seven minute presentation on continuous improvement
TRANSCRIPT
Team NAGA
Esterlina M. RufoTeamleader/Process
Observer
Ida A. CampuganScribe Lindy M. Pujante
Documentation
Mario M. BerceroCommunication
Nenita S. CanomonSchool HeadGenda P. De
GraciaCI Coordinator
CI ORGANIZATIONAL STRUCTURE
Project RationaleReading is the key to
learning. As perceived by most teachers in the higher grades, learning is impaired due to reading deficiencies. Hence there is a need to address this problem.
Basa: Giya Sa Kaugmaon is an intervention program in Reading of Naga Central Elementary School under the Continuous Improvement Program.
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Focused ProblemEight out of forty-three students of Grade - Two Section White are non-readers based on the result of the Oral Verification Test last June 2014.
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VOICE OF THE LEARNERS
MAM RUFO 1 MAM RUFO 2
MAM IDA 1 MAM IDA 2
SIR BERCERO MAM LINDY
ALL INTRO 2ALL INTRO
Enough Time for Reading
1. Ganahan ko nga kadaghan magbasa sa room.
2. Ganahan ko magbasa-basa sa dili pa magsugod ang klase sa hapon.
3. Ganahan ko nga paapilon ko sa akong mga kauban nga magbasa.
AFFINITY
Team NAGAInterview with the learners
Proper Method of Teaching
1. Ganahan ko nga naa koy kadungan nga mobasa kay mahadlok ko nga masayop.
2. Mas ganahan ko mobasa kung dagko ug letra,colored ang litrato o pictures sa libro.
3. Ganahan ko nga mugamit ug flashcards ang among mam kun magklase sa basa.
AFFINITY
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Conducive Environment for Learning Reading1. Ganahan ko nga adunay mga
libro sa among room nga lahi sa mga libro nga among gigamit sa klase sama sa gipakita sa mga mam ug sir nga nag-interview.
2. Ganahan ko nga adunay TV o computer sa among room nga gamiton sa among maestra kung magklase.
3. Ganahan ko musulod sa E- Classroom ug sa library para makat-on ug basa
AFFINITY
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Team NAGA
Prepare Instructional Plan
Prepare Teaching Materials in Reading
Drill on Phonics
Review on Previous Lesson in Reading
Teacher Motivates the Learners
Teach reading words, phrases and simple sentences
Pupils read the words, phrases and sentences
Give reading exam
Can the pupils read the words taught?
Current Process of Teaching Remedial Reading
Man
8 out of 43 pupils are non-
readers
Teacher has to prepare detailed IP’s that require so much time
The pupils are bored
Students
Some pupils are hungry
Absenteeism
The pupils are talking
Pupils are easily distracted
No retention
Pupils can’t understand the lesson
Parents
Less parental involvement in the child’s learning
Parents rarely take time to guide their children in letting them read
Parents are busy with daily household chores and economic sustenance
Teachers
Procedure
Not congruent with the objective
AssessmentOpen ended questions
ReviewToo many activities
Teaching
Activities are hurriedly done
Lesson is too broad
Inconsistent method
Motivation is not properly presented
Important details are not emphasized
Giving of instructions is vague
Equipment
Too many charts are posted
Blackboard
Projector
Computer
Television
Not available in the classroom
Not available in the classroom
Materials
ChartsWords spacing is too close and prints are too small
Flashcards
Big books
Pictures
Not of standard size
Not colorful/appealing
Some are not clear
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Teacher’s unpreparedness to teach
Teacher is tired during classes/not feeling well
Teacher has too many subjects load
PROBL
EM A
NALY
SIS
FISHBONE DIAGRAM
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Improve the reading level of 8 pupils in Grade II Section White from being non-readers to fluent readers by March 2015.
Objective Statement
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USE CREATIVE AND VARIED
INSTRUCTIONAL MATERIALS
TREE DIAGRAM
Acquire Big and Colorful Books
Build alliance with interested organizations/Acquire from Donors
Production of colorful and interesting materials
Use Large Print and Colorful Visual Aides
Make Own Colorful and Interesting Visual Aides/ Flashcards
Use the computer and internet as a
Tool in Teaching Reading
Maximize Use of E-Classroom
and Library
Make a Schedule to Bring Children to the E-Classroom
and E-Library
Make Children Read Letters/Syllables/Sentences/
Stories using Multimedia
Make use of PowerPoint Presentation, Animated Graphics for Word
Association/Spelling/Word Games
Revisit the Use of Phonics in Teaching Reading and Correct
Methodologies in Teaching Reading
Read Related Books/Articles
Train Teachers
Conduct In-Service Trainings
Encourage Teachers to Research/Read Related Book/Articles to Continually Learn New Ways to Teach Creatively
Team NAGAhttps://www.facebook.com/video.php?v=10203931914279487&l=7117634378846876025
HIGHLIGHTS OF THE IMPLEMENTATION
READING MATERIALS/ PICTURES
James Lee and Mrs. Rufo during their morning and afternoon reading remediation
Colorful reading materials used
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HIGHLIGHTS OF THE IMPLEMENTATION
Intensive one-on-one reading remediation with the identified non-readers by the Master Teachers.
Future Process of Teaching Remedial Reading
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Give reading examMonitoring and Evaluationo
Can the pupils read the words taught?
Reteach using a different technique
yes
Prepare Interesting Teaching Materials in Reading
Prepare Instructional Plan
Review on Previous Lesson in Reading
Drill on Phonics
Teacher Motivates the Learners
Teach reading words, phrases and simple sentences
Pupils read the words, phrases and sentences
LESSONS LEARNED
* The pupils’ desire to read is awakened by interesting materials.
* Prompt diagnosis leads to early intervention.
* Persistence and perseverance in teaching beginning reading is the key towards improving the reading level.
*
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* Intensify teachers’ training in beginning reading.
* Production and acquisition of better reading kits
* Create more CI Teams
* Identify other CI projects
WHERE DO WE GO FROM HERE
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DOCUMENTATIONThe journey The adventure
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Video Interviews can be watched here:
https://www.youtube.com/watch?v=OQrA3Gz8nr8Parent’s Interview
https://www.youtube.com/watch?v=ch0oPfgoigsLearner’s Interview
https://www.youtube.com/watch?v=si5hl57MKw4D’Team
“To learn to read is to light a fire; every syllable that is spelled out is a spark." — Victor Hugo, Les
Miserables
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