teopista z. villanaba special science teacher iv (retired) philippine science high school southern...

Teopista Z. Villanaba Special Science Teacher IV (Retired) Philippine Science High School Southern Mindanao Campus PEDAGOGICAL CONSIDERATIONS IN TEACHING AND LEARNING

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

Ten Core Principles for Designing Effective Learning Environments by Judith V. Boettcher

Core Learning Principle #1: Every Structured Learning Experience Has Four Elements with the Learner at the Center

Learner Mentor Environment Knowledge

Core Learning Principle #2: Every Learning Experience Includes the Environment in which the Learner Interacts

Core Learning Principle #3: We Shape Our Tools and Our Tools Shape Us

Core Learning Principle #4: Faculty are the Directors of the Learning Experience

Core Learning Principle #5: Learners Bring Their Own Personalized Knowledge, Skills, and Attitudes to the Learning Experience

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

Core Learning Principle #7: Concepts are Not Words; Concepts are Organized and Intricate Knowledge Clusters

Core Learning Principle #8: Learners Do Not Need to Learn All Course Content; They Need to Learn the Core Concepts

Core Learning Principle # 9: Different Instruction is Required for Different Learning Outcomes

Core Learning Principle # 10: Everything Else Being Equal, More Time-on-Task Equals More Learning

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)

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

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

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

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

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

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

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.

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

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

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)

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?

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

Subject2004200520072008 Science36.8%39.49 %51.58 %57.90% Math46.2%50.7 %60.29%63.89% Performance in the National Achievement Tests

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

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

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

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

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.

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

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

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

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

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?

* 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

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.

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

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

The great aim of education is not knowledge but action Herbert Spencer

Education is NOT the filling of a bucket, but rather, it is the lighting of a fire William Yeats

In everything you do, put God first and He will direct you and crown your efforts with success Proverbs 3:6

teopista z. villanaba special science teacher iv (retired) philippine science high school southern...

Documents

learning slide

learning experience

core learning principle

learning science

boettcher slide

center slide

structured learning

different learning outcomes