Midya at Pedagohiya sa Filipino sa Elementarya

Dr. Lakangiting C. Garcia

Ano ang pedagohiya? Ito ang sining at agham ng pagtuturo.

LIMANG BATAYAN NG MABISANG PEDAGOHIYA

Center for Research and Education, Diversity and Excellence

University of California

1. Magkatuwang na Produktibong Gawain

• Indicators of Joint Productive Activity The teacher: 1. designs instructional activities requiring student collaboration to accomplish a joint product. 2. matches the demands of the joint productive activity to the time available for accomplishing them. 3. arranges classroom seating to accommodate students’ individual and group needs to communicate and work jointly. 4. participates with students in joint productive activity. 5. organizes students in a variety of groupings, such as by friendship, mixed academic ability, language, project, or interests, to promote interaction. 6. plans with students how to work in groups and move from one activity to another, such as from large group introduction to small group activity, for clean-up, dismissal, and the like. 7. manages student and teacher access to materials and technology to facilitate joint productive activity. 8. monitors and supports student collaboration in positive ways.

Are You Sabotaging Yourself? (Daniel G. Amen, M.D.,1992)

1. My life seems to be out of my control.

2. Much of my life is spent on other people’s goals or problems.

3. I often get into trouble by assuming I know something when I don’t.

4. I have the tendency to expect the worst.

5. I often find myself saying “I don’t feel up to it.”

Are You Sabotaging…

6. The fear of appearing stupid often prevents me from asking questions or offering my opinion.

7. I have trouble taking criticism, even from my friends.

8. If I’m not perfect, I often feel worthless.

9. I have trouble focusing on what’s really important to me.

10.I often wish I were someone else.

Are You Sabotaging…

11.I often feel irritable and moody.

12.I find that when I really want something, I’ll act impulsively to get it.

13.I waste a lot of time.

14.I often do not live up to y potential because I put things off to the last minute.

15.I spend time with people who belittle me or put down my thoughts or ideas.

Pagsusuri

0-2 You are not likely to be sabotaging yourself

3-5 Like most people, you’re doing some things that may be holding you back. A little effort at self-improvement will do wonders for you

6-11 You may be undermining yourself in a major way. Begin now to identify and remove your barriers.

12-15 Warning! Sabotage may be everywhere! Sustained effort may be needed to break down the walls of self-sabotage.

2. Pagpapaunlad ng Wika (social, formal, subject matter lexicon)

• Indicators of Language Development The teacher: 1. listens to student talk about familiar topics such as home and community. 2. responds to students’ talk and questions, making ‘in-flight’ changes during conversation that directly relate to students’ comments. 3. assists written and oral language development through modeling, eliciting, probing, restating, clarifying, questioning, praising, etc., in purposeful conversation and writing. 4. interacts with students in ways that respect students’ preferences for speaking that may be different from the teacher’s, such as wait-time, eye contact, turn-taking, or spotlighting. 5. connects student language with literacy and content area knowledge through speaking, listening, reading, and writing activities. 6. encourages students to use content vocabulary to express their understanding. 7. provides frequent opportunity for students to interact with each other and the teacher during instructional activities. 8. encourages students’ use of first and second languages in instructional activities.

3. Kontekstuwalisasyon: Pag-uugnay ng Paaralan sa Buhay ng Mag-aaral

• Indicators of Contextualization The teacher: 1. begins activities with what students already know from home, community, and school. 2. designs instructional activities that are meaningful to students in terms of local community norms and knowledge. 3. acquires knowledge of local norms and knowledge by talking to students, parents or family members, community members, and by reading pertinent documents. 4. assists students to connect and apply their learning to home and community. 5. plans jointly with students to design community-based learning activities 6. provides opportunities for parents or families to participate in classroom instructional activities. 7. varies activities to include students’ preferences, from collective and cooperative to individual and competitive. 8. varies styles of conversation and participation to include students’ cultural preferences, such as co-narration, call-and-response, and choral, among others.

4. Mapaghamong Gawain: Pagtuturo ng Kompleks na Pag-iisip

• Indicators of Challenging Activities The teacher: 1. assures that students — for each instructional topic — see the whole picture as a basis for understanding the parts. 2. presents challenging standards for student performance. 3. designs instructional tasks that advance student understanding to more complex levels. 4. assists students to accomplish more complex understanding by building from their previous success. 5. gives clear, direct feedback about how student performance compares with the challenging standards.

5. Pagtuturo gamit ang Pakikipag-usap

• Indicators of Instructional Conversations The teacher: 1. arranges the classroom to accommodate conversation between the teacher and a small group of students on a regular and frequent basis. 2. has a clear academic goal that guides conversation with students. 3. ensures that student talk occurs at higher rates than teacher talk. 4. guides conversation to include students’ views, judgments, and rationales using text evidence and other substantive support. 5. ensures that all students are included in the conversation according to their preferences. 6. listens carefully to assess levels of students’ understanding. 7. assists students’ learning throughout the conversation by questioning, restating, praising, encouraging, etc. 8. guides the students to prepare a product that indicates the Instructional Conversation’s goal was achieved.

Gaano Kainam ang aking Kakayahang Makinig?(S. Robbins,2000)

Sagutin lamang ang mga tanong ayon sa mga sumusunod na sukatan:

1 = lubos na sumasang-ayon

2 = sang-ayon

3 = neutral

4 = di sumasang-ayon

5 = lubos na salungat

Gaano Kainam ang aking Kakayahang Makinig?(S. Robbins)

1.Madalas akong magtangka na makinig nang sabay-sabay sa iba’t ibang usapan

2. Gusto ko na ibigay lamang sa akin ang mga detalye at hayaan akong magbigay ng sariling interpretasyon.

3. Minsan, nagkukunwari akong nakikinig.

4. Itinuturing ko ang sarili kong magaling na bumasa ng mga di-berbal na pahayag

5. Nahuhulaan ko ang sasabihin ng isang tao bago pa man niya bigkasin.

Gaano Kainam ang aking Kakayahang Makinig?(S. Robbins)

6. Tinatapos ko ang usapang hindi mahalaga sa akin sa pamamagitan ng pag-aalis ng atensyon sa nagsasalita

7. Madalas akong nagbibigay ng mga di berbal na pahiwatig upang iparamdam sa tagapagsalita ang aking nadarama

8. Dagli akong sumasagot kapag natapos na ang nagsasalita

9. Binibigyang-ebalwasyon ko ang anumang sinasabi

10. Bumubuo na ako ng isasagot habang nagsasalita pa ang isang tao

Gaano Kainam ang aking Kakayahang Makinig?(S. Robbins, 2000)

11. Nasisira ng estilo ng nagsasalita ang pag-unawa ko sa kanyang sinasabi

12. Tinatanong ko ang paglilinaw sa sinasabi sa halip na hulaan ang kahulugan ng sinabi

13. Nagsisikap akong unawain ang mga pananaw ng ibang tao

14. Madalas na naririnig ko lamang ang gusto kong marinig at hindi iyong tunay na sinasabi

15. Kadalasan, nararamdaman ng mga tao na nauunawaan ko ang kanilang punto kapag hindi kami nagkasundo sa usapan

Pagmamarka

Kunin ang kabuuan ng mga sagot sa lahat ng aytem. Mas mataas ang iyong marka, mas mainam kang tagapakinig.

**Bihira ang nakakukuha ng score na mataas sa 60

**Kapag higit sa 60 ang iyong score, mainam ang iyong kakayahan sa pakikinig

**Kapag 40 o mas mababa, dapat na umaksyon upang ayusin ang kakayahan sa pakikinig

How Good am I at Giving Feedbacks? (Mainiero/Tromley, 1994)

For each of the following pairs, identify the statements that most likely matches what you normally do when you give feedback to someone else.

1. A. Describe the behavior

B. Evaluate the behavior

2. A. Focus on the feelings that the behavior evokes

B. Tell the person what they should be doing differently

How Good am I at Giving Feedbacks?

3. A. Give specific instances of the behavior

B. Generalize

4. A. Deal only with behavior that the person can control

B. Sometimes focus on something the person can do nothing about

5. A. Tell the person as soon as possible after the behavior

B. Sometimes wait too long

6. A. Focus on the effect the behavior has on me

B. Try to figure out why the individual what he or she did

How Good am I at Giving Feedbacks

7. A. Balance negative feedback with positive feedback

B. Sometimes focus only on the negative

8. A. Do some soul searching to make sure that the reason I am giving the feedback is to help the other person or to strengthen our relationship

B. Sometimes give feedback to punish, win or dominate the other person

Pagsusuri

Tingnan ang proporsyon ng sagot na A sa sagot na B. Ang mga A ang iyong kalakasan (strength) at ang mga B naman ang kahinaan (weakness).

Makabuluhang Pagtuturo