Using Radio to Deliver Instruction: UP NISMEDs Titsers Iskul on the Air Program 6 September 2006...
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Transcript of Using Radio to Deliver Instruction: UP NISMEDs Titsers Iskul on the Air Program 6 September 2006...
![Page 1: Using Radio to Deliver Instruction: UP NISMEDs Titsers Iskul on the Air Program 6 September 2006 Ester A. Bautista.](https://reader036.fdocuments.net/reader036/viewer/2022062417/551821bc55034691678b48e0/html5/thumbnails/1.jpg)
Using Radio to Deliver Instruction: UP NISMED’s Titser’s Iskul
on the Air Program
6 September 2006
Ester A. Bautista
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Rationale• Radio can be used to deliver instruction; has a
versatile format and a wider reach • Education plays a crucial role to alleviate poverty;
enhances a person’s dignity, and maximizes human potentials to contribute to economic and social development of societies
• DepED’s thrust is to provide education for all—including the dropouts, nonliterate adults (ages 15 yrs. & above), minorities, etc.
Source: ILO, 2005
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con’t: Rationale
• Low performance of our Grade 4 and First Year students in international studies
• Alarming exodus of RP’s best teachers• Increasing dropouts in the elementary and
secondary levels from SY 2001-2004
Sources: Martin, et.al., 2004; Mullis, et.al., 2004; Tabunda, 2005; DepEd, 2006
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How it all started…
No. of Teachers vs No. of NISMED Staff
456 000 ~100
(SY 2002-03; public elem. & secondary)
Alternative mode vs NISMED-based and on-site training
Source: DepEd, 2006
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con’t: How it started…
• In 2000, surveyed 293 NISMED trainees
• 94% (238): Interested to listen to radio programs on S&T
• Preferred DZMM radio station
• Looked for partners
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The Wedding
DZMM DYAB-Cebu DZMM DYAB-Cebu DXAB-Davao DOST DepEDDXAB-Davao DOST DepED
UP NISMED
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First Trimester
• Radyo Eskwela: (2001 Pilot Program) • Theme: Philippine Folk Science--Beliefs
and Practices• Objective: popularize science • 16 episodes of common beliefs and
practices with scientific bases• 15 min. segment of DZMM’s Bago ‘Yan
Ah!, Sunday program (DYAB & DXAB)
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More Partners…
Foundation for the AdvancementFoundation for the Advancementof Science Education, Inc. of Science Education, Inc.
Foundation for Upgrading Science Foundation for Upgrading Science Education, Inc. (FUSE) Education, Inc. (FUSE)
Ateneo de Davao University-RSTCAteneo de Davao University-RSTC
UP NISMED DZMM DZMM DOST DepEDDOST DepED
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More Partners…
Foundation for the AdvancementFoundation for the Advancementof Science Education, Inc. (PUNDASYON) of Science Education, Inc. (PUNDASYON)
Foundation for Upgrading Science Foundation for Upgrading Science Education, Inc. (FUSE) Education, Inc. (FUSE)
Ateneo de Davao University-RSTC Ateneo de Davao University-RSTC RSTCs in CLSU & WVSU RSTCs in CLSU & WVSU
Bureau of Broadcast ServicesBureau of Broadcast Services
DWNE DXOM-So. CotabatoDWNE DXOM-So. Cotabato
UP NISMED DZMM DZMM DOST DepEDDOST DepED
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Second & Third Trimesters
• Titser’s Iskul on the Air: Second & Third Courses• Broadcast: 2003, 2005• Objectives: train teachers in science or
mathematics and promote science or mathematics interest and literacy among the people
• Components: radio and face-to-face training• Course Hours: 4 hrs. (radio) & 6 and 12 hrs.
(training), respectively
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Features of the Third Course
• Theme: Rational Numbers & their application to daily life
• Lessons: Fractions, Decimals, Ratio and Proportion, Percent (Sixteen 15-min. lessons over the radio)
• Radio Component: 2-3 min. dramaDiscussion: 5-7 min.Question: one high-level per lessonRadio language: Taglish
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con’t: Features-Third Course
• Training Component: two days (12 hrs.)Pre & PosttestReview of the aired lesson & discussionActivity or work sheets, game boardsMore extensive discussion of the conceptsReview of the questions aired over the radio & the
answersTeaching/learning materials usedProgram Evaluation
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Trainer’s Manual
• Transcripts of the radio program; answers to the questions with the scoring guide
• Overview & Objectives• RBEC• Activities: objectives, instructional
procedures, and answers to the activities• Activity cards/sheets, game boards• Language: English
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Sample Aired Question: Ratio
Nais ni Ana magtimpla ng isang basong juice. Nakita n’ya sa label ng juice concentrate ang instruction na “one part juice concentrate to three parts water.”
Tama ba si Ana kung ihahalo niya ang isang kutsarang juice concentrate sa tatlong tasang tubig?
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Sample Answer:with Scoring Guide in the TM
Ang isinasaad sa instruction ay “sa bawa’t isang
bahagi ng juice concentrate ay tatlong bahagi ng
tubig” o “ang ratio ng dami ng juice concentrate
sa dami ng tubig ay 1:3.” Kung nais n’yang
magtimpla ng isang basong juice, i-estimate n’ya
ang na bahagi ng laman ng baso, ganito
karami ang juice concentrate. Ang natirang na
bahagi ay ang dami ng tubig.4
34
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Sample Discussion over the Radio
Lesson 1
Fraction: The Whole and Its Parts
(after the presentation if time allows it)
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Sample Trainer’s Manual& Teaching Materials
Four Printed TMs and
Teaching Materials
(after the presentation if time allows it)
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Sample Pre & Posttest(Topic: Decimals)
Which would give an estimated sumclosest to 100?
A. 97.6 + 7.4 C. 92.09 + 3.1
B. 98.09 + 1.29 D. 96.8 + 6.76
Answer: B
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11.27
13.5213.17
10
10.5
11
11.5
12
12.5
13
13.5
14
Pretest Posttest 1 Posttest 2
Mea
n S
core
s
WVSU-RSTC Test Results
Source: WVSU-RSTC, 2006
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Some Observations(NISMED-Based Training)
• Strategies to Motivate Learning
Simple activities & ordinary things to introduce a topic; can motivate learning and arouse pupils’ interests
e.g., “play” basketball using plastic balls & a tin can as goal (Percent)
colored beads and a string to teach repeating patterns (Ratio)
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• Relationship of One Topic or Concept to Another
Decimals: Place Value is not limited to whole numbers; applies to decimals; separate units in the curriculum
Percent: Problems on percent can also be solved by using ratio and propor-
tion; separate units in the curriculum
con’t: Observations
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con’t: Observations
Direct, Inverse, & Partitive Proportions: There are different situations for
which direct, inverse, & partitive proportions may be applied.
Explanation of why cross-multiplication works to find the value of the
unknown.
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con’t: Observations
• Writing Basic Math Symbols Properly
Decimals: Writing zero (0) before the decimal point (.) to indicate there’s no
whole number
Fractions: Should be written with a horizontal bar and not with a slash symbol, e.g., and not 1/4
Putting the unit of measure in thefinal answer
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Improper way of using the equal (=) sign to find the discounted price given the rate of discount
e.g., rate of discount: 30% regular price: P100.00
0.30 x 100 = 30 = 100 – 30 = 70
con’t: Observations
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Proper way:
0.30 x 100 = 30
100 – 30 = 70
P70 = discounted price
con’t: Observations
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Program Evaluation Highlights
• 94% will recommend the Course to other teachers
• Verbatim responses: radio lessons- learned by listening to the radio- malinaw at kayang abutin ng
tagapakinig (NISMED enrollees)
- can easily be understood because thelanguage is Filipino (NISMED
enrollees)
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Setbacks
• Fast delivery of some aired discussions and questions
• Dialect not familiar to listeners in the regions• Poor radio signals in some areas• Schedule of airing• Closer coordination between the national & local
implementers in the choice of radio stations• Too many activities during the training sessions
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Birth PainsFuture Plans: The Sad Whys
• 12 734 teachers emigrated to other countries either to teach or hold other jobs from 1988-2004
• 3 269 experienced principals and best teachers in science and math were hired to teach abroad from 1992-2004
Source: Tabunda, 2005
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con’t: Sad Whys
Total: 3 269
Source: Tabunda, 2005
Number of Deployed Teachers(New Hires) 1992-2004
134241
390
624
463 517
0
200
400
600
800
'92-'99 2000 2001 2002 2003 2004
Years
Dep
loye
d T
each
ers
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con’t: Sad Whys
Dropout Rates: Elementary Level
8.9
7.36.51
0
2
4
6
8
10
2001-02 2002-03 2003-04
School Years
Pe
rce
nt
Source: DepEd, 2006
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con’t: Sad Whys
Dropout Rates: Secondary Level
14.313.03
8.53
0
24
68
10
1214
16
2001-02 2002-03 2003-04
School Years
Pe
rce
nt
Source: DepEd, 2006
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Birth PainsFuture Plans: The Hows
• Continue to capitalize on the radio’s versatile format and wider reach
• Empower community leaders & radio program hosts
- Training & providing learning materials• Form new partners, sustain old ones• Translation of some learning materials into the
dialect of target learners• Systematic monitoring & feedback from listeners
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Anticipating the Birth
• Next radio program/courseTheme: Science, mathematics, &
technology literacy• Planned topics
Healthy Living, Living Safely, Wise Entrepreneurship/Wise Consumerism, and Environmental Protection & Resource Conservation
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Recommendations• Institutionalize the use of radio-based instruction
to be cost effective- Prerecorded or “canned” programs- Audio Format: cassettes or CDs; can be
replicated to suit broadcast facilities & conditions in the communities- Can be replayed for small or big groups of
learners at prearranged schedules- Can be used by nonreaders, poor readers,
readers who do not comprehend, & the visually- challenged
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con’t: Recommendations
• Expand multisectoral linkages to actively reach all types of learners, e.g., LGUs, NGOs, Barangays, TEIs, gov’t radio stations, community radios, radio program hosts, community leaders
• Strengthen manpower needed: training and providing learning materials to key disseminators of learning
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• Language of radio & learning materials: some aspects to be translated to the dialect of the target learners
• Pace in the delivery of instruction since learning will be audio-based
con’t: Recommendations
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A Plea for a Safe BirthHope springs eternal…
Learning needs of all Filipinos will be addressed through education…
Truly concerned stakeholders in education to get their acts together.