Teopista Z. Villanaba Special Science Teacher IV (Retired) Philippine Science High School Southern...
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- Slide 1
- Teopista Z. Villanaba Special Science Teacher IV (Retired)
Philippine Science High School Southern Mindanao Campus PEDAGOGICAL
CONSIDERATIONS IN TEACHING AND LEARNING
- Slide 2
- Pedagogy is the holistic science of education. It may be
implemented in practice as a personal, and holistic approach of
socializing and upbringing children and young people (Ellis
Martin).. Pedagogy is also occasionally referred to as the correct
use of instructive strategies. The word comes from the Greek paidag
ge ; in which pas or paidos means "child" and g means "lead"; so it
literally means "to lead the childGreekpaidag ge
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- Ten Core Principles for Designing Effective Learning
Environments by Judith V. Boettcher
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- Core Learning Principle #1: Every Structured Learning
Experience Has Four Elements with the Learner at the Center
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- Learner Mentor Environment Knowledge
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- Core Learning Principle #2: Every Learning Experience Includes
the Environment in which the Learner Interacts
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- Core Learning Principle #3: We Shape Our Tools and Our Tools
Shape Us
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- Core Learning Principle #4: Faculty are the Directors of the
Learning Experience
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- Core Learning Principle #5: Learners Bring Their Own
Personalized Knowledge, Skills, and Attitudes to the Learning
Experience
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- Core Learning Principle #6: Every Learner Has a Zone of
Proximal Development That Defines the Space That a Learner is Ready
to Develop into Useful Knowledge
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- Core Learning Principle #7: Concepts are Not Words; Concepts
are Organized and Intricate Knowledge Clusters
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- Core Learning Principle #8: Learners Do Not Need to Learn All
Course Content; They Need to Learn the Core Concepts
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- Core Learning Principle # 9: Different Instruction is Required
for Different Learning Outcomes
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- Core Learning Principle # 10: Everything Else Being Equal, More
Time-on-Task Equals More Learning
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- BEST PRACTICES IN TEACHING AND LEARNING (Adapted from lectures
during National Conference on Best Practices in Teaching and
Learning Science and Mathematics, February 5-7, 2004, UP NISMED,
Diliman, Quezon City)
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- Motivating Techniques to Make Teaching and Learning Fun
Techniques games poems riddles raps, songs jingles pictures diorama
multimedia Strategies field trip concept mapping simulation role
playing inviting resource speaker jigsaw poster making
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- Strategies comic strip writing brainstorming journal writing
debate/panel discussion project making/research story telling use
of portfolio and other authentic assessment Approaches cooperative
learning practical work approach process approach inquiry approach
thematic approach
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- Practical Work Approach (PWA) The Practical Work Approach is
minds-on, hearts on, hands-on method of teaching and learning. It
proceeds from concrete (experiments, activities) to abstract
(concepts); from familiar to unfamiliar Some strategies used in PWA
are: PROBEX, games, simulations, field study, laboratory, debate,
panel discussion, role play, concept mapping, journal article
writing, interactive multi media
- Slide 19
- Investigative or Inquiry Approach in Teaching/Learning Involves
Asking questions this is the most important work of a scientist
Designing activities to answer the questions Finding new questions
to ask Investigation Tips: planning, making hypotheses, collecting
evidence, recording and presenting data, interpreting data
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- Thematic Approach to Teaching It is based on the assumption
that knowledge is a function of ones personal integration of
experiences and therefore not fall into neatly separate categories
or disciplines so it is interdisciplinary
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- Story telling once upon a time Story telling makes the lesson
interesting and exciting Some stories we can tell: biographies,
discoveries, events, etc. Stories are more effective when presented
with visual aids sucvh as pictures, tapes, videos
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- Teaching/Learning Through Videos/Drawings When presenting
videos, it must be from 3-5 minutes only. The rest of the period is
used in discussing what was viewed.
- Slide 23
- Teaching Critical Thinking Critical Thinking is an art of
systematically evaluating and reconstructing thinking to raise it
constantly to a higher level quality Value bases of CT are:
accuracy and precision, consistency, intellectual humility,
courage, integrity, fairness, sound judgment, wisdom, curiosity,
enthusiasm and initiative
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- How is Critical Thinking Taught? 1. Motivation get their
attention, let them focus 2. Engage students in hands-on
activities. During the activity, walk around, keep asking
questions, check participation, discuss observations
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- How is Critical Thinking Taught? 3. Be sure the discussion is
focused; when making conclusions, watch out for outliers (those
whose answers are different from others)
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- How is Critical Thinking Taught? 4. Ask challenging questions
that are categorized as analysis, evaluation and synthesis like:
Which among the procedural steps need to be changed? How will you
improve this? What do you think is happening? How do you explain
this observation? How did Eratosthenes measure the circumference of
the earth?
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- How is Critical Thinking Taught? 5. Practice asking how, how
much, what, can you show me, what do you think, how would you
explain this observation. Instead of asking WHY QUESTIONS. The
foregoing questions mostly demand concrete reasoning strategies.
Why questions are generally difficult to answer because they
generally demand formal reasoning strategies
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- Subject2004200520072008 Science36.8%39.49 %51.58 %57.90%
Math46.2%50.7 %60.29%63.89% Performance in the National Achievement
Tests
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- Performance in International Assessment Studies (e.g., Trends
in Math and Science Study-TIMSS) Science199519992003 Grade 4 Grade
7 Grade 8 41 st (42) 36 th (38) 23 rd (25) 42 nd (45) Note: UP
NISMED managed the TIMSS: cultural adaptation, test administration,
checking of items, analysis of results, and writing the report
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- Students who took the TIMSS test NOT familiar with the format
of the test items Have NOT taken Biology, Chemistry, and Physics
NOT exposed to inquiry-based instruction. Have NOT developed higher
level thinking Have NOT retained or mastered concepts and skills
due to jumping sequence of topics in different grade levels NOT
exposed to questions that show connections across science topics or
across disciplines Have poor communication and comprehension
skills; most constructed-response items were not answered. NOT
familiar with literacy-based assessment Reasons given for the poor
performance in TIMSS* * Based on interviews with teachers and
principals and NISMED observations during school visits
- Slide 31
- BECK to 12 Recipe or confirmatory type of activities; Science
investigations are not explicit, Not inquiry based Varied
inquiry-based activities; guided to semi-structured to open-ended
investigations Real-life applications of concepts are minimal
Connections across science topics are NOT emphasized More real-life
applications of concepts ; Connections across science topics are
emphasized Mathematics skills needed for science are NOT provided
at appropriate grades Mathematics skills needed to learn science
are integrated ICT integration is NOT explicit.Varied ICT tools are
used; Appropriate and indigenous technology are utilized Approaches
to Teaching & Learning
- Slide 32
- BECK to 12 Mainly paper and pencil tests; more on selected-
response type; constructed-response type rare Use of rubrics not
common, giving rise to inconsistent and subjective evaluation
Varied assessment formats used: selected- response (SR) and
constructed-response (CR) types; rubrics provided for CR questions
Many competencies are not aligned with assessment; Some
competencies are high level but assessments are mainly recall
Suggested assessment aligned with competencies Focus on summative
assessment rather than formative assessment (A4L) Results of
formative test are used to improve instruction; suggestions on how
to do these are in the TG Classroom Assessment
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- Core Science Standard (for the entire K to 12) The learner
demonstrates understanding of basic science concepts, applies
science process skills, and exhibits scientific attitudes and
values to solve problems critically, innovate beneficial products,
protect the environment and conserve resources for sustainability,
enhance the integrity and wellness of people, and make informed and
unbiased decisions about social issues that involve science and
technology. This understanding will lead to learners manifestation
of respect for life and the environment, bearing in mind that Earth
is our ONLY HOME.
- Slide 34
- Component 1: Inquiry Skills Asking questions about the natural
world (materials, events, phenomena, and experiences) Designing and
conducting investigations using appropriate procedure, materials,
tools, and equipment Employing different strategies to obtain
information from different sources Communicating results of
investigations using appropriate presentation tools Curriculum
Components
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- Basic Science Processes Integrated Skills Higher Order Thinking
Skills Observing Asking questions Measuring Classifying Inferring
Finding patterns Predicting Communicating Critical thinking
Creative thinking Problem solving Decision making (Real-life
context) Formulating hypothesis Fair testing - Identifying
variables - Controlling variables Collecting and organizing data
Interpreting data Making conclusions STE Literacy Skills Scientific
Inquiry Skills
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- Living Things & Their Environment Characteristics Structure
and Function Processes Interactions Matter Diversity of materials
Properties and Structure Changes Interactions Force, Motion and
Energy Movement Effects of Force Forms of Energy and Transformation
Earth and Space Surroundings: Land, Water, Air, Weather and Climate
Solar system Science Content (G1-10) Sequence may vary from grade
to grade. Ensure horizontal integration of topics across grading
periods. Component 2: Content and Connections
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- Intellectual honesty Objectivity Perseverance Active listening
Assuming responsibility Taking initiative Independent learning
Analyzing and evaluating information, procedures, and claims.
Making decisions based on sound judgment and logical reasoning.
Component 3: Scientific Attitudes and Values
- Slide 38
- The Approach: Spiral Progression The scope and sequence of the
content are developed carefully from one grade level to the next.
Concepts and skills are revisited at each grade level with
increasing depth. New concepts are built on pupils prior knowledge
and skills to allow gradual mastery from one grade level to the
next. WHY SPIRAL PROGRESSION?
- Slide 39
- * Australia (2 states) Brunei, England, Japan, Singapore, New
Zealand, USA (3 states) SCIENCE CURRICULUM OF DEVELOPED OR HIGH
PERFORMING COUNTRIES Basic education cycle: min 12 years, max 14
years (compulsory up to G9, for some G10) Inquiry-based and
learner-centred Spiral progression; emphasis on depth rather than
breadth Emphasis on connections across topics and disciplines;
developing literacy Integrated rather than discipline-based, at
least up to Grade 9 International tests have integrated
questions
- Slide 40
- Summary: The Spiral Progression and Integrated Science in K to
12 Avoids the major disjunctions between stages of schooling;
provides the basis for continuity and consistency;
Compartmentalization inhibit transfer of learning across topics;
students who exit school early do not have the basic functioning
skills across requisite areas of science (University of Melbourne,
Curriculum Comparison Study, 2011) Allows learners to learn Science
topics and skills appropriate to their developmental/cognitive
stages; Shows the interrelatedness of Science topics with each
other and their connections across topics; Strengthens retention
and mastery of topics and skills; Enables DepED to benchmark
Filipino students with their counterparts in other countries.
- Slide 41
- Science in the K to 12 Curriculum shows the place of science
and technology in everyday activities the link between science and
technology, including indigenous technology integration/connections
within science and across disciplines how science content and
processes are intertwined spiral progression is learner-centered
inquiry-based research-based decongested
- Slide 42
- Documents Reviewed BEC- DepEd, 2002 & 2006, BSE,2010)
Curriculum Comparison Report, SEAMEO INNOTECH Curriculum Comparison
Report, Univ. of Melbourne Current Challenges in Basic Education
(2010) UNESCO Paris Policy Issues in SME (2007), ICASE-UNESCO
Science and Mathematics Curriculum Framework of Australia, Brunei,
England, Japan, Singapore, New Zealand, and USA DESD Documents CVIF
Manual (Bernidos ) Teach Less, Learn More (2010) Science Curriculum
Framework for Basic Education. DOST SEI, UP NISMED, DepED,
Professional Teachers Association Raising the Bar for Science
Teachers (2010) Curriculum Framework for Science Teacher Education.
DOST SEI, UP NISMED, DepED, Professional Teachers Associations
TIMSS Report: 1999 & 2003; Math Advanced, 2008 Scientific,
Technological, and Environmental Literacy Study (2005), UP NISMED
And many more
- Slide 43
- The great aim of education is not knowledge but action Herbert
Spencer
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- Education is NOT the filling of a bucket, but rather, it is the
lighting of a fire William Yeats
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- In everything you do, put God first and He will direct you and
crown your efforts with success Proverbs 3:6
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