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Here are some presentations I used for teaching. Some are just templates I made to inspire me and others to continue pursuing their dreams.

#presentations

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About the Blogger

Charlotte Crilet B. Correo is a student studying AB BSE ENGLISH in Ateneo de Naga University (ADNU). Going to be 20 years old this year, she celebrates her birthday every 23rd of July.

Frustrated writer since 2012, Crilet had also loved creative writing ever since. What brought her into writing was the cyberbullying she experienced in high school. A lot of them teased her because of her grammatical errors and aspirations. It was something ideal they said. She admitted those errors though, but those people did not let her down. She continued to read more books of different genres, willingly answered exercises and write drafts.

Student-athlete and cheerleader since 2015, Crilet had learned how to love and stand up for herself because of Ateneo Golden Cavalry, a well-known cheerleading group in ADNU and Bicol. Before, she was so scared of taking risks; however, AGC taught her that in life, one should always have to take risk.

During one of their trainings in February 2017, she accidentally fell from a stunt. It brought her to several hospitals such as Philippine General Hospital and Mother Seton Hospital. The doctor diagnosed her with arachnoid cyst yet assured her that this cyst will not further ruin her life. Despite having such, she continued to fight for herself, friends and family. An arachnoid cyst cannot bring harm to her unless she would forget to take care of herself. Thanks to the people surrounding her for guiding her always.

Student-leader since 2014, she never thought she would become one. She disliked the idea of leading people ever since, yet she was able to surpass those.

Former chairman of National Youth Commission (San Agustin Chapter)

Former English Representative of Samahang Tagapagtaguyon ng Edukasyong Pilipino (STEP)

Former Secretary of Ateneo Golden Cavalry

Present Secretary of Ateneo Student Supreme Government

This blogger still finds herself not enough and lost despite her achievements. Yet, she is still making herself better not only for herself, but also for the people who have always believed in her since then.

#crilet

ARTIFACTS

Here is the list of the artifacts done by the blogger. To visit the page of artifact, just hover on the list provided.

Artifact #1: Face-to-Face Interview with a Public/Private School Teacher

Artifact #2: Performance-Based Assessment with Holistic and Analytic Rubrics

Artifact #3: Mock Grade Computation

Artifact #4: Class Observation Report

Artifact #5: Checklist

Artifact #6: Reaction Paper on a Reading Relevant to Educational Assessment

Artifact #7: Position Paper

#artifacts #assessment

Artifact #7: B.I.-lingualism or Bilingualism?

Bilingualism, or also known as multilingualism is often defined as speaking and/or understanding two or more different languages. This word can often be associated with individuals who have other languages aside from their own (e.g. Filipinos using English, Filipino and other languages in the country.)

In this discussion, we will target two questions:

What are the benefits of bilingualism in countries like Philippines and Japan?

How can these affect the IQ of the individuals using different languages?

According to Cummins (1976), the competency of bilingual learners becomes a great variable when it comes to experiences and cognition. Once a learner is able to manifest bilingualism, there can be possible and positive effects even though there can also be inconsistencies in the manifestations.

Now, what brought me to this topic is our classroom discussion in our Philosophy class. Our instructor in the said class had told us that bilingualism or multilingualism enhances our IQ. This has been based in several articles and researches; however, there are also researches saying the other way around.

Based on the research of Sampath (2005), global intelligence and global nonverbal intelligence are not mediated by the proficiency in other languages. However, there are interdependent variables that contributed to the study such as the analysis of nonverbal language and intelligence, environment and language contributors. The opposite of this research came from several articles telling that there is actually a decrease of IQ when one is actually using more languages. The study shows that there is a limited scope of vocabulary words and the tendency of each user is to let the IQ depreciate (Boughan, 2016).

Now, let us enumerate some of the advantages and effects of bilingualism/multilingualism based on Grosjean (2011) and Bhatajharjee (2012).

Multilinguals are able to analyze the different aspects of language such as phonology, syntax and semantics. However, this only happens when the attention of the user is selective or the control is inhibitory. The recurring pattern of mistakes happen with language conflict or ambiguity.

There may be an actual inhibition ability and this is shaped through the suppression of the other languages used. Yet, researches show that bilinguals or multilinguals are more productive when it comes to tasks that does not need inhibition.

Changes matter when it comes to a new environment as if the user is monitoring the view while driving. A certain bilingual or multilingual are able to shift their language immediately once needed and this has become an advantage for those who are not familiar with their foreign language.

There is also a study concerning 44 Spanish-English elderly bilinguals and they were compared to users who only use English solely. The study has found that these bilinguals are less prone with dementia and Alzheimer’s disease compare to those who are only using one language only.

These are just some of the benefits brought by bilingualism. Though there are oppositions about the said topic, I still believe that being a bilingual is more beneficial than using only one language. This is still being studied in different countries and with the help of linguists and scientists, more answers are getting more reliable when it comes to bilingualism. Bilingualism is not a bad influence in deconstruction and translation. It contributes more flavors and ideas once a certain concept is produced.

Reflection:

The importance of language is we are able to communicate with other people, may it be verbal or nonverbal. It does not only enhance our speaking skills, but we are also able to contextualize ourselves with the different countries who have first used the foreign language we are using.

Bilingualism or multilingualism is really evident here in the Philippines. As I have observed Filipinos who use different languages absolutely when travelling, it gets easier for them to deal with other people, culture, beliefs and traditions. Even if there is a loophole in the K-12 curriculum here in the Philippines, I still believe that the transitioning of mother tongue, to Filipino and up to English can still be enhanced. The beauty of bilingualism is how a certain language can be a reflection of the culture it originated.

Sources:

American Speech Language Association. Bilingualism. Retrieved from https://www.asha.org/practice/multicultural/issues/bll.htm

Boughan, M. (2016). Does bilingualism reflect high IQ? Retrieved from https://www.quora.com/Does-bilingualism-reflect-high-IQ

Bhattacharjee, Y. (2012). Why bilinguals are smarter? Retrieved from https://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-of-bilingualism.html

Grosjean, F. (2011). What are the effects of bilingualism? Retrieved from https://www.psychologytoday.com/us/blog/life-bilingual/201106/what-are-the-effects-bilingualism

#assessment #artifact7

Artifact #6: Reaction Paper

Here in the Philippines, giving homeworks or assignments during weekends has been one of the issues presented in local and national newspapers. I first encountered this concern when I was in elementary. As a grade schooler, I even rejoiced when I heard the news about it. Banning homeworks would be a great help for those who have lots of things to do not only in school, but also in their homes.

As I read the article about the academic success of students when making homeworks, I have realized that there are limited implications of homeworks. We may say that the learners become ready for the next topic; however, most of these students are not really able comply with the learnings completely. Students are not able to learn, but to do it just for the requirement. Instead of resting once students go home, they still have to finish these assignments before going to school the next day.

Personally, I am not a fan of doing assignments and this has been my routine ever since in elementary. Yet, I still submit my assignments just to comply with the grades needed in class. This work, for me, is taxing absolutely for those who have other sentiments and things to do aside from acads. I see the benefits of making homeworks; however, the frustration of a student piles up if the homework contains too much questions that needs to be answered and in the end, these answers are not used in classroom discussion.

If teachers are able to use these assignments wisely and properly, maybe I will do everything wholeheartedly, but recently, homeworks are just used for plus points instead of learning. I do believe that grades matter, yet as I grow old, learnings matter more.

REFLECTION:

Not everyone are able to comply with the requirements needed in school. What I believe is that in the premises of homework, it more disables and frustrates a students for his or her work load. A 21st century learner is a multitasker indeed, but I still believe that these students still need to handle their mental health very well. Their only break most of the time is at home and once we take it away from them, we are also dealing with the fact that these teenagers are more prone to anxiety because of piled-up works. I myself witnessed a lot of my classmates and friends dealing with their anxiety because of acads. Students from different institutions have also have their different requirements and schedule. If we consider homework everyday, it is also taking away their only time for themselves.

As long as homeworks are reasonable and valid for the lesson, I would still be able to handle the load. However, as time passes by, multitasking is not anymore. It takes consideration, time management and even anger management to handle assignments. Different 21st century learners, different phasing, different workloads.

#assessment #artifact6

Artifact #5: Checklist

Reflection:

A checklist is very important to see the strengths and weaknesses of a teacher. As an educator in process, this is often used in teaching demonstrations to hone the students into a better teacher. The checklist, during my teaching demonstrations, helped me to see the points of improvement and points to ponder. This becomes an essential tool not only in the teaching-process, but also in the field itself.

#assessment #artifact5

Artifact #4: Class Observation Report

Reflection:

As what Sir Popoy said, a teacher should be able to adjust the students once in awhile. What is inevitable is change for change is the only permanent thing in this world. With this philosophy, the students are not only one that should adjust most of the time, but also how the teacher uses teaching methods, learning styles and coping mechanisms when studying and learning.

#assessment #artifact4

Artifact #3: Mock Grade Computation

REPORT CARD:

REFLECTION:

I have seen my mother computing grades for her students several times. Doing such will always be an impressive idea for me. The numbers, letters and remarks are enticing and as if they were meant for more effort. In elementary, receiving grades and seeing the comments of my teachers would always track my work at the end of the grading. Even though they were just simple numbers, they meant a lot.

Yet, I have also seen my mom frowning sometimes when she gets the results of her computation. Some of her students were not able to reach the expected points and as a teacher, I guess it is also difficult to fail students. I have also experienced in elementary where my classmates were having a hard time to absorb the message of the teacher. It was some sort of humiliation for them since our parents would generalize the remarks.

This mock computation somehow made me feel both at ease and discomfort. First, I would be able to assess fully the efforts I have done for the students who have also done the same. Second, I asked myself: “What if my students are not the same with this student?” Knowing reality, not all students are able to meet the expectations for the grading or semester. I know I will be feeling the same thing that my mother has experienced in her more than 20 years of teaching. I just hope that as my students reach for grade expectation, they are also able to learn the realities of the world. It is okay to put one’s self on a break or rest as long as he or she would be able to catch up with the world again.

#assessment #artifact3

Artifact #2: Performance-Based Assessment with Holistic and Analytic Rubric

REFLECTION:

Doing things related to performance-based assessment was never easy. Usually, I would disregard printed and photocopies of rubrics. I often thought it was only a sort of paper a teacher is required to give to his/her students. After making such in this course, I have realized several things. Here are the following thoughts:

It is not just a normal paper. A single paper may speak a lot even if it is just an inanimate object. As a student, it is important to realize that it would either make or break an activity. Moreover, this paper would guide the students to make better outputs. A single paper as this will always be important.

Performance-based assessment will shape a student. Before, some teachers would not take this assessment a big thing. It is just another sort of assessment that is not essential for the learners. However, as K12 curriculum began and 21st century learners go beyond the peripheries, it is expected that this assessment will surely shape a student. Honing the skills of the students will make a learner enhance in the other aspects of learning.

Performance-based assessment should not be taken for granted. As a learner progresses in life, she or he also learns the importance of learning inside and outside the four corners of the classroom. Teaching a student is also learning as well. We do not leave the students behind; we become one with them.

#assessment #artifact2

Artifact #1: Face-to-Face Interview with a Public/Private School Teacher

Teacher: Ma’am Marian Brandes-Marcaida School: Naga City School of Arts and Trades Interviewer: Charlotte Crilet B. Correo

Legend:

“…” - long pause

“,” - short pause

M - Ma’am Marian

C - Crilet Correo

Conversation:

M: K, good afternoon. I’m Marian Brandes-Marcaida, a teacher from Naga City School of Arts and Trades. I’m a, I am an English major, but… this year… I teach three subjects. That’s English 8, Tech, Tech Draw and ICF for Grade 7.

C: So ang answers po puwedeng ah, English, Filipino or Bikol. So sa first question, “What are the things you consider in teaching?

M: What are the things I consider in teaching? First is the students. You will consider your students. For example, what are the things they don’t understand in the lesson? And most of the time, I consider their family background.

C: So are your learning materials still traditional or modernized?

M: Both.

C: Why?

M: Both traditional and modernized. For example in English 8, there are times that you can use traditional. For example, the manila paper… in constructing sentences. You can also use both the traditional and modernized. For example in ICF and Technical Drawing because we have a lot of topics. Most of the time, we use the powerpoint presentation. That’s why it’s more modernized.

C: So what methodology or method do you use in teaching? Um, method kung deductive, inductive…

M: *murmurs* deductive? *loudens voice* Most of the time in methodology, I think… I aaam using, most of the time, the student-centered approach. It means that… you will make sure if the students can answer before you proceed to the next lesson or topic. *coughs*

C: So how would you know if the students are already prepared for another topic?

M: A quiz… or activities. You’ll make sure that most of them or all of them learned the lesson by quizzes, the results of their quizzes and activities.

C: So how do you respond to the needs of the students?

M: What kind? For example the need for them to learn…?

C: To learn more or kung may babaguhin… Ay kung may ilelessen, umm, na new topic?

M: For example, the… you will have to adjust. It depends upon the topic of the lesson. For example, we have the easy and hard of challenging topic. Most of the time, the challenging topic. You will have to, you will have to deal to one to three days… for them to understand the lesson. The easy, the easy one… It can be one to two, one, one to two days.

C: So what kind of assessment do you usually give? Um, placement? Diagnostic, formative, summative?

M: Forma-formative, most of the time, after, after every lesson. A quiz. And the summative every three or four lessons.

C: So umm… to alter the second question. I think, kung, um, nagbibigay ka rin po ng assessment before ng discussion or instruction?

M: Assessment before…

C: Ohh.

M: …or during the discussion. Yes, for example. The lesson is about a short story. They will write… for example… a, a short story that they know. That, that is if they understand what is a short story and you will determine who are the students that, that can write based on the past lesson that they learned. For example, during in Grade 7 because I am teaching in Grade 8 English.

…

C: Where do you often based your topics assessment? Kung sa curriculum guide or sa… lesson plan lang na binibigay or umm.

M: We have the curriculum, but most of the time… For example in first grading, I don’t follow the curriculum guide because I will depend the lesson on my students’ needs. For example, most of them don’t know how to… most of them are difficult… most of them have difficulties in reading. So that’s why, most of the time… My lesson is about, is about constructing sentences so they know how to construct sentences. They will include also, will include also correct spacing and how they pronounce it. Before, before I will proceed to the guide, guide, curriculum guide, I will make sure that they will understand the curriculum guide.

C: Oh, so do you follow the table of specification in making your questionnaires?

M: Yes… so that it will be easier for the teacher to follow if you’ll follow the TOS.

C: In what instances do you usually give assessment to your students?

M: In what instances… most of the time the assessment after every lesson, the quiz, so that I will determine if they learn the lesson.

C: So what are the alternatives do you use in assessment? Kung may assess, ay other alternatives ka pa po, aside from quizzes?

M: Aside from the quizzes, aside from quizzes and activities… Um, some of them I’ve already, uh, ah… What do you call… um, ah! A module about short stories, about… because today, we have, we are in Korean, Korean History… so that I give, I give them module, so that they will understand… the lesson first before we discuss it.

C: So how do you respond on the result of the given assessment? On the… regarding the results of the students?

…

C: Kung um, young pag feedback po.

M: Kung sinasabi sainda?

C: Uh-um (yes.) Kung one on one or in general na lang.

M: Most of the time in general but there are times that if the students need to, need to be asked or I need to talk to him/her personally… most of the time by two or by three.

C: Yun lang po. Thank you.

M: Thank you.

REFLECTION:

Martin Luther King Jr once said in his speech for the March for Jobs and Freedom, “I have a dream today!” After I have interviewed a teacher who was experienced on what it truly is to be in the reality of teaching, I realized that the dreams for our country, education and fellow students should not stop in school, but they should reach out for more people and let these dreams turn into reality. These dreams should serve as a foundation of motivation and basis of eye-opening scenarios to be solved.

Christine Joy Moreno, a student from another Asessment section, invited me to join her in interviewing her former teacher. As expected, we had almost the same questions; however, some of the answers varied as we continued asking. What I got from the interview were curriculum guides can be used but may not be strictly followed, and there are students who are already in the upper year (Grade 8) but their reading comprehension can still be associated with those in Grade 6. yet the mere fact those certain students would not further gain new knowledge is a problem.

If the curriculum guides were really meant to help both teacher and students to follow the lessons easier, why is that the learners feel like going to school to pass school requirements and grades instead of loving to learn more? The goal of K12 Curriculum is not to fail the students as much as possible, but it would also be unfair for these students not to learn, not to get more knowledge, and not to apply such knowledge in real-life scenarios. Letting more students move up without really learning is a big problem. Teachers may have all the curriculum guides in the world but if the student has not learned in his or her former grade level, the teacher would still go back to zero.

Ma’am Marian pinpointed in our interview that her students have problems in constructing sentences. She told me more things about teaching and assessing students’ results, but they were not included in the recorded clip though.

She told me that every time she has a new class to handle for the school year, she would often start with the basics. Starting with the pronouns, verbs, prepositions and such, teaching these is also a burden for Ma’am Marian. Instead of moving for the next lesson, the class stops for a while to learn the concepts that were already taught in the past school years. She shared that in the past school year, only four students got line of 8 and the rest got line of 7. Some of these students were really about to fail. Yet, she still adjusted. Most of the students work at night which makes it more difficult for Ma’am Marian since she have to adjust again in able for these students to see the essence of learning more.

Like MLK Jr, I still dream for more progressions in our country. I have learned how to love education and I hope this love would help more students, more people who have limited time to study yet still makes sure they are still educated. Life and learning does not stop in the four corners of our classroom, indeed, but it goes beyond. They both reach out for people; they still both reach out for more possibilities of sunshine in learning again.

#assessment #artifact1

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