CEM Data Implications to LifeCollege


With K+12 Basic Education Curriculum on the go, 21st Century Learning Themes and Skills on the loose, and contents from the NAT and CEM (or other standardize test providers) on the run, there is too much for a school to bear. Yet, school administrators, no matter how diverse, varied, and fast-changing the principles in learning are, face one essential question: ARE OUR STUDENTS LEARNING?

CEM has somehow enlightened me today to go back to basics. Years ago? I was faced with the same dilemma that on my own, I had to seek out for answers. Whatever I found out, I must say it has guided my classroom instructions and management: To teach the essential that is, regardless of the length of contents. CEM was helpful to me during that time because I reviewed the score and I tallied them and let them speak to me. I guess, even before, I have realised the importance I data in decision-making. I thank God that I saw an improvement. Somehow!

This time the challenge is to bring this small success into a bigger impact, that is to improve test results in the whole school, with all teachers as partners and stakeholders owning the responsibility to utilize test data to improve student learning and student performance in the NAT and CEM.

As for the implications of this conference to LifeCollege, we will come up with a Curriculum Development Framework that caters teaching to the standards, to the essentials, and to the relevant.


Maps and Timelines

Fourth year Competent and Prolific were both funny with their kindergarten-like drawings. Although, the effort and energy they toiled to finish the map for the short story Araby by James Joyce is truly commendable. They might probably be thinking that I am the least person to appreciate. Oh well, they are right. Haha! Except that it is not about their work per se. I am actually proud that they were willing to rise above despite of the lessons they still need to learn.

I just observed though that there were similarities in the way the different teams interpreted the text. Their maps looked more like a typical Filipino community and not an Irish one. Some groups placed a talipapa or a wet and dry market with cogon roof. They portrayed the roads as rocky, uneven and unpaved. And the shades they selected resemble that of summer beach party.

I find their outputs really cute. I could but tell that aside from being creative, they are very much childlike (not really childish, I hope). But this won’t go amiss. I’ve observed that orientation and perspective are delimited by exposure.

And I guess, that is where education comes in. It ought to be the emancipator or liberator of a man from the vestiges of a narrowed down thinking. Today, we have tread one step toward realizing that our space is indeed not just what we thought it is.

Meanwhile. the Third year Innovative and Collaborative had a different experience. Section Innovative was more diligent in doing the work, while Collaborative needed more time and cooperation to finish theirs.

The two groups were supposed to have finished a Prehistory Timeline last Tuesday, but we adjusted time because I am still observing how they work. Call it leniency. I allowed this because this might be the group’s first time to experience this methodology inside the classroom.

So, due to this I had to postpone the next activity, a role play on how the pre-historic men lived as toolmaker, worshiper, hunter-gatherer, worshiper, and discoverer.  I have yet to see the other group’s output, but I am already blown away by the first one.

Wordle in paper

Wordle.net is an interesting discovery. Aside from the fact that I was able to fuse together all the names of my students and our section Innovative, I also used it as a pre-reading activity for several chapters in the ancient civilizations unit. 

What I intend to do here is for the class to collaborate on a project called ROTA: Return of the Ancients. This is a Public Awareness Campaign, wherein they will revive the Lost Ancient World for younger students to see.

As a product, they will create an exhibit of Mesopotamia, Egypt, Persia, Latin America, Greece, and Rome. Each team will be creating giant mindmaps that include headings such as geography, organization, and achievements. They will also have to show other graphic organizers such as problem-solution matrix, contributions matrix, Who’s Who?, gods and goddesses, and collection of speeches among others. This is supposed to teach them that understanding what they have read can be shown in visual maps and graphic organizers. These are student-friendly tools they all have to get familiar with. 

Another group activity is the performance. Here they will have to choose one of the following debate, panel discussion, speech, drama or roleplay. Or they can choose any activity that require them to perform something.

Individually, they have to produce an essay related to the topic assigned to their team. It is a reflection essay on what they have learned from the activity, and from the exchange with the other teams.

On top of this, the students must be able to follow the principle of while-reading. They’ve got to highlight important details, outline or mindmap, or take down notes.

Sky is the limit to creativity because they cannot spend too much on the materials and they have to follow the principle of GREENOVATION.

By the way, from Wordle, I came up with a design for our section:

This is my advisory class.