Pambansang Seminar sa MTB-MLE at Estratehiya sa Pagtuturo

Marso 6, 2014 Bulwagan Kapitan Moy

Rosalina J. Villaneza, Ph.D.

We are multilingual
We are by virtue of our geography and history, a multi-lingual people. This gift has for too long been viewed as a liability.

STATEMENT FROM PRES. NOYNOY AQUINO

My view on this is larger than just the classroom. We should become tri-lingual as a country; Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your mother tongue and connect to your heritage."

Mandate
From the 10 point agenda of Pres. Aquino # 5 states that: Every Child a Reader by Grade 1 At the core of our childrens non-learning is the inability to read properly. By the end of the next administration (SY 2015-16), every child passing preschool MUST be a reader by Grade 1. Essential to this, we must build a library infrastructure in our schools, procure reading books
(from our Philippine publishing industry to support local authors and publishers) and

TRAIN our elementary teachers on how to TEACH READING.

Our Mandate....
Improve Quality of Basic Education

From Research.. The most important single factor influencing learning is what the learners already know. Ascertain this and teach them accordingly

Reading in the mother tongue enables immediate comprehension. Once we learn to read we never have to learn again We only learn to READ once

Theoretical Basis of MTB-MLE

1. Developmental Learning Theory Children learn by passing through a consistent series of stages in Jean Piaget cognitive development. (sensory motor stage, pre-operational stage, concrete operational stage, and formal operational stage)

Educational Research Implications

discovery learning supports the developing interests of the child encourages parents/teachers to challenge their children... but not to present materials or information that is too far beyond the childs level of ability. encourages use of wide variety of experiences to help children learn.... uses concrete objects (manipulatives) encourages work groups in order to improve ability to see things from another s perspective;

2. Schema Theory of Learning

R. C. Anderson
Jeep Bus Lan d Taxi Truck Van

views organized

Trycicle

knowledge as an elaborate network of abstract mental structures which represents ones understanding of the world.

Multicub

Transportation

Submarine

Boat

Rocket

Raft

Wate r

Ship Airplane

Jet Air

Pumpboat

Speedboat

Helicopter

General Knowledge
it is important to teach general knowledge and

generic concepts. generic concepts can explain many different features of a particular field of study. a large proportion of learned difficulties can be traced to insufficient general knowledge, especially in cross-cultural situations.

How do you make connections?

teachers must help schemate and to make connections

between ideas. techniques used to strengthen connections: discussion, songs, role play, illustrations, visual aids, and explanations of how a piece of knowledge applies.

Educational Implications
prior knowledge is essential for the comprehension of new information, teachers either need to; help learners build the prerequisite knowledge, or remind them of what they already know before introducing new materials. schemata grow and change as new information is acquired. schema research indicates that abstract concepts are best understood after a foundation of concrete, relevant information has been established.

Learners Conflict ...

learners feel internal conflict if they are trying to assimilate schemata which contradict their understanding of things. Teachers need to understand and be sympathetic to this tension.

deep seated schemata are hard to change. An individual will often prefer to live with inconsistencies than to change a deeply-held value or belief.

Characteristics of Schema
Meaningful. Always organized meaningfully. Without meaningful connections, important information can be easily lost. Embedded. Each schema is embedded in other schemata and itself contains sub schema. e.g.Transportation schema includes motorbike which is its own schema. Transportation is part of a country infrastructure schema. Changing. Schema change moment by moment as new information is received. Moveable. Schema may also be reorganized when incoming data reveals a need to change or restructure the concept.

3. Social Theory of Learning

Bandura asked the question, How are societies so successful in transmitting their ideas of what is good and bad behavior, of what is valued, and of what skills are most important?

Albert Bandura

The learners in these societies often seem unaware that they have been taught these behaviors.

Key Findings ........

Much human learning is the result of observing the behavior of other people; We learn to imitate certain behaviors by being reinforced (rewarded) for doing so; and Significant others parents, sports heroes, mass media stars, teachers, spouses, friends wield powerful influence on the lives of others.

4. Socio-cultural Theory of Learning

Missing in Piagets theory: the role of the childs cultural and social group. Underestimated in Piagets theory: the role and importance of language. Lev Vygotsky Vygotsky believed that all knowledge in socially constructed, a product of dialogue and interaction between thought and speech. His emphasis on the social nature of learning complements Piagets theory of the individual passing through stages of cognitive development in a set of sequence

Key Vygotskian Concepts

Everything is learned twice: first socially (that is, with the help of other human beings), then privately.(internalized) All knowledge is socially constructed; that is, all learning is group learning Thought and speech are keys to human consciousness (that is, to the human beings consciousness of herself/himself and others.) Thought is aided by speech.

Zone of Proximal Development

Learning takes place when there is some

knowledge, understanding or skill, beyond the grasp of the learner, which the learner is prepared to learn but cannot do so by herself. The learner needs an older or more knowledgeable or skilled person to assist her/him in understanding/doing the new concept/skill. The more knowledgeable person helps the learner in the process of acquiring the knowledge until the learner is able to understand or perform by herself/himself. The time period in which the two are working together in what Vygotsky means by Zone of Proximal Development

Implication for Education

If knowledge is socially constructed, then learners need to converse, to exchange ideas, to interact with their teacher and classmates. If thought develops as people use speech, then the act of speaking is as important as the act of listening for learning new information, concepts, and skills.

The role of the teacher or facilitator is to provide opportunities for learners to dialogue.

5. Bruners Theory
One learns best through repeated experiences One learns best by building on his/her past experience.

OUR BEST Efforts

 Pioneered in 921 schools all over the 17 regions in 12 language in 2010-2011 Capacitated 136 Trainers @ 8 per region who in turn trained 2,312 grade 1 teachers of the pioneer schools Produced TG, LM and other reading materials (big books,

 Working Orthography of the 12 languages made available in partnership with KWF Contextualized TG and LM in all learning areas in 12 languages Implemented in all grade I SY 2012-2013 Pioneered in Grade II SY 20122013

 Upgraded the implementation of MTB-MLE to grade 3 of the pioneer schools SY 2013-2014 Expanded to 7 other languages (Ivatan, Ibanag, Sambal, Akianon, Kinaray-a, Sinuriganon, Yakan) Implemented to all grade 2 SY 2013-2014

 Teacher s Guide, Learner s Materials made available Orthography of the additional 7 languages are made available

CHALLENGES
The 19 languages is only 18% of the more than 171 living existing languages Resources, especially reading materials are limited (we can not produce critical thinkers students by just using existing LM. No available existing standardized assessment tool

NEXT STEPS..
To be implemented in grade 3 this coming school year SY 2014-2015 Develop Teacher s Guide and Learner s Materials for grade 3 teachers & pupils Language transition plan is being prepared. Continuous development and production of localized materials Development of an standardized

The Two-Track Method

MEANING

ACCURACY AND CORRECTNESS

Why 2 tracks?
the most effective approaches to developing initial reading skills are those that combine extensive and varied exposure to meaningful prints (story track) with explicit and systematic instruction in phonemic awareness and lettersound correspondence (Primer Track) (Jim Cummins, No 1)

STORY TRACK Emphasis: Meaning and Communication Focus: Whole Texts Listening Listen in order to understand; think critically Speak with understanding to communicate knowledge, ideas, experiences

PRIMER TRACK Emphasis: Accuracy and Correctness Focus: Parts of the language Recognize and distinguish sounds and parts of words

Speaking

Use correct vocabulary grammar, pronunciation

STORY TRACK Emphasis: Meaning and Communication Focus: Whole Texts Reading

PRIMER TRACK Emphasis: Accuracy and Correctness Focus: Parts of the language

Read for meaning and Decode texts by recognizing understanding to letters, syllables, tone marks, apply, analyze, syntax, grammar evaluate texts, create new knowledge

Writing

Write to communicate Form letters, words, sentences, knowledge, ideas, paragraphs, spell words experiences accurately, use correct grammar

STORY TRACK

PRIMER TRACK

Emphasis: Meaning and Communication

Emphasis: Accuracy and Correctness

Focus: Whole Texts

Focus: Parts of the language

Viewing

View understanding, think critically

Distinguish visuals pictures, icons, fonts, etc.

Two tracks to where?

The story track and primer track are two sets of reading strategieslearners emphasize the track that fits them best Over time the tracks should converge They are now on the Reading Expressway!

Story Track/Problem based

Experience stories Listening stories Shared reading (big books, small books) Childrens stories (creative writing) Story problem

Experience stories
Language Experience Approach (LEA) Shared experience Oral discussion Write story: children dictate, teacher writes on chalk board Story read together: the Reading Plan. Teacher writes story on poster paper to display in classroom

Primer Track
Workbook track, word-building track, word track. Key Word Lesson Big Box (word making activity) Sentence-making Handwriting/Spelling

Maraming Salamat Po! Balbaleg Ya Salamat Ed Sikayon Amin! Daghang Salamat Sa Inyong Tanan! Dios Mabalos! Agyamanak Unay Kadakayo Amin! Madamo Gid Nga Salamat Sa Inyo Nga Tanan! Muchas Gracias! Sukran!