic%20Organizers.pdf http://www.dailyteachingtools.com/language-arts-graphic-organizers.html
Session Guide 9A Developing Thinking Skills: How Children Learn Math I.
Greetings Good day everyone, I am ________________. I will be facilitating the session, “Developing Thinking Skills for 5 to 8 year old children: How Children Learn Math”. This topic will be presented to us by Ms. Marjorie Javier from the Community of Learners Foundation.
II.
Introduction Say: In this presentation, Teacher Marj will tal k about the essential of children’s logical thinking as basis for mathematical understanding. This session will let you understand how important logical thinking skills are in connection with the other concepts in Science, Social Studies, Language, as well as in the child’s daily life.
Objectives: At the end of the session, you are expected to: 1. Understand that children’s logical thinking is the basis for mathematical understanding 2. Understand that exploration and observation are essential to mathematical understanding 3. Understand that one-to-one correspondence, classification, seriation, and conservation are essential to understanding mathematical concepts in the study of arithmetic, geometry and measurement, probability and statistics 4. Understand that developing children’s logical thinking is essential, not only in understanding mathematical concepts, but is likewise important in understanding other concepts in Science, Social Studies, Language, as well as in daily life 5. Understand that logical thinking cannot be taught and can only be developed based on the child’s cognitive maturity, adequacy and appropriateness of the experiences provided within his/her learning environment III.
Time Allotment A. Session: 3 hours B. Video: 1 hour
IV.
Materials A. Video/s: Developing Thinking Skills in Numeracy B. PowerPoint Presentation C. Set of materials for each activity station
V.
Procedure A. Priming Activity (10 minutes) Ask: When you hear the word Mathematics, what comes to mind? List down everything that comes to mind.
When do children start learning math? What is the youngest age? What do children learn to do at this age? Ask participants to share their thoughts and list down on the board. Guide the participants to imagine that they are in the womb of their mother. Ask: What do you see? What can you hear? What does it feel like inside – is it hot or cold? Can you move? Say: These bodily responses show us that infants are able to DISCRIMINATE. The ability to discriminate based on what you sense, tells us that you are beginning to learn. Note that learning math does not begin with learning to count, or learning about numbers, shapes or color. Learning math begins with the ability to make sense of your world through the use of your senses. Math is not just a collection of facts and procedures. Math is a way of thinking. Eventually, as the brain becomes more mature, it is a way of thinking about the world LOGICALLY. Workshop: Play Activities through stations (60 minutes) (refer to the video on Math Games)
Divide the participants into 5 groups. Each group will spend 15 minutes in each of the stations to explore activities that help children develop their thinking skills. Instructions of each activity are in the appendix of the Kindergarten Teacher’s Guide (National Kindergarten Curriculum Guide). Station 1: Characteristics of Objects Fishing Game: Shapes and Color Shape Trail Shape Lacing Shape Puzzles
Station 2: One-to-One Correspondence We Go Together, Same and Different: Color and Shape Shape and Color Match Call Out Color and Shape Color and Shape Connect Color and Shape Concentration Station 3: Classification Odd One Out: Color and Shape Things to Sort Which Go Together Station 4a: Seriation – sequencing based on changes in an attribute Which Comes First Feet in a Row Lining Up Snakes Seriation Cards Station 4b: Seriation – patterns or sequencing based on repetitive attributes Patterns All Around Pattern Rubbings Same but Different Patterns on the 0-99 Chart Coloring 0-99 Patterns Station 5: Conservation using Unstructured Materials Water Play, Sand Play, Block Play, Playdough B. Analysis and Discussion (5 minutes) After the participants have had time to engage in the activities, call on some representative of each group to share their insights on the different play stations. C. Abstraction (80 minutes) Say: There are 5 key learning points to be discussed in this presentation: 1. How young children as early as infancy make sense of the world through their sensorimotor explorations and develop the capacity for intuitive thought or the ability to form conclusions based on their immediate impressions. Young children are avid explorers and are curious to find out
2. Why matching with one-to-one correspondence is the simplest and most direct way children compare whether collections of objects are equivalent or the same. Children’s matching of objects/pictures may not be logical for adults all the time. 3. How children sort and group things together based on common attributes and properties. Classifying is a basic strategy children use to organize the materials, people and events. The importance of sorting and classifying activities in children’s mathematical devel opment is critical. Sorting often occurs in children’s play as a means to an end. Through these activities children learn to think analytically and to express their thoughts clearly. Forming classes and dealing with the relationships within a class and among different classes encourages the growth of clear and logical thinking, which is the basis of good mathematical reasoning. 4. Children assign a logical order to a series of objects based - on gradual variations in a single attribute (e.g. length) - on a sequence of attributes that repeats (e.g. color). Differences may be the basis for ordering objects in a collection. Unlike color differences between blue and green, the differences used for ordering are usually differences in degree. They imply a progression, such as from large to small, heavy to light. NOTE: To introduce Seriation-Pattern Skills do hand pattern movements of Doodle-li-doo. On the second round sing Doodle-li-doo while doing the hand pattern movements. 5. Conservation is the ability to determine that a certain quantity will remain the same despite adjustment of the container, shape, or apparent size. Children develop an understanding of the idea that certain physical properties remain the same no matter the dimensions of the spaces they occupy. Focus Questions: Here are some questions that you can focus on while listening to her talk: 1. How do children make sense of the world and when do they start to learn mathematics? 2. How are the differentiated stations being facilitated? 3. What are the appropriate activities for your learners to develop their thinking skills? 4. Why are logico-mathematical thinking skills essential to learning mathematics? Play the video: Developing Thinking Skills in Numeracy
D. Post-Video Discussion (15 minutes) Start the discussion by answering the focus questions. Below is an additional question for discussion. 1. Why is it important to understand how children learn math on their way? 2. Why it is important to develop children’s logical thinking? 3. What are the appropriate differentiated math activities you applied in your classes?
VI.
Evaluation/Reflection (10 minutes) Say: Think about the past months you have been with your learners/ students. How have you ensured that your students have had sufficient and appropriate activities that help develop his/her thinking skills? Give examples of activities you have provided during the past months.
Session Guide 9B Numeracy Activities: Operations on Whole Number I.
Greetings Good day everyone, I am _________. I will be facilitating the session on Numeracy Activities: Operations on Whole Number as presented by Teacher Marj Javier from the Community of Learners Foundation.
II.
Introduction Say: In this presentation, Teacher Marj will talk about how children develop an understanding of the concept of number and how they can manipulate quantities by comparing and ordering quantities of object; by putting things together (addition) and taking them apart (subtraction); by counting groups of the same quantity (multiplication) and by dividing quantities into groups (division).
Objectives: At the end of the session, you are expected to: 1. Understand that the operations on whole number is founded on a child’s understanding of one-to-one correspondence, classification, seriation and conservation 2. To understand that children need to experience the processes of putting things together (addition)and taking things apart (subtraction) before they can master a set of number facts. 3. To understand that children need to experience counting groups of the same quantity (multiplication) and dividing quantities into groups of equal number (division) before they can master a set of facts. 4. To understand that arithmetic or the study of number involves studying relationships between quantities and not memorizing a set of rules. III. Time Allotment A. Session: 2 hours B. Video: 1 hour IV. Materials A. Video: The Concept of Number: Operations on Whole Number B. PowerPoint Presentation C. Set of materials for each activity station V. Procedure A. Priming Activity (10 minutes) Ask: What is the difference between arithmetic and mathematics? Are they the same? If not, how are they related?
Say: During the 60s-70s schools used the term arithmetic to mean one of the three most important subjects (the 3Rs) a student must be good at in school. In the late 70s schools began using the term math or mathematics. No explanations were given to students or teachers! Arithmetic is the study of numbers. (1) the branch of mathematics that deals with addition, subtraction, multiplication, and division, (2) the use of numbers in calculations Mathematics is a way of thinking logically. (1) the study of the relationships among numbers, shapes, and quantities (2) it uses signs, symbols, and proofs and includes arithmetic, geometry & measurement, statistics and probability, algebra, calculus, trigonometry *Math is not a subject or a set of facts that needs to be memorized for a test. It involves solving problems. Divide the participants into 5 groups. Each group will spend time in each of the stations to explore activities that help children learn how to manipulate quantities so that they compare and order numbers, add, subtract, multiply and divide quantities up to ten **Instructions of each activity are in the appendix. Station 1: Comparing and Ordering Games: Who has more? Comparing Numbers – A game for partners, More or Less Spin It, Which Card Is Missing?, Walk the Number Line, Where Does It Go?, Three in a Row Station 2: Addition and Subtraction Games: Counting Boards, Make Ten, Find 10, Go 10, Tens Concentration, Draw 10, Addition Call Out (bingo), Roll and Fill Station 3: Addition and Subtraction Games: Subtraction Call Out (bingo), Train Ride, Balloons, Ten Spots, Arranging Ten Spots, Always 12, Twentytwenty, Make a Difference, I’ve Got a Hundred Station 4: Multiplication and Division Games: Eyes, Triangles, Pair Pressure, Planting the Garden, How Does Your Garden Grow, Line Them Up, Memory Game: Multiplication, Rectangle Cover Up Station 5: Multiplication and Division Games: Clothespin Trains, Dividing Up Insects, Multiplication and Division Stories, Klip the Klock, Dice Darts, Dice Darts Again, Divide and Snap, Divide and Go, We Are Family
B. Analysis and Discussion (5 minutes) After the participants have had time to engage in the activities, call on some representative of each group to share their insights on the different play stations. C. Abstraction (45 minutes) Say: There are 5 key learning points to be discussed in this presentation: 1. Understanding of arithmetic evolves from children’s early counting experiences. Informal concept of addition (adding more) and subtraction (taking away something) guide children’s efforts to co nstruct informal arithmetic procedures. 2. When addition (or subtraction) is an objective in a child’s daily play activities, he uses his logic and eventually remembers results. When knowing ‘facts’ is the objective, children are taught techniques to get ‘facts’ and are drilled to internalize them (traditional addition and subtraction). When a child learns to add (or subtract) quantities by using his own logic, repeats the same action every day in interaction with other people (while at play for instance), he will inevitably remember the result, without adult pressure. 3. The understanding of addition and subtraction involves: the logic of inclusion reversibility of thought Before continuing with the discussion let the participants engage in the Three Games to better understand how children conceptualize the operation of addition: Hand Game, Lift the Bowl Game, Peek Thru the Wall Game. Recall the 3 stages of Concept Development – Concept/ Concrete Level, Connecting Level, Symbolic Level. Instructions for the 3 games are found in the appendix of the Kindergarten Teachers Guide (National Kindergarten Curriculum Guide) 4. The process of multiplication requires children to think about and count groups of objects rather than single objects. 5. The process of division involves sharing or dividing a quantity into smaller groups of a particular size. 6. The logic of multiplication (and division) involves: an understanding of the one-to-one correspondence or equivalence of two or more sets (multiplicative equivalence) reversibility of thought
Show the Concept of Number flow chart which displays the relationship between thinking skills, counting and the four operations on whole number
7.
Arithmetic should not be taught as a series of rules because: Rules are easy to forget especially if they are learned without understanding of their applications Rules minimize thinking. Rules prevent visualizing relationships. Rules do not work well for problem-solving Focus Questions: Here are some questions that you can focus on while listening to her talk: 1. How do you understand between Arithmetic and Mathematics? Are they the same? If not, how are they related? 2. How do children conceptualize the operation of addition? Subtraction? Multiplication? Division? 3. How do you understand the relationship between thinking skills, counting and the four operation on whole number? Play the video. (SG9b: Numeracy Activities: The Concept of Number: Operation on Whole Number) D. Post-Video Discussion (15 minutes) Start the discussion by answering the focus questions. Below are additional question for discussion. 1. Why is it important to teach mathematics for children in a logical way rather than teaching a series of rules to memorize? 2. How do children learn the operation of numbers using his own logic without adult pressure? VI. Evaluation/Reflection (10 minutes) Say: What developmentally appropriate activities have you provided your students in the past months?
What gains might your students acquire if you provide for more hands on/ concrete activities? What possible difficulties do you think you would encounter when you provide more hands on / concrete activities? What classroom management skills would a teacher need to have in order to manage a class that is involved in more hands on /concrete activities?
Session Guide 10A Numeracy Numeracy Activities: Activities: The Concept of Number Sense and Counting Counting I. Greetings Good day everyone, I am __________________. I will be facilitating the continuation of the session sessi on on Numeracy Activities: Activities : The Concept Concept of Number Sense and Counting as presented by Teacher Marj Javier from the Community of Learners Foundation. Foundatio n. II. Introduction Say: In this presentation, Teacher Marj will talk about the importance of How Children Learn Math as essential to the Development of Thinking Skills for 5 to 8 years old children. Topics will focus on the Concept of Number Sense and Counting.
Objectives: At the the end of o f the session, sessi on, you are expected to: 1. Understand that counting involves more than reciting a string of words. 2. Understand that the basis of true counting (rational counting) involves the important thinking skills: one-to one correspondence, classification, seriation and pattern recognition, and conservation 3. Understand that number sense involves an understanding of equivalence, inequivalence, and magnitude 4. Understand that children learn the concept of number from concrete to abstract experiences, though adequate developmentally appropriate activities instead of workbook exercises III. Time Allotment A. Session: 2 hours B. Video: approximately 40 minutes IV. Materials A. PowerPoint PowerPoi nt Presentation Presentation B. Video: The Concept of Number Sense and Counting C. Set of materials for each activity station V. Procedure: A. Priming Activity (2 minutes) Sing and act out the following number songs Isa, dalawa, tatlo Una-unaha Una-unaha n tayo Apat, lima, anim Sa balong malalim Pito, walo, siyam
Lakad parang langgam Pagdating sa sampu Ang lahat ay umupo
Lima Ang Daliri Lima ang daliri ng aking kamay Si Nanay, si Tatay, si Kuya, K uya, si Ate At sino ito? Ako, ako Lima ang daliri ng aking kamay
B. Analysis and Discussion (3 minutes) Ask: How do children learn how to count? How How do they learn about numerals? numer als? List down do wn responses responses of the participants on the board bo ard C. Abstraction Abstraction (45 minutes) Say: Focus Questions: Questions: Here are some questions qu estions that that you can focus on while listening to Teacher Marj’s presentation. presentation. 1. Why is it i t important to use number words when counting? 2. What are the hierarchy hierarchy of skills ski lls involve i nvolve in counting? 3. How do the concept of numbers emerges in children’s children’s understanding? Play the video: The Concept of Number Sense and Counting. D. Post-video Discussion Discussion (10 minutes) Start the discussion by answering the focus question. Below are additional questions for discussion. 1. Why is it essential to provide developmentally appropriate activities at each stage of math concept developmen devel opment? t? 2. Why is it important to learn that number sense involves an understanding of equivalence, inequivalence, and magnitude? 3. Explain your you r insights insights why there is no short-cut s hort-cut to learning mathematics? mathematics? VI.
Workshop (60 minutes) Divide the participants into 5 groups. Each group will spend at least 10 minutes in each of the stations to explore activities that help children understand the concept of number and learn how to count.
Instructions of each activity are in the appendix of the Kindergarten Teacher’s Guide (National (National Kinder K indergarten garten Curriculum Guide). Station 1: Number Stations, Stations, Number Books Station 2: Mixed Up Numbers, It’s It’s a Match, Grab Bag Counting Station 3: Number Clip Game, Fifty Fifty Wins, Number Link, Take Your Place 53 | P a g e
Station 4: Number Snap, Concentration, Number Match (Lotto), Number Call Out (Bingo) Station 5: Fishing Game: Numbers, Grasshopper, Same and Different Numerals
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Session Guide 10B Numeracy Activities: Place Value and the Decimal System I.
Greetings Good day everyone, I am _________. I will be facilitating the continuation of the session on Numeracy Activities: Place Value and the Decimal System as presented by Teacher Marj Javier from the Community of Learners Foundation.
II.
Introduction Say: In this presentation, Teacher Marj will talk about how children develop an understanding of the concept of a numeration system that employs place or positional values (the position or place of a numeral defines its value in multi-digit numerals); place value requires the conservation of number and how they can manipulate materials by relating these experiences with their corresponding symbols.
Objectives: At the end of the session, you are expected to: 1. Understand that the numeration system currently used in the Philippines, the Hindu-Arabic or decimal system, is a numeration system that employs place or positional value (the position or place of a numeral defines its value in multidigit numerals) 2. Understand that learning about place value entails the ability to count groups as though they were individual objects 3. Understand that using the place value system requires the conservation of number 4. Understand that children need to explore the place value system first by manipulating materials (concept/concrete level), then by relating these experiences with their corresponding symbols (connecting stage) and eventually by recording these experiences using their corresponding symbols (symbolic stage) III.
Time Allotment A. Session: 2 hours B. Video: approximately 45 minutes
IV.
Materials A. Video: The Concept of Number: Place Value and the Decimal System B. Set of materials for Chip Trading Game, materials for each activity 55 | P a g e
V.
Procedure A. Priming Activity (5 minutes) Call on a volunteer. Ask him/her to think of a 3-digit number. The other participants will try to guess the number. The volunteer can give the following clues: Clues: If a digit is correct and is in the correct position, the clue is DANGKAL If a digit is correct but is in the wrong position, the clue is DARWIN If the digit is incorrect, the clue is DONUT. Example: Volunteer’s number is 569. First guess: 451 (clue would be DARWIN, DONUT, DONUT) This means that the person guessed only 1 digit correctly but it is not in the correct position (5) and 2 digits are incorrect (4 and 1) Second guess: 365 clue would be DANGKAL, DARWIN, DONUT This means that the person guessed 1 digit correctly and in the correct position (6), 1 digit correctly but is in the wrong position (5), and 1 digit is wrong. The activity continues until someone is able to guess the number of the facilitator. Stop the activity if it reaches 5 minutes, and ask the volunteer to reveal his/her number.
B. Analysis and Discussion Say: There are 8 key learning points to be discussed in this presentation: 1. To read and write multi-digit numbers, children must master an increasingly complex set of rules for decoding/encoding relationships. These rules presuppose knowledge of place value, designation names and knowledge of the number sequence. Deficient place-value knowledge can contribute to incomplete or incorrect decoding/encoding rules. Many difficulties with basic numeration skills can be traced to not understanding that position or place defines the value of digits in multidigit numerals. 2. Counting groups requires a different kind of thinking from counting single objects. Children need to learn to count groups as though they were individual objects. 3. The value of a numeral can stand for many different amounts, depending on its place in a number. 4. The language used to read and say numbers affects the difficulty in which children learn to count beyond ten. In the Chinese language children only 56 | P a g e
need 11 words to count from 1 to 100, while the English language requires 28. By age 3, most children who speak Chinese can recite the number words up to 100. 5. There are patterns in the decimal system. The task of writing numerals up to 100 and beyond is simplified only if children see the patterns automatically. 6. Conservation of number is an essential thinking skill in order to understand the value of a digit in a multi-digit numbers. 7. Addition and subtraction of numbers beyond ten involve the notion of forming and counting groups and the changing value of numerals while they are joining and separating quantities. 8. The use of manipulatives can help children in dealing with place value concepts. In order for children to develop the concept of place value they need to: a. Engage in group games b. Work with patterns c. Work with groups of ten The next minutes will be spent engaging in grouping games, “Plus One” and “Minus One” to better understand the concept of place value. C. Abstraction (60 minutes) 1. Give each participant a trading board 2 (red and white) and at least 10 red chips and 20 white chips. Give each participant the materials for the “Plus One” and “Minus One” games to better understand the concept of place value. 2. Say: We are now going to engage in the Plus One, Minus One, and Chip Trading games. In the video, Teacher Marj will guide you during the games. 3. Play the video: The Concept of Number: Place Value and the Decimal System. Pause the video whenever Teacher Marj gives an instruction, and repeat the instructions to the participants. Make sure to check from time to time if the participants are following the game keenly. VI.
Workshop/Application (50 minutes) Divide the participants into groups. Each group will spend 10 minutes in each of the stations to explore activities that help children develop their understanding of the concept of place value and the decimal system. 57 | P a g e
Station 1: Patterns in the 0-99 Chart, Coloring the 0-99 Chart, 0-99 Number Puzzle Station 2: Exchange Game Station 3: Count to Ten and Begin Again Station 4: How Many Fingers, Race to P1.00 Station 5: Call Out, Stack It Up
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Session Guide 11 The Concept of Number: Multi-Digit Addition and Subtraction I.
Greetings Good day everyone, I am __________________. I will be facilitating the session on The Concept of Number: Multi-Digit Addition and Subtraction as presented by Teacher Marj Javier from the Community of Learners Foundation.
II.
Introduction Say: In this presentation, Teacher Marj will talk about the The Concept of Number: Multi-Digit Operations on Whole Numbers by Understanding Place Value.
Objectives: At the end of the session, you are expected to: 1. Understand that learning how to add and subtract multi-digit numbers involves an understanding of the place value system 2. Understand that multi-digit addition and subtraction involves conservation of grouped number 3. Understand that children need to explore the place value system first by manipulating materials (concept/concrete level), then by relating these experiences with their corresponding symbols (connecting stage) and eventually by recording these experiences using their corresponding symbols (symbolic stage) III.
Time Allotment A. Session: 2 hours B. Video: 1 hour and 20 minutes
IV.
Materials A. Video: The Concept of Number Multi-Digit Addition and Subtraction B. PowerPoint Presentation C. Sets of materials for the Chip Trading Games for each participant D. Meta cards, marking pens
V.
Procedure A. Priming Activity (2 minutes) Show sample of children’s common mistakes : 156 156 156 +297 + 297 + 297 343 353 31413
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B. Analysis and Discussion (5 minutes) Ask the participants: 1. What are the prerequisites for multi-digit addition? 2. What are the common mistakes students make when solving multi-digit addition problems? 3. What are the prerequisites for multi-digit subtraction? 4. What are the common problems children encounter when solving multidigit subtraction? Give each participant a trading board 2 (red and white) and at least 10 red chips and 20 white chips. Tell them they are now going to engage in the Chip Trading Game. In the video, Teacher Marj will guide them during the game. C. Abstraction (90 minutes) Say: There are 4 key learning points to be discussed in this activity: 1. The understanding of the place value system, which involves regrouping quantities and renaming numbers, is a pre-requisite to the understanding of multi-digit addition and subtraction. 2. Children need to be provided with problems that require them to think and decide if regrouping quantities is necessary in solving a particular problem. Teachers should not delay the teaching to addition and subtraction with regrouping if children already have mastered the regrouping process when learning to count beyond ten. 3. Learning to subtract multi-digit numbers often takes more time since reversing the process when regrouping is essentially more difficult for the young brain to apply. 4. Children need several core abilities in order to develop good arithmetic skills a. The child must be able to pay attention. b. The child must have unimpaired sensory-perceptual abilities c. The child needs to have a good memory. d. The child must have intact language abilities. Children likewise need additional special abilities which are crucial for arithmetic: e. The child must be able to plan, switch and maintain the appropriate work strategies in solving multistep problems f. The child must have good spatial organization g. A child must have consistent and appropriate work patterns h. A child must have good sequencing skills
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Focus Questions Here are some questions that you can focus on while listening and viewing her discussion: 1. What are the prerequisites for multi-digit addition? 2. What are the common mistakes students make when solving multidigit addition problems? 3. What are the prerequisites for multi-digit subtraction? 4. What are the common problems children encounter when solving multi-digit subtraction? 5. What are the several core values in developing children’s good arithmetic skills? Play the video. Pause the video whenever Teacher Marj gives an instruction, and repeat the instructions to the participants. Make sure to check from time to time if the participants are following the game keenly. D. Post-video Discussion (15 minutes) Start the discussion by answering the focus questions. Below are additional questions for discussion. 1. Why should children need to understand first the place value system in teaching multi-digit addition and subtraction? 2. How did you enjoy the Chip Trading Game: Addition & Subtraction? Do you think your class will enjoy on this activity? 3. How do you plan to apply these new strategies in your learners/students in teaching multi-digit addition and subtraction using the concrete manipulative materials? VI. Evaluation/Reflection (5 minutes) Ask: If there are many possible challenges when learning how to add and subtract multi-digit problems, what should teachers do to evaluate each child’s progress?
Ask each person to write their responses on meta cards.
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Session Guide 12 Developmental Screening and Assessment within the classroom: Using the Philippine ECD Checklist I.
Greetings Good day everyone, I am _____________________. I will be facilitating the session on Using the Philippine ECD Checklist which will be presented by Ms. Marissa Pascual, and will be demonstrated by and Ms. Cristina Panga from the Community of Learners Foundation.
II.
Introduction The ECD Checklist is designed for service providers like us, who with a brief training period can easily administer it. By using the ECD Checklist, we can determine if a child is developing adequately or is at risk for developmental delays.
Objectives: At the end of this session, you will be able to: 1. Understand the importance of developmental screening and assessment 2. Administer the Philippine ECD Checklist III.
Time Allotment A. Session: 3.5-4 hours B. Videos: approximately 100 minutes
IV.
Materials
A. Copy of the Philippine ECD Checklist Technical and Administration Manual and sample scoring sheets for each participant B. Videos: ECCD Checklist Part 1, ECCD Checklist Part 2, Philippine ECD Checklist Administration C. ECD Checklist Kit (per group/table) D. PowerPoint Presentation V.
Procedure A. Priming Activity (5 minutes) Say: On a piece of paper, rate the following statements. Use the given scale as a guide. 62 | P a g e
1 - I have no experience with this. 2 – I am somewhat familiar with this. 3 - I am confident about this. I am familiar with the Philippine ECD or ECCD Checklist. I have administered the Philippine ECD Checklist. I found it useful to me as a teacher. B. Analysis and Discussion (15 minutes) Call on a few participants to share their answers. Ask: Who are familiar with the Philippine ECD or ECCD Checklist? Who among you have administered it so far? How did you find it? Can you share your experience with us? How was it useful to you as a teacher? C. Abstraction (90 minutes) 1. Distribute copies of the technical administration and manual to the participants. Provide an ECD Kit for each group/table. 2. Say: Let us now listen to Teacher Jing as she gives an introduction on the Philippine ECD Checklist. Play the video: ECCD Checklist Part 1 00:00-32:50. 3. Let us recall the following from the first part of the video: (Present via PPT) What is the The ECCD Checklist is NOT intended to be used to 1) make a medical ECCD diagnosis; 2) determine a child's intelligence quotient (IQ), or gauge Checklist for? his/her academic achievement. It is only the first of several steps in a comprehensive assessment process that a child at risk is expected to go through to get the help he/she needed as early as possible. Please take note:
The Checklist that we are using is for children aged 3 years and 1 month to 5 years and 11 months. There is also Checklist for children ages 0 month to 3 years old. The ECCD Checklist is a product of careful refinement and validation. It is a monitoring tool suited to the needs of the Filipino child. The 63 | P a g e
choice of items was based on statistical validation while the test has been normed based on a sample of 10,915 children from Regions III, VI,VII and XII and NCR. How are the items arranged?
The items in the Checklist are grouped and sequenced (1) domains and (2) developmental levels. The seven domains are 1) Gross Motor; 2) Fine Motor, 3) Self-Help, 4) Receptive Language, 5) Expressive Language, 6) Cognitive, and 7) Social-Emotional. By developmental levels means that within each domain, items are developmentally sequenced. Hence the first items pertain to skills typically acquired at a younger age that those enumerated in the latter portion of each domain.
Description of the Domains
1. Gross motor - involves movements of the entire body, trunk and/or limbs. Examples include sitting, walking, climbing and jumping 2. Fine motor - involves movements of the hands and fingers. Example include reaching, grasping and writing 3. Self-help -refers to abilities relating to daily activities such as feeding, dressing and toileting. 4. Receptive language - relates to the ability to understand the spoken word. 5. Expressive language - refers to the ability to use the spoken word to convey one's thoughts and needs 6. Cognitive - relates to the ability to think, reason, understand concepts and problems--solve. It also includes pre-requisite early literacy and numeracy skills 7. Social-emotional - involves the ability to respond in an age-andculturally appropriate manner to social situations and interpersonal relationships
How are the items administered?
There are some items that indicate parental report will suffice. Other items indicate that the skill must be elicited by the examiner. For other items where neither of these has been specified, the examinee-the child must try to elicit the skill. The examiner may ask the parent/caregiver if a skill is present or absent only when he/she is in doubt about the child’s ability to display the skill, such as when the child is not willing to respond/perform because he/she is shy or not in the mood. If the child tries to do what is being asked but does not succeed, the score to be indicated is “Not present” (-).
4. Say: Let us continue with the discussion of Teacher Jing. 64 | P a g e
Play the video: vid eo: ECCD ECCD Checklist Checklist Part P art 1 33:38-40:41. VI.
Workshop/Application (100 minutes) minutes ) Say: Let us watch the video by b y Teacher Tina of COLF. COLF. As we watch the video, please follow by reading the item on your Checklist. Try scoring with Teacher Tina as well. well .
Play the video: Philippine ECD Checklist Checklist Administration Administration for guided practice. After the video, ask the participants: 1. What can you say about abo ut what you saw in the video? 2. Is that the the way you administer ad minister the Checklist? Checklist? 3. If No, what were the differ di fferences, ences, and why? 4. Is there anything anything you need to clarify? 5. What items were not demonstrated? Ask for volunteer to simulate the remaining items not covered in the video. Please take note that the the domains domai ns are 7 instead of 5 as mentioned in the video. Take note of the participants’ observation and points of clarification for standard administration of the Checklist. Say: Let us now see how we can be guided with our own interpretation by listening again agai n to Teacher Jing. Play the video: ECCD Checklist Part 2 01:52-12:10.
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Session Guide 13 Developmental Screening and Assessment within the classroom: Using Informal Classroom Assessment Tools for Kto3 I.
Greetings Good day everyon e veryone, e, I am ____________________. I will be facilitating facil itating the
session on Using Informal Informal Classroom Assessment Tools for Kto3. II.
Introduction How do we keep track of our learner’s learner ’s learning? learning? A good way to do this is to use informal classroom assessment tools to help us track learner progress and development.
Objectives: After After this session, you are expected expected to: 1. Define assessment and its i ts purposes purposes for young children 2. Identify assessment assess ment methods methods that are developmentally de velopmentally and appropriate and connected to specific purposes III.
Time Allotment A. Session: 1.5 hours
IV.
Materials A. Handouts: sample checklists checklists B. Sample output from learners C. PowerPoint Presentation Presentation
V.
Procedure
A. Priming Activity (15 minutes) 1. Ask: How do I keep track of what children are learning in my classroom? You may write your answers on a sheet of paper. 2. Group Work: Review sample output of learners, and list what you perceive to be the child’s skills and needs needs based on or as revealed by the sample work.
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The child can…
The child has yet y et to…
B. Analysis and Discussion (15 minutes) Ask a few participants/ groups to share their answers. How do we keep track of our children’s children’s learning? Identify commonalities in the answers. What are the strategies, methods mentioned? Can we categorize them by grade level or answers cut across age of children? How were these used? For what purpose? Discussion Points: Children’s work work reveals a lot about their current needs and strengths. strength s. Most of the the time, teachers tend to focus focus on what children cannot cannot do and an d overlook what what they can. Teachers need to be able to identify both needs and strengths in order to design more appropriate interventions. Teachers must learn to analyze student errors and self corrections when going over writing writin g samples samples or other children’s work. They must be able to figure out out what kinds of information a child is using to spell or read words and which one are being neglected. For example, example, if a child chil d consistently consistently substitutes words based on spelling like can for car when reading a text, the child may only be focusing on the letters but neglecting to think about whether the reading sounds rights and an d make sense.
C. Abstraction Abstraction (30 minutes) 1. Say: (Present via PowerPoint) Assessment can therefore be anything we do to appraise children’s learning while they are busy working or at play. pl ay. The challenge really, reall y, is to connect assessment to classroom class room experience in meaningful ways. Meaningful assessment includes go ing over children’s work collected over time. Children’s Children’s work include s drawings, sample writings, art works, journals and and reading logs. Collection can be through through observation, interviews, portfolios, projects, tests, and other sources that can be used use d to inform instruction/adjust curriculum, to identify children who might 67 | P a g e
benefit from special help or additional health and nutrition services, and to report children’s progress to their families. Making assessment meaningful for children is a function of developmentally appropriate assessment for which we have to guard ourselves with. Here are some characteristics to guide us: All developmental domains are of interest and are evaluated, rather than just a child’s academic productivity and performance. It takes place in the natural learning context and is conducted by persons familiar to the child. It is functional and curriculum embedded (i.e. it is an integral part of what goes on in the regular classroom and involves children working with everyday objects and materials on every day performance tasks and in a purposeful pursuit of learning). It is based on discovering children’s best performance rather than on documenting what they do not know or cannot do well It is useful for planning classroom instruction to organize and move children’s learning forward It is a shared responsibility among teachers, children, parent and other professionals involved in the child’s overall development, and effective communication is ongoing among these partners Teachers must not use assessment findings to eliminate children from particular programs, retained, or assigned to segregated groups on the basis of ability and developmental maturity.
Assessment results are used to benefit children by informing sound decisions about children, teaching and program improvement. 2. Present the sample checklists shared by the Community of Learners Foundation. VI.
Workshop /Application (30 minutes)
Enumerate the required assessment required to be taken within the schoolyear, what information are you able to get from each? Cite some concrete ways you can modify your ways of getting to know your children’s strengths and needs throughout the school year or plan out how you can be more developmentally appropriate.
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Session Guide 14 Reading Development, Reading Programs, and Reading Difficulties
I.
Greetings Say: Good day everyone, I am ____________________. I will be facilitating the session, “Reading Development, Reading Programs, and Reading Difficulties”. The topic will be presented by Prof. Hazelle Preclaro-Ongtengco from the University of the Philippines College of Education.
II.
Introduction At what age did you learn to read? Reading is dynamic process in which the reader interacts with the text to construct meaning. Inherent in constructing meaning is the reader’s ability to activate prior knowledge, use reading strategies, and adapt to the reading situation.
Objectives: After this session, you are expected to: 1. Describe the nature and factors affecting reading; 2. Discuss the stages of Chall’s reading development; 3. Identify the learners characteristics with reading and writing difficulties; and 4. Formulate strategies and activities which are appropriate in addressing reading and written language difficulties. III.
Time Allotment: A. Session: 3 hours B. Videos: approximately 90 minutes
IV.
Materials: A. Videos: Summary, Nature, and Factors that Influence Reading; Chall’s Stages of Reading; Recognizing the need for Specialized Reading Instruction; Reading and Written Language Difficulties; Principles of Remedial Reading Instruction B. PPT from Prof. Hazelle (as handouts) C. Meta cards, pentel pens, Manila paper
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V.
Procedure A. Priming Activity (10 minutes) 1. Group the participants into 5 with 8 members per group. (Please adjust the number of groupings depending on the number of total participants)
2. Answer the following questions according to your assigned group in 5 minutes. Choose reporters to present each output. Group 1 What is reading to you? Group 2 How did you learn to read? Group 3 What are the factors that helped you learn to read? Group 4 Who helped you learn to read? How? Group 5 Why is reading important? B. Analysis and Discussion (15 minutes) Give each group 2 minutes to present their output. Ask: 1. What made reading easy/difficult? 2. What do you think are the challenges we face in our classrooms? (learners) 3. What were your realizations? 4. As teachers, how can we help our learners read? C. Abstraction (100 minutes) Say: To deepen our understanding on Reading development, reading program and reading difficulties, we will view the video presentation of Professor Hazelle Preclaro in which she discusses the following topics comprehensively: Part 1 1. Summary, Nature, and Factors that Influence Reading (6:52 minutes) 2. Chall’s Stages of Reading (7:52 minutes) Part 2 3. Recognizing the need for Specialized Reading Instruction (20:21 minutes) 4. Reading and Written Language Difficulties (26:47 minutes) 5. Principles of Remedial Reading Instruction Note to the facilitator: Please watch the first two parts of Part I. 70 | P a g e
Focus Questions: While you are watching the video consider the following questions and try to answer them: 1. What are the factors that influence reading? 2. How do we motivate our learners to read? 3. Why is motivation inportant? 4. What do we need to develop as teachers to foster love for reading among our learners? 5. What are the assumptions of Chall’s stages of reading development? 6. Write in your notebook a summary of Chall’s stage of reading development. Follow the Chart below. Stages Stage 0 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5
Characteristics
Play the videos. Before we proceed to the second part of the video, let’s go back to the questions presented earlier and will try to answer them. Can anyone share their thoughts about questions 1 to 5. Part 2 Video Say: We will continue watching the video presentation of Prof. Hazelle. In this video, she discusses the following: 1. Recognizing the need for Specialized Reading Instruction (20:21 minutes) 2. Reading and Written Language Difficulties (26:47 minutes) 3. Principles of Remedial Reading Instruction (26:58 minutes) Focus Questions: As you watch the video presentation, consider the following questions and will answer them after the viewing. 1. What are the factors that influence academic outcomes? 2. What do we need to develop as teachers in identifying learners with reading difficulty? 71 | P a g e
3. How do we differentiate learners with special needs from learners with reading difficulty? 4. What are the signs of learners with reading and writing difficulty? 5. Fill in in the table with the characteristics of reading and writing difficulty per level. Level
Reading and Writing Difficulty
Preschool 1-4 5-8 High School 6. What is meant by reading remediation? What are its goals? Who needs it? E. Post- Video Discussion (20 minutes) Start the discussion by answering the focus questions. VI.
Workshop/Application (30 minutes) Say: Using the same groupings, work on the following activities: Group I – Write a POEM about reading Group II – Write an acrostic using the word READING Group III – Write a protocol (steps) on learning to read Group IV – Make an illustration of the reading process Group V – Draw an ideal reading classroom
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Session Guide 15 Assessing Reading Performance Using Informal Reading Inventories I.
Greetings Say: Good afternoon everyone, I am _____________________. I will be facilitating the session on “Assessing Reading Using Phil-IRI” which will be presented by Professor Hazelle Preclaro-Ongtengco from the University of the Philippines, College of Education.
II.
Introduction Say: We all know that Phil-IRI has been an on-going assessment since 2012. Nevertheless, how well do we know the purpose of Phil -IRI?
Objectives: After this session, you will be able to: 1. Describe the assessment process 2. Discuss the what, why and how of the Phil-IRI 3. Discuss assessment results vis-a-vis instruction and appropriate intervention/referrals 4. Analyze the learner’s reading difficulties through workshop on marking miscues III.
Time Allotment A. Session: 1 hour B. Videos: approximately 35 minutes
IV.
Materials A. Videos: Using the Phil-IRI (13 minutes), Workshop on Marking Miscues (22 minutes) B. PowerPoint Presentation C. Passages for Workshop on Marking Miscues
V.
Procedure A. Priming Activity: (5 minutes) Ask/Say: In what level do you belong based on the following statements? Raise your hand if the statement applies to you.
Level 1: I know about Phil-IRI, but I have never used it. Level 2: I know about Phil-IRI, I used it in my class as an assessment tool.
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Level 3: I know about Phil-IRI, I used it in my class as an assessment tool for classroom intervention. B. Analysis and Discussion (5 minutes) Group the participants according to their levels. Have them give at least one adjective that will describe the Phil-IRI’s: 1. Strenghts 2. Weaknesses 3. Challenges C. Abstraction (15 minutes) Say: Before viewing the video, consider the following questions: 1. What is the overall goal and objectives of Phil-IRI? 2. What does the result of the group screening tells us? 3. Do we rely/base our instruction only on the result of Phil -IRI? We will be viewing the video with the following topics: Introduction to Assessment The Assessment Process What is the Phil-IRI? What is the Phil-IRI for? What can the Phil-IRI tell us? Assessment and Instruction Stages of Administration Analysis of assessment result vis-a-vis proper referrals Recording Oral Reading Miscues
Play the video: Part 7: Using the Phil-IRI (13 minutes) D. Post video Discussion (5 minutes) Answer the focus questions via plenary discussion. Say: It is very important that evidenced-based assessment result should inform instruction and that appropriate intervention should be done for improved reading performance of learners.
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VI.
Workshop/Application (30 minutes) Say: For better understanding and analysis of the miscues, we will have a workshop on marking miscues. Give out copies of the passages to be marked by the participants as they
watch the video: Part 8: Workshop on Marking Miscues (22 minutes) 1. Magpalipad Tayo ng Saranggola 2. Mang Samy 3. Summer Fun Reflection Questions: 1. What does the performance tell us about good reader? 2. How should self-corrections be viewed? 3. Can we say that Child A is a good reader?
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Session Guide 16A Developing Alphabet Knowledge, Oral Language and Vocabulary, Phonological and Phonemic Awareness, Decoding, Fluency and Comprehension I.
Greetings Say: Good day everyone, I am ____________________. I will be facilitating the sessions on the different topics: Developing Alphabet Knowledge, Oral Language and Vocabulary, Phonological and Phonemic Awareness, Decoding, Fluency and Comprehension which will be presented by Professor Hazelle Preclaro-Ongtengco from the University of the Philippines College of
Education. II.
Introduction Say: It is important to note that early foundations of teaching reading is crucial in the way the child learns how to read and understand a simple text. Learning to read with understanding and at a sufficient rate is essential for learning to read well. But how are we going to teach effectively the early foundations in reading as articulated in the domains of literacy in the Kindergarten to Grades 3, and how will our learners enjoy teaching instruction while learning? In this session, Teacher Hazelle will present the different steps and activities in Developing Alphabet Knowledge, Oral Language and Vocabulary, Phonological and Phonemic Awareness, Decoding, Fluency, and Comprehension.
Objectives: After this session, you will be able to: 1. Enhance knowledge and skills on the different steps with accompanying activities on: a. Developing alphabet knowledge b. Developing oral language and vocabulary c. Developing phonoligical and phonemic awareness d. Developing decoding e. Developing fluency and comprehension 2. Prepare support instructional materials following a model presented in the workshops to develop the listed skills in objective no.1. III.
Time Allotment A. Session: 6 hours B. Video: approximately 30 minutes 76 | P a g e
IV.
Materials A. Videos: Part 3: Developing alphabet knowledge Part 3: Developing oral language and vocabulary Workshop Part 4: Developing oral language and vocabulary Part 5: Developing phonoligical and phonemic awareness Part 6: Developing decoding Part 7: Developing fluency and comprehension
B. PowerPoint Presentation Part 4: What Do We Do Now Developing alphabet knowledge Developing oral language and vocabulary Developing oral language and vocabulary Developing phonoligical and phonemic awareness Developing decoding Developing fluency and comprehension
C. Materials for workshop V.
Procedure A. Priming Activity: (5 minutes) Divide the participants into groups Ask: In your class, what activities do you usually do in your class to develop the above-mentioned skills? Discuss among yourselves the steps/process in doing it.
B. Analysis and Discussion Questions (10 minutes) Invite a few groups to share their experiences. As they share, list down on the board the name/key words/concepts of the activities presented.
C. Abstraction Say: The session will be divided into parts--- according to the skills to be discussed. Workshops for each topic will also be included especially in the preparation of support instructional materials to develop the skills. Part 1: Developing Alphabet Knowledge and Oral Language As you watch the video, be guided with the following questions:
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Focus Questions: 1. What are the activities that will develop the alphabet knowledge and oral language skills to our young learners? 2. How should the teaching of these skills be developed? Play the Video: Part 3-Developing alphabet knowledge and oral language (.01-7.49) Alphabet Chart Word Wall Other Writing Activities (Tracing, Copying, Listing, Filling the Blanks) Pause the video, provide time for answering the focus questions. What is the standard for Grade 3 in the Alphabet Knowledge and Handwriting Domain? Present the PowerPoint (PPT-Part 4 slide 47) Alphabet Knowledge: Standard for Grade 3 Handwriting: Standard for Grade 3 Workshop: PPT-Part 4-slides 48-52 (30 minutes) Letters (Upper and Lower Case Letters) Game Board 3 Part 2: Developing Oral Language and Vocabulary Say: The next video will cover the domain/skill on developing oral language. As you watch the video, be guided with the following questions:
Focus Questions: 1. What are the standards for developing oral language skills for Grade 1 and Vocabulary standard for Grade 3? 2. What are sample oral langauge activites, and how are these activites/strategies help in developing oral language and vocabulary? Pause the video, provide time for answering the guide questions. Play the Video: Part 3-Developing alphabet knowledge and oral language (Segment 7.50-11.50) Oral Language Skills: Standard for Grade 1 Vocabulary: Standard for Grade 3 What research says about language and literacy 78 | P a g e
-
Oral Language Activity
Present the PowerPoint (PPT-Part 4 slide 59) Seven Functions of Language Workshop: Continue the video (11.51-14.24) (Workshop Proper - 30 minutes) Letter Knowledge Inventor Alphabet Chart Word Wall Five Wordless Picture Stories Part 3: Developing Oral Language and Vocabulary Say: What are other things/activities to develop language? How are we going to develop oral language especially in teaching the basic s with bilingual students/learners? Can we do it for the whole class/group/individual/one on one? Let’s find out in the sample activities as we watch the video.
Play the Video: Part 4-Developing Oral Langauge and Vocabulary (.01-6.00) Sample Activities: Nose, Nose… Total Physical Response (TPR) Song: Our Body Parts Sample Application of TPR Pause the video, provide time for answering the guide questions. Demonstration: Let the participants demonstrate the TPR Ask: What are other examples of developing oral language and vocabulary? Play the Video: Part 4-Developing Oral Langauge and Vocabulary (6.48-14.46) 3. Language Experience Approach Building a Sentence Bridging it to Reading Unlocking of Difficulties Workshop: PPT-Part 4 slides 69-70 (15 minutes)
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Part 4: Developing Phonological and Phonemic Awareness Say: The video that you are going to watch is on Developing Phonological and Phonemic Awareness. As you watch the video, list the activities that are presented, and take note of key words/concepts on how to do it. How do these activities help in developing skills?
Play the Video: Part 5- Developing Phonological and Phonemic Awareness (.01-13.13) 4. Standard for Grade 3 5. Sample Activities/Strategies Word Walk Game Board (Beat the Timer) Rhyme Dominoes Elkonin Squares Finger Twister Rhyming Beginning Sounds Provide time for answering/processing the questions Workshop: PPT-Part 4 slides 80-83 (20 minutes) Part 5: Developing Decoding Say: What are the activities that will help our learners develop decoding skills? In the video that you are going to watch, sample activities are presented. Are the activities presented applicable to your own learners? Do you think you can also make your own samples?
Play the Video: Part 6- Developing Decoding (.01-9.02) 6. Phonics and Word Recognition: Standard for Grade 3 7. Sample Activities/Strategies Cat Down the Tree Tachistoscope Blending Wheel Magic Squares Line Searches Provide time for answering/processing the questions Workshop: PPT-Part 4 slides 91-92 (20 minutes)
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Part 6: Developing Fluency and Comprehension Say: What do you understand when you hear the word fluency in reading? What are the activities that will help our learners develop fluency? In the video that you are going to watch, sample activities are presented. See if you also have these activities in your class or if you have similar activities like the ones presented.
Play the Video: Part 7- Developing Fluency and Comprehension (.01-6.00) 8. Fluency: Standard for Grade 3 9. Read Aloud Story: Uulan Ba? 10. Pause-Prompt-Praise 11. Chunking 12. NIM (Neurological Impress Method) Provide time for answering/processing the questions Workshop: PPT-Part 4-slides 100-103 (10 minutes)
Say: How about comprehension? Do you think fluency alone will be accepted as being a good reader or it should be accompanied with comprehension? What do you understand when you hear the word comprehension? What are the activities that will help our learners develop comprehension? Play the Video: Part 7- Developing Fluency and Comprehension (6.01-14.05) Comprehension: Standard for Grade 3 13. Story Ladder 14. Think Alouds 15. Using Graphic Organizers 16. Attempts and Outcomes 17. Story Map 18. Engagement Activity
Provide time for answering/processing the questions Workshop: PPT-Part 4-slides 114-120 (30 minutes) Part 7: Principles of Teaching Decoding and Spelling Say: The video that you are going to watch will cover Developing Decoding and Spelling. As you watch the video, be guided with the following questions.
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Focus Questions: 1. How do we teach decoding and spelling? 2. What are the principles in teaching decoding and spelling? 3. What are the approaches to teaching phonics? Play the Video: Part 7- Developing Fluency and Comprehension (Decoding and Spelling segment - 14.06-31.01) 19. Principles of Teaching Decoding and Spelling 20. Approaches to Teaching Phonics The Marungko Approach The Fuller Approach Scope and Sequence Programa ng Pamagitang Pagturo sa Filipino Banghay Aralin Para sa Panimulang Pagbasa VI.
Workshop/Application (30 minutes) Ask each group to prepare an instructional device/material (different from the ones presented) for each of the following skills/domains of literacy presented. a. Developing alphabet knowledge b. Developing oral language and vocabulary c. Developing phonoligical and phonemic awareness d. Developing decoding e. Developing fluency and comprehension
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Session Guide 16B Workshop on Reading Intervention I.
Greetings Say: Good day everyone, I am _____________________. I will be facilitating the workshop on Reading Intervention, which will be shared by Professor Hazelle Preclaro-Ongtengco, a professor from the College of Education at the University of the Philippines.
II.
Introduction Say: Reading is a very important skill. It is an essential learning skill to support learning in all other subjects at school and for some learning that takes place out of school. By building a strong foundation in teaching the learners how to read, teachers will be able to help students succeed.
Objectives: After this session, the participants are expected to: 1. Explain the process of reading 2. Discuss the importance of information processing in reading 3. Identify strategies in teaching reading intervention 4. Create age appropriate reading intervention program III.
Time Allotment A. Session: 1.5 hours B. Video: approximately 45 minutes
IV.
Materials A. Video: Reading Intervention B. PowerPoint Presentation from Prof. Hazelle: Workshop nos. 1 -4 (as handouts) C. Manila paper, markers, meta cards
V.
Procedure A. Priming Activity: (5 minutes) Ask: 1. Did you experience reading difficulties when you were in early grades? What was it? 2. What intervention did you receive? How was it done? 3. How effective was the intervention?
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B. Analysis/Discussion (5 minutes) Ask the participants to share their answers to the questions. Take note of their answers on a board/chart. C. Abstraction (45 minutes) Say: To deepen our understanding on Reading Intervention, we will now watch the video presentation of Professor Hazelle Preclaro in which she discusses the topic “Reading Process” comprehensively (45 minutes). Focus Questions: While you watch the video, consider the the following questions, and try to answer them. 1. Identify the sources of noise that affect the reading process. 2. How does anxiety affect the reading process? 3. How do we process information? 4. Identify reading difficulties. 5. What are the necessary steps to address reading difficulties? Play the video. D. Post-Video Discussion (15 minutes) Discuss the answers to the focus questions. VI.
Workshop/Application (20 minutes) For this workshop you will need the PowerPoint presentation of Prof. Hazelle on Recognizing the Need for Specialized Literacy Instruction slide numbers 31 to 84. Follow each instruction presented.
Note to the facilitator: Please read each slide presented as you go along with the workshop.
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Session Guide 17 Common Math Difficulties: Introduction to Math Remediation I.
Greetings Say: Good day everyone, I am _____________________. I will be facilitating the session on “Common Math Difficulties: Introduction to Math Remediation” shared to us by Ms. Sherlyn May Hamak-Santiago.
II.
Introduction Say: In this presentation, Teacher MJ will talk about common errors and error analysis, the causes of difficulties and the potential areas of difficulties in learning Math.
Objective: After this session, participants are expected to identify common math difficulties. III.
Time Allotment A. Session: 2 hours B. Video: approximately 60 minutes
IV.
Materials: A. Video: Common Math Difficulties B. PowerPoint Presentation C. Error Analysis worksheet
V.
Procedure A. Priming Activity: (5 minutes) Ask the participants to make the number sentences correct by moving the sticks. Let them listen to the instructions of Teacher MJ.
B. Analysis: (5 minutes) Ask: How did you arrive at your answers? C. Abstraction: (60 minutes) Say: In the video, Teacher MJ focuses on the common errors and error analysis and presents the following topics: 1. Why is Math difficult? 2. What causes difficulties in learning Math? 85 | P a g e
3. What are the potential areas of difficulties in learning Math? 4. What information can we obtain from a student’s work? Play the video. While watching the video, you can pause it briefly to have a short interaction with the participants. Pause the video. Let them answer the following: (slide #10) What are needed to learn: place values? adding dissimilar fractions? long division? Continue playing the video. Note to trainers: Watch the video in advance so that you can anticipate when to pause the video.
D. Post-video Discussion: (10 minutes) 1. How will you make your learners love math? 2. Why is it important to adjust our instruction method to the different kinds of learners? 3. How does knowing that children have “multiple intelligences” (Gardner) help us improve our instruction of math? 4. How will you help children improve their performance in math? VI.
Workshop/Evaluation (30 minutes) Distribute the worksheet on error analysis and have them work on it individually.
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Session Guide 18A Strategies to Address Common Math Difficulties I.
Greetings Good day everyone, I am _____________________. I will be facilitating the session on “Strategies to Address Common Math Difficulties ” shared to us by Ms. Sherlyn May Hamak-Santiago.
II.
Introduction In the previous session, Teacher MJ introduced us to the Common Math Difficulties that learners encounter. In this session, she will share with us how we can help our learners cope with these difficulties, and how we can utilize a few strategies to address these difficulties.
Objective: At the end of this session, participants are expected to identify strategies to address common math difficulties. III.
Time Allotment A. Session: 2 hours B. Video: approximately 80 minutes
IV.
Materials A. Video: Strategies to address common math difficulties B. PowerPoint presentation of Teacher MJ C. Manila paper, meta cards, marking pens
V.
Procedure A. Priming Activity (5 minutes) Group the participants into small groups . Let each group list down 5 learning difficulties of learners that need remediation, and the teacher’s practices to address those difficulties. The group may use this template to present the group output:
Math Learning Difficulties of Learners
Teacher’s Practices on Addressing Those Difficulties
B. Analysis (5 minutes) Invite some groups to share their output. Highlight the common strategies/practices. 87 | P a g e
C. Abstraction (90 minutes) Say: In the video, Teacher MJ focuses on math remediation and presents the following topics: 1. What is remediation? 2. Who needs math remediation? 3. The Remediation Process 4. What a remedial teacher needs to know 5. Teaching Strategies 6. Principles of Intervention Play the video. While watching the video, you can pause it briefly to have a short interaction with the participants: a. Let the participants draw a number line. Continue playing the video to know the next things to do with the number line. b. Let the participants list down words that start with “deci” that means 10. c. Continue playing the video. D. Post-video Discussion (5 minutes) 1. What is your realization after the session on math remediation? 2. How important is this session in teaching pupils with learning difficulties? VI.
Workshop/Evaluation (15 minutes) Say: On a sheet of paper, write down 3 common math difficulties met by the learners, and give the strategies to use to address those difficulties.
Common math difficulties
Strategies to address those difficulties
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Session Guide 18B Workshop on Planning for Interventions I.
Greetings Say: Good day everyone, I am ____________________. I will be facilitating the workshop on, “Planning for Interventions”. This will be shared to us by Ms. Sherlyn May Hamak-Santiago.
II.
Introduction In this workshop, Teacher MJ will be guiding us in planning for interventions using math remediation.
Objective: After this session, you are expected to develop a remedial plan. III.
Time Allotment: A. Session: 2 hours B. Video: approximately 57 minutes
IV.
Materials: A. PowerPoint presentation from Teacher MJ (slides 88-105) B. Video: Planning for Interventions C. Remedial planning worksheets D. Manila paper, meta cards, marking pens
V.
Procedure A. Priming Activity (5 minutes) Group the participants into smaller groups. Let each group talk about the things to consider in planning for math interventions. Each group will write their answers on a piece of cartolina/manila paper. After 5 minutes, let each group post their answers on the board/wall.
B. Analysis and Discussion Questions (5 minutes) Ask: What are the common answers? What have you realized after doing the activity?
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C. Abstraction (60 minutes) Say: In this video, Teacher MJ will focus on sharing with us how to plan for interventions and remedial planning.
D. Post-video Discussion (15 minutes) 1. How do we plan for remediation? 2. What information is needed in planning for remediation? 3. How will you know that a child has difficulty in learning math? VI.
Workshop (30 minutes) Have the participants work on the worksheets on remedial planning for math interventions. Distribute the worksheets.
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Session Guide 19 Optimizing Learning in the K to 3 Classroom I.
Greetings Say: Good day everyone, I am _________________. I will be facilitating the session “Optimizing Learning in the K to 3 Classroom”. This session will feature a Kindergarten teacher in Navotas Elementary School.
II.
Introduction In this session, we will be viewing how teaching and learning takes place in a Kindergarten class, and how the learning environment plays an important role in the learning of a child. The teacher in this video started her early years of teaching with only a makeshift room. Through her dedication, commitment, and resourcefulness, you can see the changes she has made in making her classroom conducive for learning.
Objectives: After this session, you are expected to: 1. Enhance knowledge on the different blocks of time 2. Describe K to 3 learning environment 3. Cite examples on how to create/establish a environment
positive
learning
III. Time Allotment A. Session: 1 hour B. Video: approximately 20 minutes IV.
V.
Materials Video: Optimizing Learning in the K to 3 Classroom Procedure A. Priming Activity (5 minutes) Use the figure below to write the answers of the participants. Ask: What comes in your mind when you hear the word learning environment?
learning environment
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B. Analysis and Discussion (5 minutes) Ask: Based on your observations or practice, how is the learning environment in the K to 3 classroom structured/arranged? C. Abstraction (30 minutes) Say: As you watch the video, be guided with the following questions: Focus Questions: 1. Based on the video, how is the learning environment in the K to 3 classroom structured/arranged by the following factors: a. Teacher b. Classroom c. Materials d. Routines/ practices e. Others 2. As an early grade teacher, how else can you create a positive learning environment to your learners? 3. As a supervisor or a school head/principal, what kind of support/assistance could you provide to our early grades teachers to make the learning environment rich and stimulating? Play the video. D. Post-video Discussion (15 minutes) Start the discussion by answering the focus questions. Say: Learning environment plays an important role in the childs learning and wholistic development. It should be developmentally appropriate, ageappropriate and culturaly appropriate to suit the age, individuality, and the social and cultural backgrounds of each learner. This practice allows teachers to modify their teaching strategies to respond to diverse learner needs. Researchers say that it is the early years experiences where the young minds absorptive capacity is at its sharpest, hence, we should create or provide a positive learning environment to our young learners. In addition, we should communicate and collaborate not only with our learners but also with the parents and community to get their full support in the effective implementation of the different activities of the school. 92 | P a g e
Session Guide 20 Principles of DAP and Implications for Effective Implementation of K to 12 I.
II.
Greetings Say: Good day everyone, I am ____________________. I will be facilitating the session, “Principles of Developmentally Appropriate Practice (DAP) ” as presented by Ms. Marissa Pascual from the Community of Learners Foundation. Introduction In this presentation, Teacher Jing will talk about the developmentally appropriate practices for 5 to 8 year old children.
Objectives: At the end of this session, you are expected to: 1. Examine principles that guide developmentally-appropriate practice 2. Present practical considerations in implementing a developmentally appropriate program for 5-8 year olds III.
Time Allotment A. Session: 1.5 hours B. Video: approximately 60 minutes
IV.
Materials A. PowerPoint presentation: DAP and Its Implications for K-12 B. Video: Principles of DAP C. Graphic organizer for workshop/evaluation D. Workshop: Manila paper, markers
V.
Procedure A. Priming Activity (2 minutes) Pretend you are designing a toolbox for teachers. What would be inside this box that will represent the most important things and information a teacher would need to be able to implement a developmentally appropriate program for his/her class? Consider the developmental characteristics of
children including how they think and learn at this age. B. Analysis and Discussion Questions (5 minutes) Call on participants to share what’s inside their toolboxes.
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C. Abstraction (60 minutes) Say: There are 3 key learning points to be discussed in this presentation: 1. What is developmental appropriateness 2. Guidelines for decisions about developmentally appropriate practice 3. Implications for K to 3 Focus Questions: Here are some questions that you can focus on while listening to her talk: 1. What are the distinct yet interrelated characteristics of DAP? 2. What are the guidelines for decisions about developmentally appropriate practice? 3. What will be the effects if inappropriate approaches are done in early childhood education especially when combined with ineffective teaching and inappropriate curriculum? Play the video. D. Post-video Discussion (10 minutes) Start the discussion by answering the focus questions. Below are additional questions for discussion. 1. Do you include physical activities in your lessons? Why is physical activity important in the early grades? 2. Why is cooperative learning opportunities important? 3. Why is it important to build positive relationships with a learner’s family? VI.
Workshop/Application (15 minutes) Distribute the graphic organizer to participants. Essential Features of DAP How to Implement 1. 2. 3.
Have them fill up the boxes with the information being asked for. On the first column, have them list down the three essential features of Developmentally Appropriate Practice. There is enough space to write down notes about each feature. On the second column, have each participant elaborate on each guideline by citing specific ways they can implement DAP.
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Session Guide 21 Working with Teachers: Applying Theories of Adult Development and Learning to In-Service Capacity Building I.
Greetings Say: Good day everyone, I am ____________________. I will be facilitating the session, “Working with Teachers: Applying Theories of Adult Development and Learning to In-Service Capacity Building”.
II.
Introduction Say: In this presentation, Teacher Jing will talk about how to work with adult learners since you will be mentoring your teachers or co-teachers for this program.
Objectives: At the end of this session, you are expected to: 1. Reflect on their early learning experiences and how these have influenced the way they learn and teach as adults 2. Examine basic principles of adult learning III.
Time Allotment A. Session: 1 hour
IV.
Materials A. PowerPoint Presentation: Working with Adults B. Manila paper, markers, pro forma
V.
Procedure A. Priming activity (2 minutes) Think of a learning episode as an adult.
• Who was with you? • Did you learn what you needed to learn? • Did you need to unlearn something so you can learn so you can learn this? • What helped you learn it?
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B. Analysis/Discussion (3 minutes) Invite a few to share their own experiences. As they share, list down the factors that have facilitated their learning and those that have gotten in the way of their learning on a board/chart. C. Abstraction (40 minutes) Present the PPT: Working with Adults. Say: There are 2 key learning points to be discussed in this presentation: 1. The more we understand our own learning, the better we can be as practitioners who design and facilitate learning activities as adults. 2. Adult learning is at the heart of our practice as adult educators. Our practice is enhanced by knowing who our learners are as well as how they learn. Focus Questions: Here are some questions that you can focus on while listening to the presentation: 1. In terms of learning, how are adults different from children? 2. What is self-directed learning? 3. What are the different theories on adult learning? D. Discussion (5 minutes) Start the discussion by answering the focus questions. VI.
Evaluation/Application (10 minutes) Ask: What are the implications for each theory discussed in the presentation when mentoring your teachers or co-teachers for this program?
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Session Guide 22 Planning School-based/District-based Staff Development Activities: Learning Action Cells (LACs) I.
Greetings Say: Good day everyone, I am _____________________. I will be facilitating the session on “Learning Action Cells (LACs)”.
II.
Introduction Say: I would like to start this session with a quote from a line in the Panunumpa ng Kawani ng Gobyerno: “Sisikapin kong madagdagan ang aking talino at kakayahan upang ang antas ng paglilikod sa bayan ay patuloy na maitaas.” What is the implication of this line for us as government employees? What do we need to do to upgrade our knowledge and skills? How is this related to the conduct of the learning action cell? These are the questions that we need to reflect on during this session.
Objectives: After this session, participants will be able to: 1. Understand the concept and importance of a Learning Action Cell (LAC) 2. Reflect and internalize their roles and responsibilities in the Learning Action Cell (LAC) 3. Prepare a Mentoring Plan via LAC III.
Time Allotment Session: 1 hour Video: approximately 20 minutes
IV.
Materials A. Video: Learning Action Cells B. LAC PowerPoint presentation C. Manila paper, markers, meta cards D. LAC Template
V.
Procedure A. Activity (10 minutes) Directions: 1. Divide the group into 6. 2. Have each group brainstorm/discuss the following:
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Group 1:
Group 2: Group 3:
Group 4: Group 5: Group 6:
What comes to mind when you hear the word Learning Action Cell? What LAC sessions have you attended so far? What do you think should be the roles and responsibilities of the school heads in the LAC? What do you think should be the roles and responsibilities of the district Supervisors in the LAC? What do you think should be the roles and responsibility of the division EPS in the LAC? What do you think should be the roles and responsibilities of the regional EPS in the SLAC? What makes an effective LAC?
B. Abstraction (20 minutes) Say: Now, let us watch the video presentation on LACs. The Outline of the presentation is: 1. The Concept and the Importance of Learning Action Cell 2. Roles and Responsibilities of the different stakeholders 3. Action Planning Play the video: Learning Action Cells. VI.
Workshop/Application (30 minutes) Let each group prepare their LAC Action Plans. Have the group present their plans (if possible) for critiquing.
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TRAINING EVALUATION FORM
DAP IN EARLY LANGUAGE LITERACY AND NUMERACY EVALUATION SHEET Rating Scale: Poor (P); Fair (F); Satisfactory (S); Very Satisfactory (VS); Excellent (E) Relevant Items
Rating
Remarks
1. Preparation and management of the training 2. Extent of achievement of the objectives of the training 3. Extent of achievement of personal objectives in attending the training. 4. Extent of how the training has helped prepare for the roll-out of the School-Based LAC program 5. Rating for the following a. Topics Principles of Child Growth and Development How do children grow, develop, and learn? (7k para sa bata) Thinking Skills: Foundations of Literacy Learning Emerging Literacy Games and Activities Instruction essentials for emerging readers Breaking the reading code: Reading and Language Arts Comprehension and Vocabulary Literature-based Experiences/Using Graphic Organizers: Meaningful Explorations of Story Elements Developing Thinking Skills: The concept of number and counting Numeracy activities: The concept of number and counting
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Number activities: multi-digit addition and subtraction Number activities: multi-digit multiplication and division Assessing reading performance using informal reading inventories Planning for i nstruction: g) Oral Language and Vocabulary h) Phonological Awareness i) Alphabet Kno wledge j) Word Identification k) Fluency l) Comprehension Workshop: Reading interventions Common Math difficulties Strategies to address common math difficulties Workshop: Planning for Intervention Optimizing learning in the K to 3 classroom Principles of DAP and Implications for effective implementation of Kto12 Working with Teachers Planning School-based/Districtbased Staff Development Activities
b. Conduct of Sessions Time Management Level of Learning c. Trainers/Facilitators d. Videos and Materials Used e. Venue f. Accommodation g. Food 6. What is your overall rating for this training? 7. What would you like to be included in the next/future trainings?
8. Comments/ Suggestions:
Region: _______ 100 | P a g e
TRAINING VIDEO GUIDE
Session Guides SG 1 SG 2 SG 3 SG 4 SG 9A SG 9B SG 10A SG 10B SG 11 SG 12
SG 14
SG 15 SG 16A
SG 16B SG 17 SG 18A SG 18B SG 19 SG 20 SG 22
Video Titles
Discussion on Principles of Child Growth and Development How Do Children Grow, Develop, and Learn Literacy Activities (English and Language Games) Emerging Literacy Games Guided Games Developing Thinking Skills in Numeracy The Concept of Number: Operations on Whole Number The Concept of Number Sense and Counting The Concept of Number: Place Value and the Decimal System The Concept of Number Multi-Digit Addition and Subtraction ECCD Checklist Part 1 ECCD Checklist Part 2 Philippine ECD Checklist Administration Summary, Nature, and Factors that Influence Reading Chall’s Stages of Reading; Recognizing the need for Specialized Reading Instruction Reading and Written Language Difficulties Principles of Remedial Reading Instruction Using the Phil-IRI Workshop on Marking Miscues Part 3: Developing alphabet knowledge Part 3: Developing oral language and vocabulary Workshop Part 4: Developing oral language and vocabulary Part 5: Developing phonological and phonemic awareness Part 6: Developing decoding Part 7: Developing fluency and comprehension Reading Intervention Common Math Difficulties Strategies to address common math difficulties Planning for Interventions Optimizing Learning in the K to 3 Classroom Principles of DAP Learning Action Cells
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HANDOUTS, SESSION GUIDE MATERIALS, AND SUPPLEMENTAL READING Kindly use these handouts, session guide materials, and supplemental reading as references for the sessions. Refer to the session guides for the appropriate material to be given out to the participants. List of handouts, session guide materials, and supplemental reading per Session Guide:
SG 1
SG 2
SG 3 SG 5 SG 6 SG 7 SG 8 SG 9A
SG 9B
Trainer’s Notes PPTs: Principles of Child Development The Key to Building Better Brains 7K Scrambled Letters 7K Board Game 7K Pyramid PPT: What Young Children Need Handouts on Literacy Stations (Procedures) PPT: Supporting Children’s Reading Development PPT: Instruction Essentials for Emerging Readers PPT: Breaking the Reading Code: Reading and Language Arts PPT: Comprehension and Vocabulary PPT: Using Graphic Organizers Fishing Game: Shapes and Color, Shape Trail, Shape Lacing, Shape Puzzles Same and Different: Color and Shape, Shape and Color Match, Call Out Color and Shape, Color and Shape Connect, Color and Shape Concentration Odd One Out: Color and Shape, Things to Sort, Which Go Together Which Comes First: Feet in a Row, Lining Up Snakes, Seriation Cards Pattern Sequencing: Patterns All Around, Pattern Rubbings, Same but Different, Patterns on the 0-99 Chart, Coloring 0-99 Patterns Unstructured Materials: Water Play, Sand Play, Block Play, Playdough Comparing Numbers – A game for partners, More or Less Spin It, Which Card Is Missing?, Walk the Number Line, Where Does It Go?, Three in a Row Addition and Subtraction Games: Counting Boards, Make Ten, Find 10, Go 10, Tens Concentration, Draw 10, Addition Call Out (bingo), Roll and Fill Addition and Subtraction Games: Subtraction Call Out (bingo), Train Ride, Balloons, Ten Spots, Arranging Ten Spots, Always 12, Twentytwenty, Make a Difference, I’ve Got a Hundred 102 | P a g e
SG 10A
SG 10B
SG 11 SG 12
SG 13
SG 14 SG 15
SG 16A SG 16B SG 17 SG 18A SG 18B
SG 20 SG 21 SG 22
Multiplication and Division Games: Eyes, Triangles, Pair Pressure, Planting the Garden, How Does Your Garden Grow, Line Them Up, Memory Game: Multiplication, Rectangle Cover Up Multiplication and Division Games: Clothespin Trains, Dividing Up Insects, Multiplication and Division Stories, Klip the Klock , Dice Darts, Dice Darts Again, Divide and Snap, Divide and Go, We Are Family Number Stations, Number Books Mixed Up Numbers, It’s a Match, Grab Bag Counting Number Clip Game, Fifty Wins, Number Link, Take Your Place Number Snap, Concentration, Number Match (Number Cover All/Lotto), Number Call Out (Bingo) Fishing Game: Numbers, Grasshopper, Same and Different Plus One, Minus One, Chip Trading Game Patterns in the 0-99 Chart, Coloring the 0-99 Chart, 0-99 Number Puzzle Exchange Game Count to Ten and Begin Again How Many Fingers, Race to P1.00 Call Out, Stack It Up Chip Trading Game: Addition and Subtraction Chip Trading Game: Multiplication and Division PPT: Overview of the Philippine ECD Checklist Philippine ECD Checklist Technical Administration and Manual Scoring Sheets PPT: Using Informal Classroom Assessment Tools for Kto3 Sample checklists from COLF: Alphabet Knowledge, Phonological Awareness PPTs: What is Reading Recognizing the Need for Specialized Literacy Instruction Passages for Workshop on Marking Miscues: Magpalipad Tayo ng Saranggola, Mang Samy, Summer Fun PPT: Part 3: Using the Phil-IRI PPT: What Do We Do Now PPT: Recognizing the Need for Literacy Instruction PPT: Math Intervention Error Analysis Worksheet PPT: Math Intervention PPT: Math Intervention Sample Remedial Plan Remedial Planning Worksheets PPT: Developmentally Appropriate Practice and Its Implications for K-12 PPT: Working with Adults as Learners LAC Action Plan Template LAC Mentoring Schedule 103 | P a g e
DAP in Early Language, Literacy and Numeracy Region-wide Training Accomplishment Report Form
Region: _____ Divisions Covered: __________________________________________________________________ Training Batch
Inclusive Dates
Total No. of Batches
Topics Covered (Please check all that apply)
Venue
Number of Participants Division District School
Total No. of Participants:
Relevance of Session Guides
Other Materials Used
Write a brief report containing: 1. Training design followed 2. General comments and issues encountered 3. Strengths and areas for improvement based on the feedback on the training evaluation forms submitted by the trainees 4. Training management 5. Recommendations
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LIST OF ABBREVIATIONS DAP
ECD Kto3 LAC PHIL-IRI SG
Developmentally Appropriate Practice Early Childhood Development Kindergarten, Grade 1, Grade 2, Grade 3 Learning Action Cell Philippine Informal Reading Inventory Session Guide
REFERENCES http://www.dailyteachingtools.com/language-arts-graphic-organizers.html http://www.naeyc.org/tyc/files/tyc/file/V5N5/Graphic%20Organizers.pdf http://www.questar.org/services/rse-tasc-ii/presentations/literacy/literacy-workstations.pdf Association for Supervision and Curriculum Development. The Brain a nd Mathematics. Association for Supervision and Curriculum Development Press, Alexandria, Virginia, 2001. Baratta-Lorton, Mary. Mathematics Their Way. Addison-Wesley Publishing Company, Menlo Park, California, 1976. Baratta-Lorton, Robert. Mathematics a Way of Thinking. Addison-Wesley Publishing Company, Menlo Park, California, 1977 Baroody, Arthur. Children’s Mathematical Thinking. A Developmental Framework for Preschool, Primary and Special Education Teachers. Teachers College Press, New York, 1987. Brazelton, T.BerryM.D. and Greenspan, Stanley M.D, “The Irreducible Needs of Children: What Every Child Must Have to Grow, Learn and Flourish” Burns, Marilyn. About Teaching Mathematics, a K -8 Resource, 2nd edition. Math Solutions Publications, Sausalito, California, 2000. Cole, Robert W. Educating Everybody’s Children. Diverse Teaching Strategies for Diverse Learners (Mathematics) Association for Supervision and Curriculum Development, 1995. Copeland, Richard. How Children Learn Mathematics. Teaching Implications of Piaget’s Research. MacMillan Publishing Co., Inc. 1979
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