016 Breakout Use of Manipulative Multimedia Materials in Teaching Sci Math
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Transcript of 016 Breakout Use of Manipulative Multimedia Materials in Teaching Sci Math
USE OF MANIPULATIVE MATERIALS
AND MULTIMEDIA (ICT) IN TEACHING
SCIENCE AND MATH Mrs. Virginia D. Calosing
Culiat Elementary School
BACKGROUND OF THE PROJECT
Most teachers use the usual and traditional method of teaching to present their lessons
(i.e. “chalk talk and use of manila paper)
Lack of interest, boredom, minimal learner‟s participation
Moved the administration and faculty to utilize manipulative materials and multimedia
to improve teaching of Math and Science
OBJECTIVES OF THE PROJECT
To enhance teacher competencies, learning
approaches, methodologies, strategies and
techniques through the use of manipulative materials
and multimedia in teaching Math and Science
To enrich learner‟s concepts and skills in Science and
Math through manipulative materials and multimedia
PROJECT IMPLEMENTATION PLAN
Methodology, Materials and Funding
METHODOLOGY
1 • Studies/Research
2
• Continuous training for Science and Math teachers
3
• Guided implementation of the methodology by the principal, master teachers and department heads
4 • Monitoring and evaluation
MATERIALS AND FUNDING
Temasek Foundation
Ateneo de Manila
University
Parents and Teachers
Association
Teachers‟ Dole Out
School Budget
ADMINISTRATION OF THE PROJECT
Implementers and Stakeholders
Implementers
Principal Master
Teachers and
Department Heads
Teachers Parents
PRINCIPAL
Designed the study/project
Conducted trainings for the teachers
Monitored the whole project
Evaluated the whole project
MASTER TEACHERS/DEPARTMENT HEADS
Done the monitoring through clinical observations
of Science and Math classes
Validated the results of the evaluation through
consolidation
Mentored the Science and Math teachers regarding
the whole process
TEACHERS
Attended the seminars and trainings regarding the
methods provided by the school
Implemented the use of manipulatives and ICT in
their classes
Evaluated the effect of the project on students
through teacher-made tests
PARENTS
Follow up the results by monitoring the grades of
their children
PROJECT IMPLEMENTATION
COMPLETION REPORT
PART ONE
ISSUES ADDRESSED Improvement of teacher competencies in Science
and Math
Traditional way of teaching inadequately addresses
the need of the students
Poor motivation and engagement of students in
studying Math and Science lead to low
performance
Exploring the use of manipulative
materials and multimedia (ICT) may
provide an answer to these problems
OPERATIONAL DEMANDS
Framework Key Performance
Indicators Means
1. Train teachers
on identified
skills in Math
and Science
using
manipulatives
and ICT
Teachers use
manipulatives and
ICT in their
lessons
Increase in
student
participation and
performance
Teacher training
on the use of
manipulative
materials and
multimedia
Teacher training on the use of manipulative materials
and multimedia
SURVEY CONDUCTED
46 TEACHERS SURVEYED
46
40
30
20
10
0
91%
42
4
Question No. 1
Do you use
Manipulatives/ICT
In your lessons?
YES /NO
9%
100%
YES /NO
42 46
Question No. 2
Do you think
manipulative/ICT
help improve your
lesson?
Question No. 2
How often do you use manipulatives/ICT?
Everyday/ Once a week /Once a Month /Others
24% 30%
4%
35%
/No.
Answer
7%
“They are able to improve their bodily-kinesthetic skills and all of them passed the quiz given after using the manipulatives/ICT”
“Children are more attentive and curious about the lesson and it enables them to think critically”
“Since it is more “flexible” than just Manila papers and chalk talk, it addresses different learning styles and keeps students engaged”
“They enjoy it while doing it at the same time”
“It encourages shy pupils to participate especially in groupwork”
“Processing of information is easier and retention is high; coupled with other techniques, students learn to reason out and practice other thinking skills (observing, communicating, predicting)”
“Students can follow easily”
OPERATIONAL DEMANDS Framework Key Performance
Indicators
Means
2. Enhance daily
lesson plans
(Grades I to VI)
Grade I-VI: Math
Grade III-VI:
Science
Teachers:
Application and
incorporation of
skills as evident in
lesson plans and
classroom
observations
Students:
Engagement and
learning
Weekly checking
of lesson plans
by Principal and
Master Teachers
Classroom
observations
Classroom observations
OPERATIONAL DEMANDS
Framework Key Performance
Indicators
Means
3. Produce
manipulative
teaching kits for
Math and
Science
(resource bank)
Authentic objects
and materials are
used in lessons
Teachers and
students creativity
is enhanced
Manipulatives
created per grade
level by both
students and
teachers
Manipulatives created per grade level by both
students and teachers
OPERATIONAL DEMANDS
Framework Key Performance
Indicators
Means
4. Regular
teaching
demonstrations
for teachers.
Effectiveness of the
demonstration
based on feedback
and evaluation of
teachers and
students who
attended the
demonstration
Teaching
demonstrations
Teaching demonstrations
NATURE AND AVAILABILITY OF RESOURCES
Resources are teacher and student made
manipulative materials
Raw materials for manipulatives: commercial,
indigenous and recycled
Multimedia: computer, television set, projector
Multimedia were made available by generous
sponsors (Knowledge channel, Leaders and
Educators in Asia Program, ACED)
PART TWO
RESULTS
The project addressed the
need to improve teacher
competency which led to the
improvement of student
performance
Annual evaluation NAT increased during
implementation year
Good results in Math and Science competitions
Improvement of participation of students
Enhanced competencies of teachers in teaching
Math and Science as seen in lesson plans and
classroom observations
Presence of “resource bank” for better
implementation of the project was made available to
teachers
Computer literacy of teachers increased
RESULTS
Teachers update their knowledge in using the computer
through the “School Learning Action Cell” (SLAC)
DATA The following data show the effectiveness of the
project:
Results of the NAT SY 2007-2009
Teacher‟s lesson plans
Awards from contests (S.Y 2010-2011)
Over-all Champion LEAP Science Quiz bee, Cluster District
2nd place Gr. Three Mathematics Quiz Bee (MTAP), District
Science Fair 2nd place Science Quiz Bee, 1st Sci-Dama and
2nd place in Sayawit. Skills Development (EPP) Division 1st
place medicine cabinet, regional 2nd place medicine cabinet
and over-all rank seven Division Press Conference.
Demo teachings
Resource bank
CES pupils in their winning moments.
NAT RESULTS
10
20
30
40
50
60
70
80
90
100
‟05 – 06 ‟06 – „07 ‟07 – „08 ‟08 – „09
39.28
45.34
62.34
78.34
Mathematics
10
20
30
40
50
60
70
80
90
100
‟05 – 06 ‟06 – „07 ‟07 – „08 ‟08 – „09
34.93
41.97
66.70
75.75
Science
Result of National Achievement Test (NAT for the past 4 years)
RESOURCE BANK
COLLABORATION
Proper channeling was done. The implementers
conduct regular discussion/feedback on the project.
The project became a venue for the principal, master
teachers, department heads and teachers to work
together in improving the way Science and Math are
taught.
Monthly Lesson Study and Demo Teaching
REFLECTION As the principal, the improvement of the
methodologies of teaching and the results of the
evaluation of the two subject areas are a big
contribution to the school.
In addition, there was a boost of morale through the
enhancement done during the years of
implementation.
Objectives of the project were easily attained
EFFECT ON PARTICIPANTS
Each teacher was empowered to contribute in
developing and sustaining the project.
Using manipulative materials and multimedia
challenged their usual methods and made them go
out of their comfort zones to try out a different way
of approaching lessons.
It also enhanced their creativity and
resourcefulness.
TO SUMMARIZE…
The use of manipulatives and ICT to teach Science
and Math helped improve student performance.
Teachers became much more aware of the
innovations in teaching especially the use of
manipulative materials and multimedia (ICT).
Pupils also manifested more interest in learning the
two subjects.
PART THREE
POLICY OPTIONS
Continuous implementation of the project and wide
dissemination of the results to other schools within
the district if not in the division
Within the school, teachers could add more
manipulative materials to the resource bank
Regular workshops to share best practices and new
knowledge regarding manipulative materials and
trends on multimedia
POLICY RECOMMENDATIONS
Division-wide implementation of the project to
enhance the whole system and curriculum is
recommended.
Thank you!