Rosal Day1

February 11, 2019-Day 1

Mr. Felix Famaran, the Education Program Supervisor in English of Calapan Division started his discussion about Unpacking the English language Arts Level Standards thru thought provoking questions after stating his objectives that enabled the participants to activate their schema on February 11, 2019, day 1 of the Regional Training of Teachers on Pedagogical Retooling in Mathematics, Language and Science (PRIMALS plus JHS) at the Grand Ballroom of Country Club Hotel, Tagaytay City. A total of 51 participants coming Stage Standards. With the expertise of the part of from the MIMAROPA region (divided the speaker, the participants were en- the teachers into five groups) benefitted from the lightened and their perplexities were but most activities and lectures provided by settled. importantly Famaran. The teachers were refreshed To concretize the learnings, to the about the meaning of Program Stand- Famaran gave an activity that allowed learners as Caption describing picture or ards, Key Stage Standards, Content teachers to apply what they have they equip graphic. Standards, Performance Standards and learned. Using the revised Bloom’s the latter of Learning Competencies and their sig- Taxonomy of Cognitive Skills and the 21st nificance as to why teachers must Competency Level, the Knowledge, century skills relevant to achieving the know how and when to unpack the said Understanding and Do (K-U-D) frame- vision of the department of education. standards. These key terms were as- works, the teachers were guided acHe ended his talk with the quotasigned to Carnation, Rosal, Sunflower, cordingly as to how they could unpack tion of W. James Popham, “Teachers Lilac, and Orchid groups, respectively. learning competencies deemed neces- who truly understand what they want “You should unpack the standards sary based on the readiness of the stu- their students to accomplish will alwhich are too broad,” was uttered by dents to learn a specific competency. most surely be more instructionally Famaran as he tried to make his topic It is expected from the teachers successful than teachers whose undermore comprehensible for confusion that upon returning to their stations, standing of hoped – for students acSecondary Story Headline and uncertainties came up on the part teaching and learning process would complishments are murky.” of the participants particularly on Key even be more encouraging not just on

Clueless No More

Sena rationalizes English language learners

SENA-SAMPLE-LAN. The participant shows how she applies what has been learned from the session. - Romel Madia

The good language learners:  willingly and accurately guesses,  wants to communicate,  is uninhibited about mistakes,  focuses on both structure and

   

meaning, takes advantage of practice opportunities, monitors own speech and that of others, thinks in the L2, and addresses effective aspects of learning

Despite the unexpected change in schedule of the delivery of Understanding English Language Learners topic, Mrs. Maritess Sigue Sena, Master Teacher I of Bangbang NHS from the division of Marinduque, still managed to realize the objectives at hand for the session on Monday, February 11 at Tagaytay Country Hotel, Tagaytay City. Sena made sure that after the discussion, the participants could be able to state the characteristics of a good language learner, distinguish learning styles and learning strategies, explain the importance of considering learner’s learning styles and teaching learning strategies in the class, discuss rationale for addressing learner’s academic needs in the classroom, and demonstrate desirable classroom teaching practices that reflect gained understanding on addressing learning styles, learning strategies and academic needs of learners thru her comprehensible presentation of different lectures. Aside from the lectures, canned video discussion during the National Training of Trainers (NTOT) was presented before the participants in ensuring the quality of de-

livery of the topic. In addition, strategies that the participants could adopt were presented through the prearranged activities. Though the participants were tasked to accomplish the activities in a very short time, the learnings of the teachers were evident through the quality of their outputs. With the participants’ experience during the session with Madam Sena, it is hoped that the participants could determine, apply, and create more appropriate and effective strategies for the betterment of the teaching-learning process.

COOPERATION REALLY COUNTS! The members of Rosal group share their thoughts on the given activity. –Lee Fonte

Februa Page 2 ry 11, February 11, 2019-Day 1

Do you have difficulties in identifying the meaning of words in a text? Then, this one’s for you. Ma’am Precy Cunanan, MT-I of Looc National High School, imparted her expertise in identifying context clues in her lecture entitled, Defining Words Through Context and Context Clues. The discussion focused on the varied activities which a teacher may use or consider in teaching Context Clues to students. Among the stimulating activities presented were the “Taboo Game”. In this game, students will be grouped into several members and they will act out or mime a particular word for the other groups to guess. Another activity that was introduced required the use of a task sheet wherein students can be asked to insert as many root words to the different prefixes given, and finally, the Mr/Ms S&A, patterned after the Ms. Q&A segment from a noontime show. Here, students will give the synonym or antonym of a word depending on the color of meta strips drawn using the widely used expression “I believe, the synonym of...is". Hopefully, these activities could aid the teachers in teaching this lesson as they go back to their respective stations.

Dr. Bunquin: Never stop enhancing skills

CONTRIBUTORS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Asuncion A. Ordillano /M’que Jovanni C. Mercado / Occ. Min. Gemma J. Jandusay / M’que Glenn Henry V. Paz / Palawan Lee F. Fonte / Romblon Cherrie Lynne G. Albis / Or. Min. Florie B. Cobradilla / Palawan Gauis Laurence B. Caraoa/P. P. Jaspher R. Abela / P. Princesa Marny D. Beltran / Occ. Min. ROMEL S. MADIA Editor

Dr. Bernard Cueto Bunquin, Asst. Principal II-SHS of Or. Mindoro, lectured on Text Types to 51 English teachers’ attendees from the MIMAROPA region immediately after the first session in the morning on Feb. 11. Dr. Bunquin mentioned that "DepEd allotted P 12,875.75 per teacher for this training of teachers on PRIMALS, so the participants are expected to give their best to fully absorb the ideas that the training has to offer”. He also added that teachers should never stop honing their talents and enhancing their teaching skills. More so, seminars like this will equip teachers for whatever problems that they may encounter as a language teacher. The conduct of this training aimed at providing teachers with not just applicable strategies to be

used in ensuring learning to take place, but also a time to revisit their ways of delivering the topics which were considered least mastered skills of the students. One of the many suggested strategies provided by Dr. Bunquin that was found significant in hampering the mastery of some skills was attributed to the types of text being provided by the teachers to students and how these texts are utilized. His discussion centered on differentiating the factual text to literary text. He also presented the Say the Word, Look for Clues/ Locate for the term, Ask yourselfdo I know the word?, Put words in the passage (SLAP) method and the use of different graphic organizers to help better the students in understanding the materials to be read.

Februa3 Page ry 11, February 11, 2019-Day 1

Dalisay focuses on Noting Significant Details By Lee F. Fonte

The PRIMALS speaker clarified various strategies in Noting Significant Details as the seminar continuous. Eddie Dalisay, a MT-II, SHS at Oriental Mindoro stressed the relevance of the said topic to teaching-learning process. He also pointed out the challenge on how to create active readers in the classroom who will be literate and critical adults. He even elucidated that identifying implicit, explicit and significant details was an important skill for the 21st century learners to remember while reading the text. In addition, the relationship between the comprehension strategies and comprehension skill were emphasized by him. He added that skills must always work in tandem with strategies. He said that learners must only be taught the skills but must be trained to have their own strategies in understanding the text. He further discussed a framework for teaching close reading to adolescent learners. He stressed that adolescents need direct and explicit instructions on how to use and apply comprehension strategies. He further stated that being able to note significant details from the text whether visual or verbal lead one to understand the text more clearly and deeply. To further enhance the reading skills, he introduced a lot of strategies. Question-Answer-Response (QAR) was one of these strategies shared which according to him is a potent strategy that would surely improve the learners’ reading skills. He stressed that this strategy was developed for the teachers to teach the skills and strategy for students to learn how to enhance their ability to answer comprehension questions through a systematic means. With this presentation, the participants realized that the skill in noting significant details could be easy if they have appropriate strategies to employ.