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Overcoming Inferior

Resources through
Superior Strategies
Curriculum Development and Innovation in
Navotas National High School

School Heads Development Program: Intermediate Course


(Curriculum Development)
November 26 – December 01, 2017
Cebu City
Dr. Maria Cristina A. Robles
• Principal IV, Navotas National High
School
• Awardee, Oscar M. Lopez Educational
Leadership Award, 2017
• Awardee Excellence in Education
Transformation, Most Transformative
School for Learning Effectiveness
Category, 2013
• Institutional Consultant, DepEd School
Effectiveness Division
Mr. Marco D. Meduranda

• Master Teacher II
• 10 years in service
• Action Research Coordinator
• Learning Action Cell Coordinator
• US Embassy Linkage Coordinator
• Currently taking Ph.D. English at Manuel
L. Quezon University
• Alumni, International Exchange US
Embassy, Manila
• Outstanding Educator, City of Navotas
2015
• Natatanging Guro, Awarded by DepEd-
NCR 2017
OBJECTIVE
• Share NNHS best practices in curriculum
development and innovation
• MCART
• School-based Action Research Program
• Harmonizing DepEd Reform Initiatives on Continuous
Improvement, Action Research and Learning Action Cells
THE CONTINUOUS IMPROVEMENT OF

FROM A SIMPLE MULTIMEDIA


TEACHING TOOL TO A
TRANSFORMATIVE CURRICULUM
AND INSTRUCTION ENHANCEMENT
PROGRAM
Project MCART has evolved from a simple multimedia learning
tool to an instructional program that integrates 21st century
teaching through active learning and differentiated instruction.
MCART 3.0 Activities
Workshop on the Demonstration Teaching
Planning,
Conduct of Training on Development of Lesson Plans and year round coaching
conceptualization and
Teaching Reading Across that Integrate Reading Tools & mentoring on the
creation of the project
All Learning Areas. and Literacy-Building Teaching of Reading
proposal. Strategies
November 30, 2012 Across All Learning Areas
October 29, 2014 May 28-30, 2013
Feb – Sept., 2013

Demo teachers receive their certificates.


MCART 4.0
ENHANCED MCART WITH ACTIVE LEARNING
AND DIFFERENTIATED INSTRUCTION
DIFFERENTIATED INSTRUCTION
Below Level: Tiered Graphic Organizers
Peter
Fudge
____________
____________ On Level:
____________
Young

Doesn’t eat
___________
turtles

How do the 2 characters compare? Write one sentence about the characters
on the back.
Compare 2 characters from the book you are reading. Write 2 sentences
about the characters on the back of the paper.
Above Level:

Choose 2 characters from the book you are reading and compare them to
yourself. Write a comparison paragraph to describe how the characters
compare to you.
SCHOOL-BASED
ACTION
RESEARCH
PROGRAM
OUTLINE
• Success Story
• Best Practices
• Overcoming Challenges
• Future Directions
Submitted Action Research
Proposals

32 64
10 outputs mostly team-based action research
projects done by 100% of
action research projects
done by all teachers by
pairs or individual
master teachers’ work the teachers

2010-2015
DepEd Order 24 s. 2010
2016 2017
BERF Guidelines: DepEd Order 43 s.
2015; DO no. 4 s.2016; DO no. 16 s. 2017
NNHS BERF GRANTEES (2015-2017)

14 16 14

2015 2016 2017


TOTAL AMOUNT BERF ALLOCATION IN
NNHS 2015-2017

55,478.00 173,501.50 156,760.00

2015 2016 2017


Number of teachers trained in the Modified
School-to-school Partnership in Action
Research

59 14
Partner schools in
2016 Navotas, Malabon,
Pasig, Las Pinaz

1112
2017
School with the most
numbers of BERF completers
(teacher-researchers in NCR.

Moving-Up Ceremony at DepEd NCR, August 31, 2017


TEACHER COLLABORATIVELY WORKING TO ADDRESS
STUDENTS’ NEEDS

» 136 junior high school teachers


» 32 teams (by learning area, per grade level)
» 32 action research projects
ACTION RESEARCH:
MECHANISM FOR TEACHER COLLABORATION

Pictures were taken during the technical rehearsal of our action research
poster proposal presentation on July 28, 2016.
Computer Laboratory
December 8 and 16, 2016
Opening Program

Dr. Maria Cristina Robles delivers the


opening remarks. She highlights the need to
do the “kumustahan” in order to
continously provide meaningful technical
assistance to the teams of teachers. Also in
attendance are the eight department heads.
Presentation of Teachers

32 teams of teachers shared the initial findings


and result of their action research projects.
Feedbacking and Processing

Dr. Robles leads in the feedbacking


and processing of teachers’ action
research projects.
Teacher Reflection
"Conducting an action research is not an easy task
for first time researchers like me and maybe the rest
of the participants of this activity. It's really
challenging and requires a lot of hard work. But a
follow up program like this one that we have today
is really essential in finding out where we are and if
we are on the right track. This only proves that
collaboration, teamwork and openness in sharing
one's knowledge and expertise are really the keys
for a successful attainment of our desired goals and
objectives. This also reveals that action research can
really be done; that though we look at it before as
an impossible thing to do, the outputs presented
today show another significant milestone and
achievement for NNHS. In behalf of the participants,
we would like to thank the brilliant and innovative
minds behind this successful program. Thank you
and God bless us all!"
OUR GUIDING FRAMEWORK:
ACTION RESEARCH AS PART OF SCHOOL CULTURE
Harmonizing CIP, AR,LSS and LAC
CIP Project Action Lesson Study LAC
Research
Project Improving A Lesson Study Applying the
Modified Word on the Use of Modified
Frayer Model Knowledge of Modified Frayer Model
(MFM) Selected Grade Frayer Model in Facilitating
10 Students in Helping Vocabulary
through the Students Learn Acquisition of
Modified Vocabulary in Students: A
Frayer Model Delivering Learning
Presentations Action Cell
Focus of Grade
10 English
Teachers
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
 We model and use research to show teachers that it can
be done. This also makes our school programs data-
driven and evidence-based.
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
 We capitalize on Learning Action Cells as mechanism
to inform, involve and inspire teachers in doing action
research.
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
We created
faculty hubs
as venues for
teacher
collaboration
and
professional
growth.
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
 We develop AR ‘Kumustahan’ sessions to
continuously monitor and provide technical
assistance to groups of teacher researchers.
Pioneered student-led, civic-based action
research program..
2015 2016 2017
Access Program – Project Citizen for Student Project YSTAR - Youth
sponsored by US Leaders – in partnership for Social Transformation
Embassy Manila with the Navotas City thru Action Research –
Library (12 students) funded by Save the Children
(40 students)
(51 students)
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
We have
been
involving
and training
students
in the
action
research
process. One action research was
made basis by the city
mayor on his project.
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
We use the
Lesson
Study
System to
sustain A.R.
as means to
improve
learning Teachers regularly conduct Lesson
outcomes Study sessions and Lesson Study
class observations for SY 2017-2018
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
 We engage parents in
the action research
process too!
• Engaging parents throghPARENT VOLUNTEERS
BRIGADE.

Breakfast forum was


held to elicit support
from the PTA and a
general assembly was
conducted to inform
and involve all the
parents.
SCHOOL
FEEDING SCHOOL
GREENING
CANTEEN & PROGRAM “GULAYAN SA
FOOD SAFETY “ISANG NANAY, PAARALAN”
“MAGULANG, ISANG GULAY” CLEANLINESS
KATUWANG SA & SANITATION
KANTINA” “MAGULANG,
KASAMA SA
KALINISAN”

SAFETY &
SECURITY
“MAGULANG,
SANDIGAN SA
SEGURIDAD”

PARENT
“MAGULANG, KABALIKAT SA VOLUNTEERS
MAAYOS AT PRODUKTIBONG BRIGADE
Launched July 25, 2016
PAARALAN”
BEST PRACTICES IN SCHOOL-BASED
ACTION RESEARCH PROGRAM
 We advocate
action research to
other schools
through our
modified school-
to-school
partnership.
School-to-school partnership for AR
School & No. of Beneficiaries Date Remarks
Project
San Roque Elementary School October 24-26, 2016 7 BERF compliant action research
59 teachers projects were made by teachers

Division of Pasig January 20, 2017 Successfully carried out


50 teachers
Action Research Advocacy: A School-to- San Roque High School February 07, 2017 Successfully carried out
school partnership for faculty 114 teachers

development Panghulo High School February 08, 2017 Successfully carried out
95 teachers

The project aims to promote action research as a way Bagumbayan Elementary School February 16-17, 2017 10 BERF-compliant action research
64 teachers projects were made by teachers
for continuous teacher professional development
towards the a culture of research. This initiative aims to
Navotas Elementary School Central and May 29-30, 2017 Trained 89 teachers who were able
make action research viral, equipping teachers and NES 1 to produce 14 action research
school heads with skills, knowledge and attitudes on 89 teachers project proposals
how to use action research to improve classroom
practices and enhance greater school effectiveness. Tangos National High School May 31-June 1, 2017 Successfully carried out with 8 action
73 teachers research project proposals created

Total of 741 teachers trained


Malabon -Technical Vocational School, June 23, 2017 Successfully carried out with 47
Concepcion Annex action research project proposals
47 teachers created
Dagat-dagatan Elementary School 150 July 27, 2017 Training and technical assistance for
teachers 150 teachers
NNHS BERF TOOL
Recognized by the
DepEd NCR
•Action research is not a thesis to be
defended.
•Action research focuses on problem solving
not problem-finding.
Challenge of harmonizing all policies and communicating to
teachers that all these DepEd Orders and reforms are
interconnected and not compartmentalized.
Differences between Basic Research to Action Research

Components Basic Research Action Research


Goal Finding information/ Improving practice/
Generalizable Localized
Time Long-term Short-term
Format Structured Flexible
Design Rigorous Control Control through triangulation
Informal sharing with
Reporting Formal -Journals, conferences, colleagues ( Learning Action
Outcome symposium Cell, INSET, Monitoring )
Application Limited/ Indirect Limitless/ Direct
Literature Review Extensive/ use of Primary Cursory/ use of Secondary
sources data
BROAD PROBLEM DATA SOURCE

FOCUSED PROBLEM DATA SOURCE

GENERATE SOLUTION/INTERVENTION
DATA SOURCE
-

RESEARCH QUESTION
How can/does/will (intervention) improve/develop/increase the (problem/challenge) of (target participants) ?
BROAD PROBLEM DATA SOURCE
Three years NAT Scores
Poor Reading Comprehension School’s PIA
SIP

FOCUSED PROBLEM DATA SOURCE


Grade 9 teachers’ class
Poor Inferential reading skills of Grade 10 students identified as struggling records
readers Mc Crab reading test SY
2016-2017

GENERATE SOLUTION/INTERVENTION
DATA SOURCE
• Use of remedial reading program
Adopt a school data
• Provision of food in after class reading program
Existing reading program
• Provision of reading intervention modules to be taken home by students
data
• Parent/guardian seminar on teaching struggling readers at home
Research of Meduranda,
• Continuous follow-up and formative assessment
et al (2016)
• Referral of children to sponsoring agency
Observation journal of
teachers

RESEARCH QUESTION
How does Project RIPE (Reading Improvement through Parental Engagement) improve the inferential reading skills of
identified Grade 10 struggling readers?
Sitwasyon 1: Napapansin kong hirap ang aking
mag-aaral na unawain ang paksang ATOMIC
MODEL sa Chemistry. (Suliranin)
Ayon sa aking nabasa sa isang research
ay maaring ituro ang mga paksang abstrak sa
pamamagitan ng kakaibang estratehiya na
tinatawag na “COLRITING”. Ito ay ang
pinagsamang collage at writing gamit ang model
ni Neils Bohr upang mailarawan ang laki ng isang
atom at ikumpara ang bawat isa. Dahil dito ibig
ko itong subukan sa aking klase.
(Solusyon)
SITUATION 1

Solution, Intervention, Strategy

The Effect of Using Colwriting in Teaching


Atomic Models on the Learning of
Grade 8 Students
Problem, Challenges or
Difficulty
Respondents /
Subjects
SITUATION 2

Problem, Challenges or
Difficulty

Improving the Motivation and


Performance of Grade 6 Students in
Learning Ecosystem Through Song Games
Respondents /
Subjects

Solution, Intervention, Strategy


DATA COLLECTION TRIANGULATION PLAN
Research SOURCE 1 SOURCE 2 SOURCE 3
Question
“How can the use of • Pre-test, Post – • Outputs / • Focused-
test(Science Portfolio group
Project STIR improve based-test) (Answered discussion/
the reading VOC (Voice
• Pre-test, Post- science of the
comprehension of test ( Mc Call worksheet) Customers
selected Grade 8 Crabb’s Reading )
Comprehension • Response
students?” Tests) log

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

64
MAPPING OUT THE PROCESS
Insufficient
training for
test
validation

Design of test instrument


and Science Reading Validate the
Tools(SRT) constructed test
materials and Analyze of
B
* Science Reading
Administer
Worksheet ( SRW) Science Reading Pre-test’
*Intervention Activity Tools(SRT) Pre-test
E Worksheet(IAWS) (c/o English Dept. results
* Strategic Intervention Head and MTs)
F Material( SIM)

Availabilit
O y of the
parents
R
Meet & secure Coordinate with the
E permit from the Identify Grade 8 English teachers
Identify the students with regarding the results
parents of respondents of Mc Call Crabbs’
identified poor reading
comprehension Reading
respondents Comprehension Tests

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

65
MAPPING OUT THE PROCESS

D Utilize Science Reading


Tools
U ( SRTs) to the Grade 8
R respondents. Monitor
I
PAIN
* Monday – SRW POINT
S
students’ task
* Wednesday POINTS
–PAINIAWS and output
N
*Friday - SIM
G

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

66
MAPPING OUT THE PROCESS
Conduct Coordinate with
Administer Focused- the Grade 8
English teacher
of Post-test group regarding with
A (Science- Discussion the Mc Call
Crabb’s
F based) among the Comprehension
respondents Test
T
E Insufficient
training for

R data
analysis

Sharing of
Data
Research Analysis
(SLAC)
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016

67
WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET
RESOURCES COST
NEEDED
1. Design of test materials and Science Books, laptop, Curriculum
P 700-1000
Reading June – July, 2016 Guide for grade 8 Science Reproduction
Tools(SRT) July, 2016 Pre & Post Science based Test of materials

2. Validate the constructed test materials and sample, SRTs


Science Reading Tools(SRT)
(c/o English Dept. Head and MTs) 1st week of August, Testpaper (Science based pre-test)
3. Administer Pre-test 2016 Science based Pre-test results
PRE-IMPLEMENTATION

4. Analyze of Pre-test’ results August, 2016


Test results of Mc Call Crabb’s
5. Coordinate with the English teachers Reading Comprehension Test
regarding the results of Mc Call Crabbs’ August, 2016
Reading Comprehension Tests
6. Identify Grade 8 students with poor reading List of Grade 8 students
comprehension August, 2016
7. Identify the respondents List of population with poor reading
August, 2016 comprehension of Grade 8

8. Meet & secure permit from the parents of permit


August, 2016
identified respondents SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016
WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET COST
RESOURCES
NEEDED
9. Utilization of Science Reading Tools 3rd week of August, SRT, IAWS, SIM
IMPLEMENTATION PROPER

( SRTs) 2016 – 4th week of


January, 2017

10. Monitoring of student’s task and output


All throughout the STIR Deliverability
period Chart

SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016


WORK PLAN AND TIMELINE
ACTIVITIES TIMELINE MATERIALS BUDGET COST
RESOURCES
NEEDED

11. Administer of Post-test


1st week of February, Testpapers
(Science-based) 2017
12. Conduct of Focused-group
POST-IMPLEMENTATION

Discussion among the February, 2017 Questionnaire Reproduction of


respondents questionnaire and
incentive
13. Coordination with the P 500-700
Grade 8 English teacher
regarding with the Mc Call February, 2017
February, 2017 Test results, response
Crabb’s Comprehension logs, outputs
Test
14. Data Analysis
February, 2017
SCHOOL LEARNING ACTION CELL - JUNE 6-10, 2016
Lesson Study Cycle
NNHS LESSON STUDY
PROCESS
NNHS LSET COLLABORATION MODEL

Principal, department heads and master


teachers collaborate and work out
procedures on how to implement the
program through learning action cell.

Master teacher and department heads conduct department-based learning action cell
sessions with their teachers about the lesson study program.

Teachers work by grade level and undergo the lesson study process.
Launching Program – July 19, 2017

Dr. Robles thanks all 146 teachers and department heads for
supporting and embracing Project LSET. Mr. Meduranda
(right, top photo) explains the rationale and significance of
the project.
During the program launch, each
department presents the lesson study
proposals of their teachers per grade
level.
During the program launch, each
department presents the lesson study
proposals of their teachers per grade
level.
Dr. Robles critiques
and praises the
efforts of teachers
who presented in
the LSS proposal
presentation.
Insights gained on the pre-
implementation phase
• It is very important that the
principal, department heads and
master teachers have clear
understanding of the program and
how it will be operationalized down
to the teachers level.
• Engaging MTs and heads in the
planning process ensures that
• Goals, aims and strategies of the
program are interpreted clearly;
• Possible challenges in the
implementation are identified and
relevant solutions are pointed out;
• Collaboration and interaction are
modelled for teachers to adopt.
1st Cycle Implementation Phase
PROJECT LSET
GRADE 10 ENGLISH
1ST CYCLE –
JUNE – AUGUST, 2017
Purpose Statement
 Through the Lesson Study
System, the Grade 10
English will be able to
sharpen instructional skills,
develop evidence-based
and data-driven assessment
measures and create
learner-focused lessons
through collaboration and
continuous professional
learning.
TEACHING & OBSERVING PHASE –
Ms. Richelle Anne Reyes

The collaboratively designed lesson plan was first implemented in Ms. Richelle’s
classroom on July 25, 2017.
Debriefing & Improving Lessons
1. Provide intended modal meaning
in the pre-test.
2. Organize seating arrangements
making sure struggling students
are partnered with on-level or
above level learners.
3. Reduce items for lecture
embedded controlled practice
exercises.
4. Encourage students to think out of
the box on the group
presentation.
5. Administer post-test with the
same recommendation as pretest.
RETEACHING & OBSERVING –
Ms. June Casaje

Demonstration teaching of improved lesson plan is implemented in Ms.


June Casaje’s class on August 10, 2017.
CHALLENGES SOLUTIONS
Time constraints  Use off-days for meeting and LSS activities.
 Use video-recording to document LSS
activities for evaluation of team members who
are absent in the session due to urgent
Documentation of matters.
activities  Train one or two students in class to do the
photo/video documentation
OVERCOMING CHALLENGES
CHALLENGES ACTION TAKEN
Lack of time • Restructured class schedules to allow more free time for
teachers to conduct AR and Lesson Study.
• Used alternate learning sessions to avoid class
disruption
Fear of writing and • Provided training on technical writing and
statistics quantitative/qualitative data analysis.
• Developed editorial and review system where English
teachers take care of the grammar and writing while
Mathematics teachers look into statistics.
OVERCOMING CHALLENGES
CHALLENGES ACTION TAKEN
Pressure and • Developed “Kumustahan” sessions to continuously
frustration in the provide technical assistance, guidance and inspiration
process of action to teams of teachers.
research • Trained master teachers to steward teachers in the
conduct of AR.
• Emphasized the incentives of doing action research in
one’s IPCRF and professional development.
Misunderstanding of • Emphasized that action research is good teaching and
the action research is a continuous improvement process.
process • Provided intensive training on AR.
FUTURE DIRECTIONS
Inventory of results
Sustaining school-to-school partnerships
Sustaining Action Research for students
through stakeholder partnership – Save the
Children