Best Practices in Professional Learning of Science and Mathematics Teachers

Transcription

1 Best Practices in Professional Learning of Science and Mathematics Teachers Philippines Best Practices in Science and Mathematics Teaching and Learning in the Philippines Teacher training in the Philippines has always been a challenge for any training provider. The number of teaching for alone is something to recon with. With this as a very fundamental factor, the Department of Education (DepEd) has to employ numerous training schemes to maximize the provision of training program to the greatest number of teachers possible each year. Aside from the concern on numbers, it is also a fact that a good number of teachers teaching science and math are not majors of the subject they are teaching. This predicament was addressed by the Department of Science and Technology (DOST) in cooperation with the DepEd years back when it implemented project RISE (Rescue Initiative for Science Education) to enhance the subject content mastery of science teachers who are non-majors. The project was implemented through the identified Regional Science and Technology Center (RSTCs) in all regions of the country. Apart from this, there are efforts on the part of the government as well as the civil societies to improve the science and mathematics teaching-learning. The following are the most effective and recent ones according to the categorization provided by the seminar organizers. It should be noted that the best practice is almost always includes a component of the School-Based Training Program (SBTP). Category 1: Conceptual Development Strategies that promote conceptual understanding and understanding and correcting misconceptions Best Practice: Small group discussion focused on a least learned or least taught science and math topic. Rationale: This practice minimizes the tendency of teachers not to give more direct critique of teaching practices by other teachers teaching the same subject area. The practice develops a professional openness between teachers thus improving a more objective perspective of classroom observation and lesson demonstration. Description: The identification of least learned and taught topics in science and math is a crucial part of the School-Based Training Program (SBTP). This practice is done before the training curriculum is finalized and is the bases for the topics to be discussed during the scheduled monthly meetings. After a demonstration lesson facilitated by a teacher from the school cluster, the teachers who observed the demonstration evaluate the lesson and identify portions which are crucial to the understanding of the concept and misconceptions which resulted (if there are any). The misconceptions are discussed and an expert s assistance is sought to clarify the misconception. Experts are usually faculty members of cooperating/partner Teacher Education Institutes (TEIs) or the nearest Regional Science and Technology Center (RSTC) or the Department of Education subject area scholar in the area/locality. 174

2 Annex 4: Country Papers How the best practice made the training approach/strategy effective: The Department of Education (DepEd) is practically the biggest bureaucracy in the Philippines. Total employment provided by the agency is approximately 523,000 jobs for teaching and non-teaching personnel. The teaching personnel are approximately 500,000 strong. The sheer number of teachers is challenge enough for any training provider. As a strategy, the SBTP provides a venue for teachers to obtain training specifically targeting concerns and issues specific to their locality and subject specialization. The small group discussions as earlier mentioned, offer a mode of intellectual exchange for teachers to look closely into topics which are not learned or taught due to lack of confidence/mastery of teachers to teach the said topics. The openness of teachers with each other develops within the group a support system which improves both the confidence and conceptual mastery in the teacher. Brief Training Plan: As part of the strengthening of the SBTP, the content of the SBTP sessions are now being improved to include topics which are already discussed but still needs deepening as well as activities which would make the teaching and learning of science fun for both the teachers and the students. Category 2: ICT as a tool for learning Educational Technology Best Practice: Integration of educational technology in the teaching and learning of science and mathematics Rationale: The use of educational media in the Philippines is not solely concentrated on the use of computer as a teaching tool. Although there is a conscious effort on the government to improve and provide computer/internet access to most places, the physical reality as well as the financial implications for the realization of such plan is still a remote possibility. The Philippine government through the Department of Education in partnership with other government agencies and some non-government organizations has continuously supported the use of technology in making more relevant and interesting instructional materials for our students. Description: Teacher training though more focused on conceptual mastery and content also includes the use of educational technology to improve the teaching and learning of science and math. As a tool in improving the teaching-learning environment, educational technology is employed to develop and enhance the quality of lessons presented to our students. Teachers are trained using various educational technologies including the use of the computer as a teaching-learning tool. Apart from being trained using different educational technologies, the teachers are also taught how to utilize the same technologies in their classrooms. For those who have computer and software access, they are taught how to maximize the available information for their students. Another approach being used now is the use of mobile phones to download teaching resources for through the mobile phones where there is no computer access. This technology is a partnership between Globe Telecoms, the British Council and the DepEd. Other forms of educational technologies such as radio broadcasts, TV broadcast and mobile libraries are still utilized for those areas which do not have access to more 175

3 Best Practices in Professional Learning of Science and Mathematics Teachers recent/modern technologies. How the best practice made the training approach/strategy effective: The use of educational technology in training of teacher exposes them to the many possibilities of making their classes more interesting and motivating. Apart from the previous reason, the availability of these technologies make it possible to take teacher training to areas which are hard to reach due to the geographical configuration of our country. It is a sad fact that some teachers have to travel on foot and for some distance and time just to get to the nearest training center. This means both money and loss of contact time with students. A radio broadcast on specific lessons which are communicated to the provider is easier to access than to catch a live interaction with an expert in town. The University of the Philippines National Institute of Science and Math Education Development (UP NISMED) uses the broadcast mode to reach teachers in the far flung areas of the country. The teachers are actually enrolled in a radio correspondence course to improve subject area mastery. The radio broadcast schedules are provided to the teachers and they are encouraged to tune in and to interact via the most convenient form of communication available to them. In SBTP, the subject area experts (supervisors, faculty members of cooperating/partner TEIs, scholars and members of the Japan Overseas Cooperation volunteers (JOCVs) visit implementing schools to observe actual classes and conduct consultations on topics which the teachers find difficult to teach. Focus is more on the correction of misconception as well as the adoption of the most appropriate and available educational technology in area. Sometimes, when the technology is available but the teachers do not know how to use them properly, SBTP also assist them to learn how to manipulate and maintain such available technology. Brief Training Plan: Teachers are now encouraged to avail of the possible training modes offered by both the government and their partners from the civil societies. Category 3: Creativity and Practical Work Use of practical work/integrative teaching-learning practices/problem solving (inquiry based, participatory, hands-on, and developing higher order thinking skills) Utilizing improvised equipment and easily available materials Use of environment as a learning resource Learning science in spite of large classes or lack of resources Best Practice: Use of the practical approach in the teaching and learning of science and math Rationale: The SBTP as a principle adopted the practical work approach in its implementation to facilitate a learner-centered approach in classroom instruction. The program believes that an experiential approach to the teaching and learning in science 176

4 Annex 4: Country Papers and mathematics offers both the teacher and the students the best way of sharing the teaching-learning awareness. Description: The SBTP sessions are conducted using the 4 As Activity, Analysis, Abstraction and Application. Teachers are trained to make sure in each learning episode, as much as possible, the students are exposed to an activity which shows or utilizes the concept that is focused for the day. Then the teacher facilitates the generation of the concept by asking guide questions leading to the generalization according to the observations of students. The students are then guided to formulate their own conclusions. The teacher later validates the conclusions/generalizations of students in the abstraction portion through a short lecture or enrichment lesson. The final portion of the episode is the application of the concept in real life situations. The practical work approach is implemented in the classrooms as hands on, minds on and hearts on since it does not only address the cognitive aspect but also the manipulative as well as the affective aspects of learning. Teachers are encouraged to subscribe to this method in the preparation of their lesson plans. Included in the development of the lessons in the 4 As method is the integration of utilization of improvised equipment and easily available materials. It is a common fact that our schools lack most of the basic materials for the performance of experiments. In SBTP, the teachers undergo the Do-it-Yourself (DIY) training to produce and develop teaching and learning implements using locally available materials. Teachers are encouraged to use realia in addition to optimizing the use of environment as a learning resource. The rich diversity in the environment offers endless experience for our students to learn. The challenge of learning science and mathematics in spite of large classes or lack of resources is a perennial concern for teachers in the Philippines. To address this, teachers are trained in alternative teaching and learning modes especially in cooperative and team learning. How the best practice made the training approach/strategy effective: The adoption of the 4 As method allowed the teacher more creativity and flexibility in the presentation of the concepts. It also improved their art of questioning in addition to the added interaction generated by the analysis portion where the students are able to give their opinions and formulate their own conclusions/generalizations. Brief Training Plan: The next phase for SBTP as well as the other training provided for teachers is the improvement of training curriculum to address the need of teachers in making their lessons more relevant and appropriate for the needs of their students. Category 4: Networks and Partnerships Promoting school and industry/community (parents) partnerships Best Practice: Enhanced involvement of the industry and the community in the improvement of teaching-learning environment through teacher training 177

5 Best Practices in Professional Learning of Science and Mathematics Teachers Rationale: It has been recognized and realized that education is not the business of the education alone. To improve the system of education, all sectors of society should cooperate to achieve the goals of education. Description: The DepEd in cooperation with the industries (business and education) has embarked in a long term plan to train teachers and create a critical mass who will generate change in the educational system. The DepEd has signed memoranda of understanding/agreement with leading universities such as the University of the Philipppines, the Ateneo de Manila University, the De La Salle University and with industrial foundations such as Intel Foundation, ABS-CBN Foundation and the Tan Yan Kee Foundation to mention a few, to support the training of our teachers. Our efforts with them has provided scholarships for Masteral degrees as well as short term training programs emphasizing the improvement of science and mathematics education. Efforts from the international community are also enjoyed by the science and mathematics teachers. Scholarships, both short and long term, are offered to teachers so that they are given a chance to improve professionally. How the best practice made the training approach/strategy effective: The financial and material support provider by cooperating and partner agencies/organization has provided more training to more teachers. The varied fields of expertise and focus of trainings also exposed the teachers to more technology which addresses their specific needs Brief Training Plan: There should be a conscious effort on the part of the DepEd to nurture and strengthen existing links and to widen the network to provide more training access for teachers. The training unit of the DepEd should also coordinate with the training units of each partner to focus training curriculum to the needs of teachers. Category 5: Assessment, Evaluation and Research Use of performance based assessments Best Practice: Training of teacher in development of rubrics and other non-traditional forms of assessment Rationale: Student assessment has long been based on results of paper and pencil tests. Teachers should start looking at the other attributes of students to give a more objective assessment of student performance. Non-traditional forms of assessment offer a more holistic perspective of student assessment. It also addresses the other facets of intelligence or multiple intelligences. Description: The training program is conducted by the University of the Philippines College of Education under the DepEd Short Term Scholarship Program (DISP) for teachers (both elementary and secondary). The program focuses on assessment forms other than the paper and pencil tests that the teachers prepare. The teachers are taught to prepare rubrics and plan for things that can be included in students portfolio. The teachers are also taught to prepare paper and pencil tests that considers the different 178

6 Annex 4: Country Papers learning styles and intelligences of students. Assessment now becomes the concern of both the student and the teacher since the parameters for evaluation are mutually agreed on by the students and teachers. How the best practice made the training approach/strategy effective: The teachers are now encouraged to look at the different capacities and capabilities of their students. The teachers were likewise subjected and evaluated according to the principles of performance-based assessment and are able to foresee and identify some areas of concern for students who are being assessed based on performance. Brief Training Plan: The DepEd wishes to continue the training of teachers on non-traditional assessment forms as well as in more relevant paper and pencil tests. It is also envisioned that because of large classes, that students be trained to do objective peer and self evaluation using teacher developed assessment models. 179