Language is an essential tool of communication. Imagine a world without spoken and written language, do you think men could have invented Information Communications Technology (ICT) that we are enjoying right now? I guess, not! It is very impossible to have any scientific discoveries without language, for scientists based their experiments on other scientific findings and inventions. That's how important language is for mankind.
With English as an international language, everyone in whatever race he or she belongs may desire to learn English, knowing that being competent in this language will make one globally competitive. It is through this language that we are able to llearn and discover new knowledge; communicate to the world through social networking sites; and engage in E-commerce or market our products globally. Thus, the English language has been the most significant language of communication either for academic or business purposes.
Today, many Asians have already recognized the importance of English. Our neighboring countries like Japan, China, Korea, Indonesia, and Malaysia among others have been investing much to teach their people the English language. Why is that so? The reason is that they want to become competitive. For instance, how can they market their products internationally, if there is no English translation of the products usage?
Knowing that English is essential, everyone now puts preimum in learning this foreign language. But how can one learn it, especially so if this language is very different from their native language. Take for instance, Chinese, Korean, Japanese or Taiwanese language; these languages are entirely different from English. English is phonetics whereas Chinese, Japanese, Taiwanese and Korean are ideographics. So, how can they learn English? The truth is English can be learned or acquired.
I have Chinese and Korean students who have been in the Philippines for about five years, and I have seen their progress in learning the language. When asked how they did it, their response is they really exerted much effort in learning English. They hired private English tutors to teach them for two hours a day. It has not been easy, but they said that it was their motivation or intense desire to learn the language which helped them the most in this feat.
Thus, with my experience as a language teacher and my interviews with Asians like Chinese and Koreans, I came up with these useful tips in learning a foreign language like English easily:
For intermediate learners of English
1. Devote one hour a day in learning the rules of the language -particularly grammar rules.
2. Apply whatever rules learned in both oral and written discourse.
3. Read English books, magazines, or newspapers and pay close attention to the structures and styles of writers. Try to imitate them in your own writings.
4. Have an English mentor to check your progress and to correct your flaws in speech and in written discourse.
5. To develop your speaking skills, engage in conversation with your peers, classmates and teachers using English. Do not code switch, try to speak in straight English, no matter how simple your utterances are.
6. Listen to CNN news and watch English movies so that you will get used to the native speakers' accent and you will get know correct pronunciation of words and intonation as well.
7. Write newly learned vocabulary in a notebook, and strive to use them every day so as not to forget their meanings.
For beginners:
1. Hire the best English tutor to teach you basic rules and to correct your mistakes especially in oral and written forms of expression.
2. Have patience to use the language daily though your English may not sound good at first, later on, you will be able to develop your spoken English.
3. Keep a record of the newly learned English words, then try to use them in sentences either in oral or written form.
4. Develop the habit of reading. Start reading simple books like children's books as starting point. Then, gradually, move on to higher level reading materials like newspapers, magazines, and textbooks.
Aside from doing those aforementioned tips, you also need to have a strong passion to learn the language, because if you don't have any interest, then, no matter what you do, it will be in vain. Develop positive attitude first toward learning the English language, then all the things you need to know about the language will follow suit.
Enjoy learning!
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Saturday, December 4, 2010
Wednesday, November 17, 2010
Academic Writing Tips
Not everyone can write scholarly papers. The reason for such a claim is that there are rules to follow so as not to commit plagiarism. What makes an academic writing different from an ordinary essay writing is its citations. A typical essay doesn’t necessarily need sources or references. Ideas come from the writer’s mind and it’s up to him or her to be able to organize his or her ideas in such a way that it will be interesting for the readers. Academic writing, on the other hand, requires special skills of weaving not only his or her own ideas but that of experts as well to make his or her claim credible. Stringing words together requires not only expertise in organizing ideas but also in documenting sources through text citations and referencing. There are several options to follow on which type of documentation to use, either APA , Turabian, MLA, and the like. For these different text citations, you may visit Purdue University and it will give you guidelines in these different text citations.
Aside from knowledge of documentation, a writer must also be guided by logic, since, the grouping and organizing of ideas require critical thinking. He or she must be able to observe the three qualities of an essay such as unity, coherence and emphasis. Unity requires that an essay should develop only one idea. This idea is reflected in a thesis statement. All the details should support the essay’s thesis statement. Coherence, on the other hand, demands the smooth flow of ideas in the entire essay. To have a smooth flow, the writer must consider the use of transitional devices such as the use of conjunctions, phrase summary , synonyms or repetitions of words or phrases. Any gap of meaning or abrupt change in thought is a signal that the writer has not become successful in achieving cohesion in his or her essay. The last quality in academic writing is emphasis. Emphasis is equated with style. A writer may have developed a unified and cohesive essay, but if it is devoid of aesthetic style or artistry, then, for sure, he or she may not be able to gain wide readership. Emphasis necessitates the use of sentence variety particularly in sentence beginnings. Imagine a paragraph in which the writer uses subject-predicate order in all his or her sentences in a paragraph. What a boring work to read, isn’t it? So, the next time you write, analyze your sentence beginnings for you might also be using similar patterns for sentence beginnings all throughout.
On the whole, academic writing is not that difficult after all if you will come to know its rudiments, its rules which you may learn from the experts. How? By reading academic papers or journal articles constantly.
Aside from knowledge of documentation, a writer must also be guided by logic, since, the grouping and organizing of ideas require critical thinking. He or she must be able to observe the three qualities of an essay such as unity, coherence and emphasis. Unity requires that an essay should develop only one idea. This idea is reflected in a thesis statement. All the details should support the essay’s thesis statement. Coherence, on the other hand, demands the smooth flow of ideas in the entire essay. To have a smooth flow, the writer must consider the use of transitional devices such as the use of conjunctions, phrase summary , synonyms or repetitions of words or phrases. Any gap of meaning or abrupt change in thought is a signal that the writer has not become successful in achieving cohesion in his or her essay. The last quality in academic writing is emphasis. Emphasis is equated with style. A writer may have developed a unified and cohesive essay, but if it is devoid of aesthetic style or artistry, then, for sure, he or she may not be able to gain wide readership. Emphasis necessitates the use of sentence variety particularly in sentence beginnings. Imagine a paragraph in which the writer uses subject-predicate order in all his or her sentences in a paragraph. What a boring work to read, isn’t it? So, the next time you write, analyze your sentence beginnings for you might also be using similar patterns for sentence beginnings all throughout.
On the whole, academic writing is not that difficult after all if you will come to know its rudiments, its rules which you may learn from the experts. How? By reading academic papers or journal articles constantly.
Wednesday, September 1, 2010
Knowing a Tool to Academic Success
If one is good at speaking, does it mean he is also good at writing? I have met a lot of people who are very good speakers. In fact, when they speak, you'll be mesmerized to listen because of their beautiful American accent. However, I wonder why when they write, their essays are not even unified and cohesive. It really puzzles me a bit on the inconsitencies of their English proficieny - they are very good in speaking, yet fairly good in writing.
So, if you seem to have this kind of problem in writing, then this article is for you. This will teach you some effective techniques in writing technical papers.
As every one knows writing is an act of stringing words to convey meaning. This intellectual activity is not that simple for it requires critical thinking. You need to know how to put ideas together and to use appropriate transitions to achieve clarity in your entire essay. Being able to convey your intended meaning in such a way that your readers can decipher requires the ability to organize your thoughts well. And this can be done by first gathering ideas/facts about a topic you will write on. Then, after collecting details, organize these facts/ideas through an outline. From an outline you have scribbled down, you are now ready develop an essay.
An essay consists of three parts: Introduction, Body and Conclusion. An introduction should be well written so as to catch readers' attention. An essay is judged basically based on its introduction. Whether the readers will read your essay or not depends so much on how well your introduction was written. An introduction must shed light on the topic of the essay. Some effective techniques include the following:
- thought provoking question
- anecdote
- quotation/maxim
- statistics or facts
- startling statement
-experience
The body of the essay, on the other hand, should consist of details that support the thesis or the central idea of the whole essay. An essay may have one or more paragraphs depending on the topic at hand. Each paragraph should have a topic sentence or main idea that supports the thesis of the entire essay. Develop each topic substantially and make sure these body paragraphs observe coherence through the use of appropriate transitions.
Finally, your essay must end with a sense of finality. This part is called conclusion. In ending any essay, you need to synthesize the main points discussed in the body and add implications as well.
Remember, if you wish your essay to have a wide readership, all you need is an eye-catching introduction with coherent thoughts and most of all you have to avoid jargon or tehnical language for it will only discourgae younger readers.
So, if you seem to have this kind of problem in writing, then this article is for you. This will teach you some effective techniques in writing technical papers.
As every one knows writing is an act of stringing words to convey meaning. This intellectual activity is not that simple for it requires critical thinking. You need to know how to put ideas together and to use appropriate transitions to achieve clarity in your entire essay. Being able to convey your intended meaning in such a way that your readers can decipher requires the ability to organize your thoughts well. And this can be done by first gathering ideas/facts about a topic you will write on. Then, after collecting details, organize these facts/ideas through an outline. From an outline you have scribbled down, you are now ready develop an essay.
An essay consists of three parts: Introduction, Body and Conclusion. An introduction should be well written so as to catch readers' attention. An essay is judged basically based on its introduction. Whether the readers will read your essay or not depends so much on how well your introduction was written. An introduction must shed light on the topic of the essay. Some effective techniques include the following:
- thought provoking question
- anecdote
- quotation/maxim
- statistics or facts
- startling statement
-experience
The body of the essay, on the other hand, should consist of details that support the thesis or the central idea of the whole essay. An essay may have one or more paragraphs depending on the topic at hand. Each paragraph should have a topic sentence or main idea that supports the thesis of the entire essay. Develop each topic substantially and make sure these body paragraphs observe coherence through the use of appropriate transitions.
Finally, your essay must end with a sense of finality. This part is called conclusion. In ending any essay, you need to synthesize the main points discussed in the body and add implications as well.
Remember, if you wish your essay to have a wide readership, all you need is an eye-catching introduction with coherent thoughts and most of all you have to avoid jargon or tehnical language for it will only discourgae younger readers.
Thursday, August 5, 2010
Insights on Teaching
Teaching is a noble profession, and a very special kind at that. What made teaching extra special is that our Lord Jesus Christ Himself instituted such a vocation as He taught His disciples about His Father's kingdom. With His inspiring parables, He drew people close to Him as they listened intently to His Father's words. Thus, with God, the Son, as our model, we, educators, still have much to do in making the youth of today, the best citizens that our country can be proud of.
Yes, in our hands lie what the future will be. Since we are responsible in shaping the minds and hearts of the youth who will be the future leaders of this land, we have to be extra careful so as not to falter in our every effort to make them grow mature, amiable, wise, skilled and morally upright. Our success as mentors of the youth can only be gauged when they start working in different companies and establishments. Whatever skills, attitudes and values they manifest in their workplaces are a reflection of the kind of training we had provided for them during their stay in schools. Hence, if they become hoodlums, perhaps, we fail in some respects to instill integrity, love and respect for others. On the contrary, if they become successful, charitable, honest, loving and respectful, congratulate ourselves because we have been successful in our mission to mold righteous citizens.
I know, you may be asking, how on earth can we really be effective in training the youth in order to make them the kind of citizens our country needs like being patriotic, skilled, highly spiritual and compassionate. Yes, it may be a herculean labor for all of us educators, yet if we will work together rowing in the same direction like what sailors do, then, we will all be able to reach our destination the shortest time.
Yes, in our hands lie what the future will be. Since we are responsible in shaping the minds and hearts of the youth who will be the future leaders of this land, we have to be extra careful so as not to falter in our every effort to make them grow mature, amiable, wise, skilled and morally upright. Our success as mentors of the youth can only be gauged when they start working in different companies and establishments. Whatever skills, attitudes and values they manifest in their workplaces are a reflection of the kind of training we had provided for them during their stay in schools. Hence, if they become hoodlums, perhaps, we fail in some respects to instill integrity, love and respect for others. On the contrary, if they become successful, charitable, honest, loving and respectful, congratulate ourselves because we have been successful in our mission to mold righteous citizens.
I know, you may be asking, how on earth can we really be effective in training the youth in order to make them the kind of citizens our country needs like being patriotic, skilled, highly spiritual and compassionate. Yes, it may be a herculean labor for all of us educators, yet if we will work together rowing in the same direction like what sailors do, then, we will all be able to reach our destination the shortest time.
Sunday, August 1, 2010
Creating Drama in the Classroom
Who among you, fellow educators, would ever wish to have a limb of a devil in your classes? No one, I suppose, because having one requires much patience in keeping oneself cool all the time. But you may ask, why are there some teachers who are super cool, brushing off intermittent noise inside the classroom? You want to know their secret? These teachers are experts when it comes to discipline? They never need to exert much effort in controlling their classes for their mere presence commands respect, making every student as tame as a lamb, attentive and participative in the classroom throughout the period. On the other hand, there are those teachers who have been trying so hard to prepare for the lessons yet when they start discussing in class, their students seem so restless, creating noise intermittently, thus spoiling the entire preparation.
The main problem in a rowdy classroom lies in a teacher's inability to manage his/her class. In essence, classroom management is essential in maintaining students' discipline. The teacher, perhaps, is so lax in the implementation of classroom rules that students' disruptive behaviors remain uncontrollable. Let's face the fact that some are good at classroom management while others are not. Some are by nature good leaders/managers while others remain as followers, thinking and making decisions using the followers' psyche. They are used to following orders and never accustomed to the controlling/supervising aspect of leadership. Remember, educators are supposed to act as leaders in the classroom. They should not follow what students want to do in the classroom all the time, for they should direct where the class would go, and not the other way around.
Aside from leadership, educators also need to strategize in
Finally, instilling discipline requires creating a drama in the classroom. As educators, they must be able to use acting to their advantage by applying speech variety coupled with appropriate facial expressions and gestures, by moving around and staying close to students misbehaving, and by acting out what they say to give color and meaning to their utterances. With this very creative performance, who would ever be chatty if they have been captivated by the powerful voice and acting of no other than their teachers?
These are just few of the many ways of effective classroom management which educators can apply to ensure maximum learning.
The main problem in a rowdy classroom lies in a teacher's inability to manage his/her class. In essence, classroom management is essential in maintaining students' discipline. The teacher, perhaps, is so lax in the implementation of classroom rules that students' disruptive behaviors remain uncontrollable. Let's face the fact that some are good at classroom management while others are not. Some are by nature good leaders/managers while others remain as followers, thinking and making decisions using the followers' psyche. They are used to following orders and never accustomed to the controlling/supervising aspect of leadership. Remember, educators are supposed to act as leaders in the classroom. They should not follow what students want to do in the classroom all the time, for they should direct where the class would go, and not the other way around.
Aside from leadership, educators also need to strategize in
their instructional delivery to prevent any disruptive behavior. If students are awed every day particularly by engaging classroom activities, they will have no chance of frolicking around or making noise. Therefore, challenging and engaging activities are truly significant in classroom instruction.
Finally, instilling discipline requires creating a drama in the classroom. As educators, they must be able to use acting to their advantage by applying speech variety coupled with appropriate facial expressions and gestures, by moving around and staying close to students misbehaving, and by acting out what they say to give color and meaning to their utterances. With this very creative performance, who would ever be chatty if they have been captivated by the powerful voice and acting of no other than their teachers?
These are just few of the many ways of effective classroom management which educators can apply to ensure maximum learning.
Sunday, July 11, 2010
teaching speaking
A lot of Filipino students and even professionals have this crippling stage fright. What primarily is the root cause of such fear? Basically, we Filipinos are shy type that we would rather prefer to keep quiet and listen to others' ideas than to express our own views. Generally, the main reason is fear of being criticized, being ridiculed or laughed at for the grammatical errors committed.
If we shall try to analyze the Filipino psyche, it is only we who are very idealistic when it comes to communication. Foreign nationals do not care much of the kind of language they use, their choice of words, their pronunciation, and the grammaticalness of their utterances. What they care much is the content as well as the comprehensibility of their speech. We, Filipinos, on the other hand, are exactly the opposite. We care much of the externals like our pronunciation and grammar that we tend to overreact when a speaker for instance has committed grammar flaws. That is actually the fundamental reason why many of us do not like to speak in public for fear of being scoffed at due to incorrect pronunciation and grammar errors.
This blog hopes to teach you guys the basics of speaking in public. I do hope that after reading this site, you will eventually grow to become more confident and effective speaker.
Here are some tips which you can adopt in your everyday speech training:
1. Converse with your households (your family) in English every day. Be sure not to codeswitch for it will only distort your utterances.
2. When in doubt which word is appropriate to use, always check the dictionary.
3. When given a task to report on a certain topic in class/ or in a conference, be sure that you prepare so well. Read as many materials as you can and draft an outline based on these readings. And from this outline, write a report and prepare a power point presentation.
4. Rehearse your report several times with accompanying powerpoint presentation and request your siblings/friends to give you comments about your speaking performance.
5. Time your rehearsal and apply the suggestions given by your friends/siblings.
6. To further improve your speaking skill, read variety of materials for that is one way of widening your perspective and vocabulary as well.
7. Associate yourself with excellent speakers because you will be able to learn from them their techniques on how they have become excellent and effective speakers.
These tips may not be enough yet if you yourself will not be decisive to follow your dream of becoming an effective speaker. And of course, aside from the will, you also need the Divine Grace to be able to fulfill the goal that you have set for yourself.
Keep on dreaming and work towards its fulfillment.
If we shall try to analyze the Filipino psyche, it is only we who are very idealistic when it comes to communication. Foreign nationals do not care much of the kind of language they use, their choice of words, their pronunciation, and the grammaticalness of their utterances. What they care much is the content as well as the comprehensibility of their speech. We, Filipinos, on the other hand, are exactly the opposite. We care much of the externals like our pronunciation and grammar that we tend to overreact when a speaker for instance has committed grammar flaws. That is actually the fundamental reason why many of us do not like to speak in public for fear of being scoffed at due to incorrect pronunciation and grammar errors.
This blog hopes to teach you guys the basics of speaking in public. I do hope that after reading this site, you will eventually grow to become more confident and effective speaker.
Here are some tips which you can adopt in your everyday speech training:
1. Converse with your households (your family) in English every day. Be sure not to codeswitch for it will only distort your utterances.
2. When in doubt which word is appropriate to use, always check the dictionary.
3. When given a task to report on a certain topic in class/ or in a conference, be sure that you prepare so well. Read as many materials as you can and draft an outline based on these readings. And from this outline, write a report and prepare a power point presentation.
4. Rehearse your report several times with accompanying powerpoint presentation and request your siblings/friends to give you comments about your speaking performance.
5. Time your rehearsal and apply the suggestions given by your friends/siblings.
6. To further improve your speaking skill, read variety of materials for that is one way of widening your perspective and vocabulary as well.
7. Associate yourself with excellent speakers because you will be able to learn from them their techniques on how they have become excellent and effective speakers.
These tips may not be enough yet if you yourself will not be decisive to follow your dream of becoming an effective speaker. And of course, aside from the will, you also need the Divine Grace to be able to fulfill the goal that you have set for yourself.
Keep on dreaming and work towards its fulfillment.
Friday, July 2, 2010
teaching writing
Writing is the most difficult skill to learn and acquire for it takes a long process before one's craft is honed. It's not easy to weave words together to come up with a coherent essay with no gaps in meaning. And if you are one of those who find writing a burden, this article is for you.
As a child, I used to scribble down words on a notebook, words that most of the time were intelligible, senseless. But don't you know that such a habit made me what I am now. Had I not developed such interest/passion for writing, I could not have been an English teacher.
So, if you really are decisive to know how to write, then, here are some tips which you may apply to fulfill your wildest dream of becoming a writer:
1. Develop that passion for writing. If you do not have that zest for writing, then, no matter what you do, you'll never be able to fulfill your dream. May be writing is not for you. Remember, if you love what you're doing, then, you do not consider it a burden but a leisure.
2. Write, write, write! Start writing a topic of interest to you. Scribble down words, organize your thoughts well and develop only one central idea. Never attempt to write on a topic that you know little about, because it will only frustrate you. You cannot be creative in your style and for sure, you cannot elaborate your ideas so well. This will result to a mediocre paper.
3. Read excellent writers, and learn style from them. Later on, as you get immersed into the different gurus in the field of writing, you'll notice, your writing style will be pretty much influenced by your favorite writers.
4. Revise, revise, revise. Do not just be content with your first draft. Keep on editing until you get satisfied with your own masterpiece.
5. Have your colleagues read your work. Ask for comments and improve your craft based on others' suggestions.
With these useful tips, you may now begin your journey to the world of fun as you unravel your thoughts through words.
As a child, I used to scribble down words on a notebook, words that most of the time were intelligible, senseless. But don't you know that such a habit made me what I am now. Had I not developed such interest/passion for writing, I could not have been an English teacher.
So, if you really are decisive to know how to write, then, here are some tips which you may apply to fulfill your wildest dream of becoming a writer:
1. Develop that passion for writing. If you do not have that zest for writing, then, no matter what you do, you'll never be able to fulfill your dream. May be writing is not for you. Remember, if you love what you're doing, then, you do not consider it a burden but a leisure.
2. Write, write, write! Start writing a topic of interest to you. Scribble down words, organize your thoughts well and develop only one central idea. Never attempt to write on a topic that you know little about, because it will only frustrate you. You cannot be creative in your style and for sure, you cannot elaborate your ideas so well. This will result to a mediocre paper.
3. Read excellent writers, and learn style from them. Later on, as you get immersed into the different gurus in the field of writing, you'll notice, your writing style will be pretty much influenced by your favorite writers.
4. Revise, revise, revise. Do not just be content with your first draft. Keep on editing until you get satisfied with your own masterpiece.
5. Have your colleagues read your work. Ask for comments and improve your craft based on others' suggestions.
With these useful tips, you may now begin your journey to the world of fun as you unravel your thoughts through words.
Thursday, June 17, 2010
teaching a lesson on life
Teaching is a vocation, a calling not given to all. As educators therefore, it’s our great responsibility that we do not just teach our students our subject matter, but also lessons about life that will help them cope with their own struggles.
I have written here my two poems which capsulize what I wish to impart to the readers of my blog – about life itself. Enjoy reading.
The first poem speaks about forgiveness despite one's infidelity. It reminds us of God's unconditional love.
The first poem speaks about forgiveness despite one's infidelity. It reminds us of God's unconditional love.
Forgiveness
Compelled by necessity
He sacrifices his time for his family
To work in a place far from home
To provide food on the table.
Every weekend, he’s excited than ever
Knowing he’ll feel his family’s embrace
But that Sunday is a different day
Call it indifference
Numb is what he feels
Numb to the coldness of his wife
Numb to the pestering advices of his kinsmen
To let go of his infidel wife
Numb to the breaking news in town
Condemning his wife’s illicit affair
With another man
That same day,
A story of an adulterer about to be stoned to death
Had it not been for Jesus’ intervention
Flashed to his mind
Like rolling filmstrips
That moment his numbness fades
Like the morning mist
And in an instant
He’s able to regain his strength
And like a prince in shining armor
Rushes to his remorseful wife
Wipes her tears and hugs her tight
Saying, “I love you and I forgive you.”
Here's another poem which will teach you to enjoy life and to appreciate every single blessing that comes along.
Metamorphosis
I am a worrier
Can’t you see?
I fear the unknown
It is not yet happening
Yet, in the realm of my thoughts
It looks as if it’s real
I’ve created a fanciful vision
Which I often replay
In my creative mind
In full screen with no edits
How sad such fancy causes my melancholy
It deprives me of enjoying life
It obscures my vision of a beautiful future
Laid down by no less my Creator.
Thanks be to my sister
Who never tires of giving me a constant counsel
Never to worry for God is just around the corner
Waiting for a call -
A God, A Father, a friend, and a confidant who listens
To our pleas, our sobs, our cries and our rants
Yes, there are times He seems deaf to our prayers
But this happens to teach us a very important lesson of life
That through trials, we become strong as we put our trust in Him.
Now, ask me if I’m still a worrier
My answer… no longer.
Monday, May 3, 2010
lesson planning
Lesson Planning is not that easy for new teachers. If you are one, here's a lesson plan that may help you write your own.
Lesson Plan
Lesson Plan
I. Subject Matter: Global Warning on Global Warming
II. Objectives:
a. Explain the meaning, causes and effects of global warming
b. Discuss some measures which we can do to reduce greenhouse effect that is causing global warming
c. Resolve to protect life by preserving mother earth
III. Procedure
A. Motivation
How many among you were affected by the Typhoon Ondoy? Could you share with the whole class your experience during the wrath of Ondoy last September 26, 2009?
Why did we experience flash floods during the onslaught of Ondoy?
What could be the reason/s for the occurrence of strong typhoons like Ondoy not only in the Philippines but in other countries as well?
· Activity
Work in pairs in accomplishing the summary chart below by filling in what is asked in each column.
Meaning of Global Warming | Causes of Global Warming | Effects of Global Warming |
From the ideas that you generate through accomplishing the summary chart above, kindly explain now your understanding of the meaning of global warming and your insights regarding the causes and effects of global warming.
B. Presentation
Today, we shall discuss an informative article which will teach us to take care of our nature.
C. Discussion
1. What is global warming?
2. What causes global warming?
3. What are the sources of greenhouse gases which contribute to
global warming?
4. How does global warming occur? How do greenhouse gases
contribute to the warming of the earth?
5. Looking into the composition of greenhouse gases, who therefore are
the culprits of this global problem on global warming?
6. How does energy contribute to global warming?
7. Why is agriculture considered as the second largest contributor of
greenhouse gases in the country?
8. What are the effects of global warming on the planet earth? Could
you recall recent calamities from different countries of the world
which may be considered as effects of global warming?
9. How significant is the role of forests in helping the world minimize
this worldwide problem on global warming?
10. What are the measures which we can do to help in this global
problem on climate change?
11. How can the different sectors of society contribute to the solution to
this worldwide problem on global warming?
12. How about you students? How can you help in your own way in this
global concern on global warming?
* Make an outline or diagram of the important points presented in the article.
D. Reflection
When God created the world and mankind, He made man as the steward of His creation. Yes, we among all His creatures, have been given a very significant role to take care of our mother earth. Yet, it is disheartening to note that we failed to follow God’s command. We have been provided with all the blessings and resources around us, yet many of us have become so greedy to the extent of exploiting our natural resources just for money alone – to become rich and powerful.
If we will not start now doing our role in rehabilitating our forests, our rivers and lakes, and if we will continue our lifestyles of being materialistic, of favouring consumerism and industrialism over simplicity of lifestyle, then our mother earth is near to total destruction.
Are we going to allow this impending doom to happen to all of us? The answer lies in your actions?
E. Journal Writing
Write a short reflection. Scribble down your thoughts on how you can help resolve this worldwide concern on global warming.
My Plan of Action
Saturday, May 1, 2010
Teaching poetry writing to non-poets
I am an English teacher but before I never really tried writing poetry because I had this wrong notion that since I am logical or analytical thinker at that, I cannot write creatively. However, I realized I was wrong. It only takes a strong passion for writing that will propel you to really write whatever your heart desires.
I discovered that I could write poems only recently when I attended the poetry workshop by a very young poet whose zeal for writing is beyond compare. Yes, I had started writing poetry before but I really disliked it because my poems were not really creatively written. They are just merely prose which are divided into lines to make them look like poetry.
Then, one time I attended a poetry writing workshop in which the speaker had so much belief in the participants. For him, every one can be a poet. And his powerful, positive belief in each one of us made me really aspire to be one.
I remember, at the end of his talk, he said, "Your poem may not be good, never mind about it, as long as it comes from the heart, it's good as poem. Continue writing. Write, write and write even once a day."
And that's what I do now. As I write poems even how simple they are, I feel satisfied that I have a very good avenue to express my deepest thoughts and feelings.
And it's the same passion I am now sharing with my students. I teach them to write poetry in the simplest way possible. First, I ask them to scribble down their thoughts on what they feel about a certain thing. Then, use imagery - anything visual or tactile which may help them convey the right emotions and ideas. With a little push and a mini lecture on the elements of poetry, they were able to compose their own masterpieces which they put in their blogs.
Writing poetry isn't that difficult after all.
If you wish to write poetry, begin when you are down, when you feel sad because these disheartening experiences that you have encountered can be a source of inspiration for you to write. I have tried it before, when I was so sad and mad at some people who hurt my feelings, I spent a quiet time writing down every thing I felt that very moment. I let the pen do its scribbling while my thoughts ran through my head. With so much resentment over a person who took me for granted, I came up with what I can call a masterpiece. I sent it to wordpowered.com and it got featured along with my other poems. See, it only takes the strong powerful emotion to drive you nuts and get you into writing.
Just make your computer available all the time, scribble down your thoughts in the midst of angry feelings, resentments, grief and other negative emotions. These feelings are strong powerful tools for you to be very creative in your expressions of the most profound and the most sublime thoughts you have. That's a form of catalyst, your way of purifying yourself with a lot of negative emotions. Do it and you'll see; you will not only be emotionally healthy but also spiritually wealthy for your thoughts and feelings scribbled down in words will surely disappear like mists as the sun shines through.
Below are some useful tips in writing poery:
1. Write from the heart. Use your emotion to determine what topic to write on.
2. Use imagery - sensory images that appeal to emotion. Make your poem visual that your readers are stirred by emotional words in your poem. Consider this example.
I am powerless like a feather in the wind
like a fallen leaf carried away by the gushing current
Notice that I used images of feather in the wind and fallen leaf amist the gushing flow of water to show how powerless the persona is.
3. Use figures of speech like simile, metaphor, personification, etc. to make your poem come alive.
4. Observe correct grammar. Though there is such thing as poetic license, still you need to observe correct grammar for clarity to avoid confusion or misinterpretation of your poem.
5. Write for meaning. Poems are written to convey meaning. Therefore, as a writer, you have to make sure that you give your readers clues or hints to decipher your intended meaning. Organization of ideas should also be considered. Be logical in sequencing ideas.
5. Leave something unsaid for readers to decipher. As a writer, you need not say everything in your work; be sure you leave a puzzling message to develop your readers' critical thinking. Make them think, because they love it.
6. Read other poets. Learn from their styles. Apply what you consider relevant and within your grasp as a writer.
7. write, write, write, for practice makes perfect. Keep on writing, editing and polishing your work. Soon, you'll discover, a genius within you.
Here are my poems featured in word.powered.com
Eureka
Before, I used to question a lot of things
Illness, suffering, and death
Life for me then, was quite complicated,
mysterious, incomprehensible
For I never knew what’s in store for me each day
Things sometimes happen the way I want to
At other times, I can’t just help seeing things happening
I wish I could have done something
But I am powerless
Like a feather in the wind
Like a dry grass in a thriving garden
Like a fallen leaf carried away by the gushing current
Like a smouldering house consumed by fire
In times like this, I wonder
Why the Heavens just let things pass
The way they do
Alone in the deafening silence of my room
I found hunches through self-introspection
That the things that happened beyond our control
Happened for a reason
Which our Heavenly Father allows
To give us strength and hope
That 90% of what happened
happened because of the Universal Law of Attraction
That whatever you think and aspire for
Every single cell of your body moves towards that direction
That discovery, I’ll keep for a lifetime.
Silent Scream
Grief
One letter word
Yet a very powerful feeling
That can enslave any one
Even me
I feel its pangs
piercing my very soul
and like a venom poisoning me to the core
how does it happen?
It’s unexplainable
I thought of me like a formidable fortress
That would never collapse despite the outside pressure
Yet, I am mistaken – a false pretence
For it only takes ingratitude,
Indifference, utter disregard and apathy
To weaken my highly spirited self.
I’m sobbing within
A scream so silent that no one hears
Feigned by smiles and laughters
to hide inner pain.
http://www.wordpowered.org/YouWrite/3poemsMariaCequena.pdf
I discovered that I could write poems only recently when I attended the poetry workshop by a very young poet whose zeal for writing is beyond compare. Yes, I had started writing poetry before but I really disliked it because my poems were not really creatively written. They are just merely prose which are divided into lines to make them look like poetry.
Then, one time I attended a poetry writing workshop in which the speaker had so much belief in the participants. For him, every one can be a poet. And his powerful, positive belief in each one of us made me really aspire to be one.
I remember, at the end of his talk, he said, "Your poem may not be good, never mind about it, as long as it comes from the heart, it's good as poem. Continue writing. Write, write and write even once a day."
And that's what I do now. As I write poems even how simple they are, I feel satisfied that I have a very good avenue to express my deepest thoughts and feelings.
And it's the same passion I am now sharing with my students. I teach them to write poetry in the simplest way possible. First, I ask them to scribble down their thoughts on what they feel about a certain thing. Then, use imagery - anything visual or tactile which may help them convey the right emotions and ideas. With a little push and a mini lecture on the elements of poetry, they were able to compose their own masterpieces which they put in their blogs.
Writing poetry isn't that difficult after all.
If you wish to write poetry, begin when you are down, when you feel sad because these disheartening experiences that you have encountered can be a source of inspiration for you to write. I have tried it before, when I was so sad and mad at some people who hurt my feelings, I spent a quiet time writing down every thing I felt that very moment. I let the pen do its scribbling while my thoughts ran through my head. With so much resentment over a person who took me for granted, I came up with what I can call a masterpiece. I sent it to wordpowered.com and it got featured along with my other poems. See, it only takes the strong powerful emotion to drive you nuts and get you into writing.
Just make your computer available all the time, scribble down your thoughts in the midst of angry feelings, resentments, grief and other negative emotions. These feelings are strong powerful tools for you to be very creative in your expressions of the most profound and the most sublime thoughts you have. That's a form of catalyst, your way of purifying yourself with a lot of negative emotions. Do it and you'll see; you will not only be emotionally healthy but also spiritually wealthy for your thoughts and feelings scribbled down in words will surely disappear like mists as the sun shines through.
Below are some useful tips in writing poery:
1. Write from the heart. Use your emotion to determine what topic to write on.
2. Use imagery - sensory images that appeal to emotion. Make your poem visual that your readers are stirred by emotional words in your poem. Consider this example.
I am powerless like a feather in the wind
like a fallen leaf carried away by the gushing current
Notice that I used images of feather in the wind and fallen leaf amist the gushing flow of water to show how powerless the persona is.
3. Use figures of speech like simile, metaphor, personification, etc. to make your poem come alive.
4. Observe correct grammar. Though there is such thing as poetic license, still you need to observe correct grammar for clarity to avoid confusion or misinterpretation of your poem.
5. Write for meaning. Poems are written to convey meaning. Therefore, as a writer, you have to make sure that you give your readers clues or hints to decipher your intended meaning. Organization of ideas should also be considered. Be logical in sequencing ideas.
5. Leave something unsaid for readers to decipher. As a writer, you need not say everything in your work; be sure you leave a puzzling message to develop your readers' critical thinking. Make them think, because they love it.
6. Read other poets. Learn from their styles. Apply what you consider relevant and within your grasp as a writer.
7. write, write, write, for practice makes perfect. Keep on writing, editing and polishing your work. Soon, you'll discover, a genius within you.
Here are my poems featured in word.powered.com
Eureka
Before, I used to question a lot of things
Illness, suffering, and death
Life for me then, was quite complicated,
mysterious, incomprehensible
For I never knew what’s in store for me each day
Things sometimes happen the way I want to
At other times, I can’t just help seeing things happening
I wish I could have done something
But I am powerless
Like a feather in the wind
Like a dry grass in a thriving garden
Like a fallen leaf carried away by the gushing current
Like a smouldering house consumed by fire
In times like this, I wonder
Why the Heavens just let things pass
The way they do
Alone in the deafening silence of my room
I found hunches through self-introspection
That the things that happened beyond our control
Happened for a reason
Which our Heavenly Father allows
To give us strength and hope
That 90% of what happened
happened because of the Universal Law of Attraction
That whatever you think and aspire for
Every single cell of your body moves towards that direction
That discovery, I’ll keep for a lifetime.
Silent Scream
Grief
One letter word
Yet a very powerful feeling
That can enslave any one
Even me
I feel its pangs
piercing my very soul
and like a venom poisoning me to the core
how does it happen?
It’s unexplainable
I thought of me like a formidable fortress
That would never collapse despite the outside pressure
Yet, I am mistaken – a false pretence
For it only takes ingratitude,
Indifference, utter disregard and apathy
To weaken my highly spirited self.
I’m sobbing within
A scream so silent that no one hears
Feigned by smiles and laughters
to hide inner pain.
http://www.wordpowered.org/YouWrite/3poemsMariaCequena.pdf
Friday, April 30, 2010
Metacognitive Strategies: Its Impact on comprehension
By: Maria B. Cequeña
Learning to read is one of the most important things children accomplish in elementary school because it is
the foundation for most of their academic endeavors (Stevens, et.al. 1991). A child who has the ability to
read at the early stages of his schooling is predicted to succeed in any academic endeavor in the future.
However, achild of school age who is expected to have acquired reading skills, but is still unable to read or
comprehend any
reading material, is likely to suffer academic failures. Indisputably, for a pupil to learn any discipline, he has to
spend much of his time reading and comprehending information presented in texts. Without comprehension,
there is no learning. Indeed, reading plays a vital role in achieving literacy. Numerous studies reveal that
mastery of basic reading skills can be made easy through direct instruction of metacognitive strategies.
This research investigated the impact of metacognitive strategies on the reading comprehension of
second year high school students. Special emphasis was given on the appraisal of the efficacy of the proposed
reading program using metacognitive strategies for sophomore high school students of Siena College, Taytay,
Rizal. Specifically, it sought to answer the following questions:
1. What is the entry reading proficiency level of Class A nad Class B?
1.1. What is the reading proficiency level of Class A and Class B before the implementation of the
reading program?
2. What is the exit reading profile of Class A and Class B?
2.1. What is the reading proficiency level of Class A and Class B after the implementation of the
reading program?
2.2. How does the performance of Class A, which underwent a rigorous training in the application
of metacognitive strategies for eight months, compared with the performance of Class B,
which undertook the same training for only two months?
2.3. Which of the metacognitive strategies do the respondents apply most in reading?
3. What reading program would best suit the reading profile of the second year high school students?
Conceptual Framework
Metacognition has been the subject of numerous research studies over the last threee decades.
Metacognition refers to the deliberate conscious control of one’s own cognitive activity. According to Brown
(1978) using metacognition requires two sets of related skills. First, one must understand what skills, strategies
and resources a task requires. Included in this cluster are finding main ideas, rehearsing information, forming
associations or images using memory techniques, organizing material, taking notes or underlining and using
test-taking techniques. Second, one must know how and when to use these skills and strategies to ensure the
task is completed successfully. These monitoring activities include checking one’s level of understanding,
predicting outcomes, evaluating the effectiveness of one’s efforts, planning one’s activities, deciding how to
budget time and revising and switching to other activities to overcome difficulties (Schunk 1996).
O’ Malley and Chamot (1990) identified metacognitive strategies for a successful reading. These
include planning which strategies to use, monitoring and assessing how effective their use is/was, and selecting
a fix-up strategy if failure to understand any portion of the text has occurred. To illustrate, specific
metacognitive strategies were proposed: advance organization, organizational planning, selective attention, selfmonitoring,
and self-evaluation. Advance organization involves previewing the main ideas or concepts of the
material, often by skimming, to link the previous knowledge to the new topic about to be learned.
Organizational planning refers to planning the reading tasks like identifying the parts, the sequence or main
ideas that would aid in the comprehension of a text. Selective attention is deciding in advance to attend to
specific aspects of input, often by scanning for key words, concepts, and/or linguistic markers. Self-monitoring
pertains to checking one’s comprehension during reading. Finally, self-evaluation requires one’s assessment on
how well he has accomplished a reading or learning activity after it has been completed.
Paris (1990) has recognized the role of teachers in developing metacognitive skills. An effective way
to develop the learner’s cognitive monitoring is through modeling which is also advocated by Vygotsky (1986)
in his scaffolding instruction as reviewed by Cooper (1993). In this type of instruction, the learners need a great
deal of support from a more skilled person (usually a teacher). Scaffolding instruction involves four basic
stages: modeling, support and feedback.
Applying Vygostsky’s learning strategy to reading, the teacher explains first the reading strategy to be
employed and the importance of the said strategy. Next, the strategy is modeled or demonstrated when reading
text. Then, through the teacher’s support, the students are given opportunities to apply the strategy modeled
(guided practice). Finally, the teacher leads the class to evaluate the reading task done for feedback necessary to
further improve the application of the strategy learned. As the students demonstrate mastery in processing
information in texts through guided practice, the learning aids are faded or removed.
A. Brown, O”Malley and Chamot’s concepts of metacognitive strategies and Vygotsky’s scaffolding
instruction served as the conceptual framework of the study from which the researcher derived the paradigm
below that is reflected in the reading program implemented to ascertain the impact of metacognitive strategies
on comprehension.
Metacognitive Strategies
INPUT PROCESS OUTCOMES
Texts I. Advance Organization activating prior knowledge
Quizzes/Tests A. Skimming to link with the new one
B. Scanning
C. Predicting
D. Overview statement
E. K-W-L
II. Self- Monitoring
A. Comprehension Monitoring - improved
1. on-going summary comprehension
2. paraphrasing - developing
3. creating mental imagery/ critical thinking
association
4. think aloud
5. REAP (Read, Encode,
Annotate, and Ponder
6. Jigsaw Reading
B. Production Monitoring
1. outlining well-made outline and
2. semantic webbing semantic map/web
3. writing reflections developing
writing skills
C. Self-evaluation
1. assessing the extent
of one’s effort in learning -gaining one’s
2. assessment of the ability
effectiveness of the to evaluate
reading strategies his reading
employed performance
O’ Malley and Chamot’s concept of metacognitive strategies was modified into three components to
suit the needs of the respondents of the study: Planning strategies or Advance organization, Developing Selfmonitoring
Strategies, and Self-evaluation Activities. Advance organization serves as pre-reading activities
which aims to activate students’ prior knowledge to relate to the knowledge about to be learned. Included in
this cluster are skimming, scanning, predicting, overview statement, and K-W-L (what I know, what I want to
know, and what I learned). Self-Monitoring strategies, which are subdivided into comprehension monitoring and
production monitoring, aim to improve the learners’ comprehension through the activities as on-going summary,
paraphrasing, creating mental imagery or association, think aloud, REAP (Read, Encode, Annotate, and
Ponder), Jigsaw Reading, outlining, semantic webbing, and writing reflections. Finally, self-evaluation
component comprises activities as assessing the extent of one’s effort in learning and assessment of the
effectiveness of the reading strategies employed.
Procedure
Actual Research commenced in July with the approval of the High school Principal. Two sections
from the eight sections of the second year students were taken as the respondents of the study. Both groups
were pretested on July 10, 1998. From July to December, the first group was taught using metacognitive
strategies with the aim of developing critical thinking as they engaged in reading for better and improved
comprehension. However, to obtain varied and reliable results, the researcher tried out the same strategies to
another group for two months from January to February. Within two months, the second group was exposed to
metacognitive strategies following the same procedure and techniques done to the first group. Finally, on
March 3, 2000 both groups were given a posttest to describe their reading proficiency level after their exposure
to metacognitive strategies.
Statistical Treatment
1. In identifying the entry reading level of Class A and Class B, the pretest mean of both groups was
computed separately.
2. In determining the reading proficiency level of both groups, the pretest mean score and posttest mean
score of each group were correlated using the z-test.
3. In comparing the reading performance of Class A and Class B, the posttest mean score of Class A was
correlated with the posttest mean score of Class B using the z- test.
4. To ascertain the metacognitive strategies employed by the respondents, percentage and weighted mean
were utilized.
Findings
1. Results of the data gathered revealed the following entry reading profile of Class A and Class B:
a. The reading proficiency level of Class A and Class B was below the completely level expected for
second year students as given by their pretest mean scores of 38.17 and 37.94 respectively.
b. Both groups had deficiencies in four of the cognitive skills in reading tested by the Center of
Educational Measurement-vocabulary, points of view, comprehension, and study aids.
c. A big percentage in both groups were classified as very poor, inferior and low average readers.
2. Both classes exhibited the same exit reading profile although they had different length of exposure to
the metacognitive strategies. Class A’s and Class B’s reading proficiency level significantly improved
as revealed by the z-value of 2.3 and 2.82 respectively. Although there was a marked improvement in
both groups’ reading proficiency level, still their competency was below the expected level for second
year as revealed by their posttest mean scores of 43.04 and 44.21 respectively. Both groups had
deficiencies in three cognitive skills such as vocabulary, comprehension and study aids. The number of
poor readers in the posttest was lessen, however, a big percentage in both groups were still classified as
very poor, inferior and low average readers. In correlating Class A’s performance with that of Class B,
it was found out that there is no significant difference between the reading proficiency level of both
groups as shown by the z-value of .504 that is lower than the critical value of 1.64.
With the training that they had undergone in the application of metacognitive strategies, they
could readily apply these metacognitive strategies: planning strategies which include activating prior
knowledge and selective attention or scanning: and self-monitoring which comprise formulating thinkahead
questions and producing a text summary.
3. The reading program which focuses on the development of the metacognitive strategies would best suit
the reading profile of second year students. This claim was based on the results of the findings that the
subjects’ reading proficiency level improved may be due to their exposure to the metacognitive
strategies.
Conclusions
In the light of the findings, the following conclusions were drawn:
1. The reading proficiency level of Class A and Class B with different length of treatment
significantly improved which may be attributed to their exposure to the metacognitive
strategies. However, although there was a marked improvement in their reading proficiency
level, it was still below the completely level expected for second year students. Comparing
the reading ability of both groups, based on statistical result, it was found that there is no
significant difference between the reading proficiency level of one group over the other.
Thus, time factor does not greatly affect the development of comprehension ability through
the application of metacognitive strategies in reading. There are other variables that interplay
which the study was delimited.
2. The proposed reading program using metacognitive strategies, the more improved and
enhanced program based on the results of classroom research which appears in Chapter 4,
would best suit the reading profile of second year students. Some features that would address
the reading proficiencies of second year students are as follows:
a. The program provides opportunities for students to plan, monitor, and evaluate their own
learning.
a.1. It trains them to plan strategies that would work best to facilitate their own understanding of a
reading passage.
a.2. It develops their awareness of their own comprehension which they can constantly check
during reading. Thus, in case non-comprehension occurs, they can readily revise or switch to
another strategies to overcome comprehension barriers.
a.3. It develops self-evaluation skills where the students can readily assess the outcomes of their
own learning, thus gradually training them to become independent readers.
b. The design provides a balance program where the students can relax and enjoy reading
(recreational reading); learn strategic techniques in studying other content areas (functional
reading); and develop reading skills necessary in coping with the demands not only in English
subjects, but also in other content areas.
Recommendations
Based on the conclusion drawn from this study, the following are recommended:
1. That a reading program using metacognitive strategies be prepared not only for a specific year level in
the high school department but for all year levels as well. As revealed in the findings of this study, the
metacognitive strategies may have a facilitative effect on the development of comprehension ability of
any kind of readers. Hence, the implementation of the program may develop and enhance the students’
reading skills necessary for them to cope with the demands of any content areas.
2. That Teachers not only of reading and literature subjects, but of other content areas as well, utilize the
metacogntive strategies through modeling in the presentation and discussion of nay text or concept to
make students become independent learners.
3. That students be encouraged to apply meatcognitive strategies in all learning tasks to gain
independence in processing information in any text that will prepare them to the more serious academic
tasks in college.
4. That a follow-up study focusing on the effect of metacognitive strategies on reading comprehension
considering IQ, interest and other variables be conducted.
REFERENCES
Brown, A. 1978. Knowing When, Where and How to Remember: A Problem of
Metacognition. In Advances in Instructional Psychology, ed. R.
Glaser. Hillsdale, New Jersey: Erlbaum Association.
Carrell, Patricia, Joanne Devine and David E. Eskey. 1988. Interactive
Approaches to Second Language Reading. New York: Cambridge
University Press.
Cooper, J. David. 1993. Improving Reading Comprehension. Boston: Houton
Mifflin.
O’Malley, J. Michael and Anna Uhl Chamot. 1990. Learning Strategies in
Second Language Acquisition. USA: Cambridge University Press.
Ryder, Randall J. and Michael F. Graves. 1994. Reading and Learning Content
Areas. New York: Macmillan Publishing Company, Inc.
Schunk, Dale H. 1996. Learning Theories. New Jersey: Prentice Hall.
Vygotsky, L. 1986. Thoughts and Language. Cambridge: The MIT Press.
Periodicals
Carrel Patricia L. 1989. Metacognitive Awareness and Second Language
Reading. The Modern Language Journal 73, 11(Summer): 121.
Caverly, David, Thomas F. Mandeville and Shiela A. Nicholson. 1995.
Journal of Adolescent and Adult Literacy 39 (November): 190-199.
Paris, Scott. 1990. Promoting Metacognition and Motivation of Exceptional
Children. Remedial and Speech Education (Nov.-Dec.): 7-15.
Stevens, Robert, Robert E. Slavin and Anna Marie Farnish. 1991. The Effects of
Cooperativel Learning And Direct Instruction in reading Comprehension
Strategies on Main Idea Identification. Journal of Educational Psychology
83 (March): 8.
Tregaskes, Mark R. and Delva Daines. 1989. Effects of Metacognitive
Strategies or Reading Comprehension. Reading Research and
Instruction 29, no. 1 (Fall): 50.
Reports, Theses and Dissertations
Fan, Wenjuan. 1993. Metacognitive and Comprehension: A Quantitative
Synthesis of Metacognitive Strategy Instruction. Ph. D. dissertation,
University of Cincinnati.
Lenhart, Irene H. 1996. Metacognitive Monitoring Strategies of Third to Sixth-
Grade Proficient and Less Proficient Readers (Third Grade, Sixth
Grade Reading Comprehension). Ed. D. dissertation, Hofstra
University.
Miguel, Faith O. 1996. Metacognitive Strategies in Reading: Their Effects on
Writing Competence. PH. D. dissertation, University of the
Philippines.
http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00039.pdf
Learning to read is one of the most important things children accomplish in elementary school because it is
the foundation for most of their academic endeavors (Stevens, et.al. 1991). A child who has the ability to
read at the early stages of his schooling is predicted to succeed in any academic endeavor in the future.
However, achild of school age who is expected to have acquired reading skills, but is still unable to read or
comprehend any
reading material, is likely to suffer academic failures. Indisputably, for a pupil to learn any discipline, he has to
spend much of his time reading and comprehending information presented in texts. Without comprehension,
there is no learning. Indeed, reading plays a vital role in achieving literacy. Numerous studies reveal that
mastery of basic reading skills can be made easy through direct instruction of metacognitive strategies.
This research investigated the impact of metacognitive strategies on the reading comprehension of
second year high school students. Special emphasis was given on the appraisal of the efficacy of the proposed
reading program using metacognitive strategies for sophomore high school students of Siena College, Taytay,
Rizal. Specifically, it sought to answer the following questions:
1. What is the entry reading proficiency level of Class A nad Class B?
1.1. What is the reading proficiency level of Class A and Class B before the implementation of the
reading program?
2. What is the exit reading profile of Class A and Class B?
2.1. What is the reading proficiency level of Class A and Class B after the implementation of the
reading program?
2.2. How does the performance of Class A, which underwent a rigorous training in the application
of metacognitive strategies for eight months, compared with the performance of Class B,
which undertook the same training for only two months?
2.3. Which of the metacognitive strategies do the respondents apply most in reading?
3. What reading program would best suit the reading profile of the second year high school students?
Conceptual Framework
Metacognition has been the subject of numerous research studies over the last threee decades.
Metacognition refers to the deliberate conscious control of one’s own cognitive activity. According to Brown
(1978) using metacognition requires two sets of related skills. First, one must understand what skills, strategies
and resources a task requires. Included in this cluster are finding main ideas, rehearsing information, forming
associations or images using memory techniques, organizing material, taking notes or underlining and using
test-taking techniques. Second, one must know how and when to use these skills and strategies to ensure the
task is completed successfully. These monitoring activities include checking one’s level of understanding,
predicting outcomes, evaluating the effectiveness of one’s efforts, planning one’s activities, deciding how to
budget time and revising and switching to other activities to overcome difficulties (Schunk 1996).
O’ Malley and Chamot (1990) identified metacognitive strategies for a successful reading. These
include planning which strategies to use, monitoring and assessing how effective their use is/was, and selecting
a fix-up strategy if failure to understand any portion of the text has occurred. To illustrate, specific
metacognitive strategies were proposed: advance organization, organizational planning, selective attention, selfmonitoring,
and self-evaluation. Advance organization involves previewing the main ideas or concepts of the
material, often by skimming, to link the previous knowledge to the new topic about to be learned.
Organizational planning refers to planning the reading tasks like identifying the parts, the sequence or main
ideas that would aid in the comprehension of a text. Selective attention is deciding in advance to attend to
specific aspects of input, often by scanning for key words, concepts, and/or linguistic markers. Self-monitoring
pertains to checking one’s comprehension during reading. Finally, self-evaluation requires one’s assessment on
how well he has accomplished a reading or learning activity after it has been completed.
Paris (1990) has recognized the role of teachers in developing metacognitive skills. An effective way
to develop the learner’s cognitive monitoring is through modeling which is also advocated by Vygotsky (1986)
in his scaffolding instruction as reviewed by Cooper (1993). In this type of instruction, the learners need a great
deal of support from a more skilled person (usually a teacher). Scaffolding instruction involves four basic
stages: modeling, support and feedback.
Applying Vygostsky’s learning strategy to reading, the teacher explains first the reading strategy to be
employed and the importance of the said strategy. Next, the strategy is modeled or demonstrated when reading
text. Then, through the teacher’s support, the students are given opportunities to apply the strategy modeled
(guided practice). Finally, the teacher leads the class to evaluate the reading task done for feedback necessary to
further improve the application of the strategy learned. As the students demonstrate mastery in processing
information in texts through guided practice, the learning aids are faded or removed.
A. Brown, O”Malley and Chamot’s concepts of metacognitive strategies and Vygotsky’s scaffolding
instruction served as the conceptual framework of the study from which the researcher derived the paradigm
below that is reflected in the reading program implemented to ascertain the impact of metacognitive strategies
on comprehension.
Metacognitive Strategies
INPUT PROCESS OUTCOMES
Texts I. Advance Organization activating prior knowledge
Quizzes/Tests A. Skimming to link with the new one
B. Scanning
C. Predicting
D. Overview statement
E. K-W-L
II. Self- Monitoring
A. Comprehension Monitoring - improved
1. on-going summary comprehension
2. paraphrasing - developing
3. creating mental imagery/ critical thinking
association
4. think aloud
5. REAP (Read, Encode,
Annotate, and Ponder
6. Jigsaw Reading
B. Production Monitoring
1. outlining well-made outline and
2. semantic webbing semantic map/web
3. writing reflections developing
writing skills
C. Self-evaluation
1. assessing the extent
of one’s effort in learning -gaining one’s
2. assessment of the ability
effectiveness of the to evaluate
reading strategies his reading
employed performance
O’ Malley and Chamot’s concept of metacognitive strategies was modified into three components to
suit the needs of the respondents of the study: Planning strategies or Advance organization, Developing Selfmonitoring
Strategies, and Self-evaluation Activities. Advance organization serves as pre-reading activities
which aims to activate students’ prior knowledge to relate to the knowledge about to be learned. Included in
this cluster are skimming, scanning, predicting, overview statement, and K-W-L (what I know, what I want to
know, and what I learned). Self-Monitoring strategies, which are subdivided into comprehension monitoring and
production monitoring, aim to improve the learners’ comprehension through the activities as on-going summary,
paraphrasing, creating mental imagery or association, think aloud, REAP (Read, Encode, Annotate, and
Ponder), Jigsaw Reading, outlining, semantic webbing, and writing reflections. Finally, self-evaluation
component comprises activities as assessing the extent of one’s effort in learning and assessment of the
effectiveness of the reading strategies employed.
Procedure
Actual Research commenced in July with the approval of the High school Principal. Two sections
from the eight sections of the second year students were taken as the respondents of the study. Both groups
were pretested on July 10, 1998. From July to December, the first group was taught using metacognitive
strategies with the aim of developing critical thinking as they engaged in reading for better and improved
comprehension. However, to obtain varied and reliable results, the researcher tried out the same strategies to
another group for two months from January to February. Within two months, the second group was exposed to
metacognitive strategies following the same procedure and techniques done to the first group. Finally, on
March 3, 2000 both groups were given a posttest to describe their reading proficiency level after their exposure
to metacognitive strategies.
Statistical Treatment
1. In identifying the entry reading level of Class A and Class B, the pretest mean of both groups was
computed separately.
2. In determining the reading proficiency level of both groups, the pretest mean score and posttest mean
score of each group were correlated using the z-test.
3. In comparing the reading performance of Class A and Class B, the posttest mean score of Class A was
correlated with the posttest mean score of Class B using the z- test.
4. To ascertain the metacognitive strategies employed by the respondents, percentage and weighted mean
were utilized.
Findings
1. Results of the data gathered revealed the following entry reading profile of Class A and Class B:
a. The reading proficiency level of Class A and Class B was below the completely level expected for
second year students as given by their pretest mean scores of 38.17 and 37.94 respectively.
b. Both groups had deficiencies in four of the cognitive skills in reading tested by the Center of
Educational Measurement-vocabulary, points of view, comprehension, and study aids.
c. A big percentage in both groups were classified as very poor, inferior and low average readers.
2. Both classes exhibited the same exit reading profile although they had different length of exposure to
the metacognitive strategies. Class A’s and Class B’s reading proficiency level significantly improved
as revealed by the z-value of 2.3 and 2.82 respectively. Although there was a marked improvement in
both groups’ reading proficiency level, still their competency was below the expected level for second
year as revealed by their posttest mean scores of 43.04 and 44.21 respectively. Both groups had
deficiencies in three cognitive skills such as vocabulary, comprehension and study aids. The number of
poor readers in the posttest was lessen, however, a big percentage in both groups were still classified as
very poor, inferior and low average readers. In correlating Class A’s performance with that of Class B,
it was found out that there is no significant difference between the reading proficiency level of both
groups as shown by the z-value of .504 that is lower than the critical value of 1.64.
With the training that they had undergone in the application of metacognitive strategies, they
could readily apply these metacognitive strategies: planning strategies which include activating prior
knowledge and selective attention or scanning: and self-monitoring which comprise formulating thinkahead
questions and producing a text summary.
3. The reading program which focuses on the development of the metacognitive strategies would best suit
the reading profile of second year students. This claim was based on the results of the findings that the
subjects’ reading proficiency level improved may be due to their exposure to the metacognitive
strategies.
Conclusions
In the light of the findings, the following conclusions were drawn:
1. The reading proficiency level of Class A and Class B with different length of treatment
significantly improved which may be attributed to their exposure to the metacognitive
strategies. However, although there was a marked improvement in their reading proficiency
level, it was still below the completely level expected for second year students. Comparing
the reading ability of both groups, based on statistical result, it was found that there is no
significant difference between the reading proficiency level of one group over the other.
Thus, time factor does not greatly affect the development of comprehension ability through
the application of metacognitive strategies in reading. There are other variables that interplay
which the study was delimited.
2. The proposed reading program using metacognitive strategies, the more improved and
enhanced program based on the results of classroom research which appears in Chapter 4,
would best suit the reading profile of second year students. Some features that would address
the reading proficiencies of second year students are as follows:
a. The program provides opportunities for students to plan, monitor, and evaluate their own
learning.
a.1. It trains them to plan strategies that would work best to facilitate their own understanding of a
reading passage.
a.2. It develops their awareness of their own comprehension which they can constantly check
during reading. Thus, in case non-comprehension occurs, they can readily revise or switch to
another strategies to overcome comprehension barriers.
a.3. It develops self-evaluation skills where the students can readily assess the outcomes of their
own learning, thus gradually training them to become independent readers.
b. The design provides a balance program where the students can relax and enjoy reading
(recreational reading); learn strategic techniques in studying other content areas (functional
reading); and develop reading skills necessary in coping with the demands not only in English
subjects, but also in other content areas.
Recommendations
Based on the conclusion drawn from this study, the following are recommended:
1. That a reading program using metacognitive strategies be prepared not only for a specific year level in
the high school department but for all year levels as well. As revealed in the findings of this study, the
metacognitive strategies may have a facilitative effect on the development of comprehension ability of
any kind of readers. Hence, the implementation of the program may develop and enhance the students’
reading skills necessary for them to cope with the demands of any content areas.
2. That Teachers not only of reading and literature subjects, but of other content areas as well, utilize the
metacogntive strategies through modeling in the presentation and discussion of nay text or concept to
make students become independent learners.
3. That students be encouraged to apply meatcognitive strategies in all learning tasks to gain
independence in processing information in any text that will prepare them to the more serious academic
tasks in college.
4. That a follow-up study focusing on the effect of metacognitive strategies on reading comprehension
considering IQ, interest and other variables be conducted.
REFERENCES
Brown, A. 1978. Knowing When, Where and How to Remember: A Problem of
Metacognition. In Advances in Instructional Psychology, ed. R.
Glaser. Hillsdale, New Jersey: Erlbaum Association.
Carrell, Patricia, Joanne Devine and David E. Eskey. 1988. Interactive
Approaches to Second Language Reading. New York: Cambridge
University Press.
Cooper, J. David. 1993. Improving Reading Comprehension. Boston: Houton
Mifflin.
O’Malley, J. Michael and Anna Uhl Chamot. 1990. Learning Strategies in
Second Language Acquisition. USA: Cambridge University Press.
Ryder, Randall J. and Michael F. Graves. 1994. Reading and Learning Content
Areas. New York: Macmillan Publishing Company, Inc.
Schunk, Dale H. 1996. Learning Theories. New Jersey: Prentice Hall.
Vygotsky, L. 1986. Thoughts and Language. Cambridge: The MIT Press.
Periodicals
Carrel Patricia L. 1989. Metacognitive Awareness and Second Language
Reading. The Modern Language Journal 73, 11(Summer): 121.
Caverly, David, Thomas F. Mandeville and Shiela A. Nicholson. 1995.
Journal of Adolescent and Adult Literacy 39 (November): 190-199.
Paris, Scott. 1990. Promoting Metacognition and Motivation of Exceptional
Children. Remedial and Speech Education (Nov.-Dec.): 7-15.
Stevens, Robert, Robert E. Slavin and Anna Marie Farnish. 1991. The Effects of
Cooperativel Learning And Direct Instruction in reading Comprehension
Strategies on Main Idea Identification. Journal of Educational Psychology
83 (March): 8.
Tregaskes, Mark R. and Delva Daines. 1989. Effects of Metacognitive
Strategies or Reading Comprehension. Reading Research and
Instruction 29, no. 1 (Fall): 50.
Reports, Theses and Dissertations
Fan, Wenjuan. 1993. Metacognitive and Comprehension: A Quantitative
Synthesis of Metacognitive Strategy Instruction. Ph. D. dissertation,
University of Cincinnati.
Lenhart, Irene H. 1996. Metacognitive Monitoring Strategies of Third to Sixth-
Grade Proficient and Less Proficient Readers (Third Grade, Sixth
Grade Reading Comprehension). Ed. D. dissertation, Hofstra
University.
Miguel, Faith O. 1996. Metacognitive Strategies in Reading: Their Effects on
Writing Competence. PH. D. dissertation, University of the
Philippines.
http://conference.nie.edu.sg/paper/Converted%20Pdf/ab00039.pdf
Tuesday, April 27, 2010
Light amidst Darkness
As I gaze up the vast dome
light flickers
to illumine the dark
melancholy the mood may seem
deep within I am still,
tranquil, serene,
No amount of external turmoil
will ever infect the indomitable spirit
I have mustered for years
for I believe I am God's
precious child whom
He will never forsaken.
light flickers
to illumine the dark
melancholy the mood may seem
deep within I am still,
tranquil, serene,
No amount of external turmoil
will ever infect the indomitable spirit
I have mustered for years
for I believe I am God's
precious child whom
He will never forsaken.
Tuesday, April 6, 2010
Making the Right Choice
Making the right choice is really a tough job. Every day we are confronted by options which at times are difficult to choose. Even at a young age, we were trained to choose which toys to buy, clothes to wear, food to eat, movies to watch and the like. Later on as we grew up, we were beset with much more difficult choices like which course program to take, which activities to prioritize, and even which friends to choose. Yet, despite the fact that choosing has become a part of our daily life, we are still at times baffled on which course of action to take. But there can be one secret to making a tough decision, and that is, weighing the possible consequences of our choice considering how it can impact our future.
Let me share with you a true to life story of an Australian boy who made the right choice in his life. His name is Nick and he was born without limbs. . As a young boy, his parents sent him to a regular school. During that time mainstreaming was already passed into law in which children with disabilities could be immersed in a regular school set up. However, in his first few weeks of schooling, Nick was bullied by his classmates. Out of depression, he attempted suicide. At that time, his mother showed him a newspaper that featured children with disabilities. And that became a turning point in his life. Nick turned into a happy boy full of hopes and dreams for he realized that he was not the only one in this world with disabilities. He persevered in his studies despite his physical handicap. Later on, he finished a bachelor’s degree, with double major – Accounting and Financial Management. At present, Nick has become a very inspiring speaker who has travelled in 12 different countries giving hope to the handicapped, the disabled. Nick made the right choice. He is now a self-reliant and successful man, instrumental in making a difference in the lives of others.
Yes, it had never been smooth sailing for Nick. In fact, it was kind of a roller coaster ride, having a lot of bumps along the way, considering his physical condition. Yet, he was able to endure all the trials and emerged triumphant in the end. I truly admire this guy for his strength and faith. What I pity now are those teenagers with no physical deformities, yet care less for their future. They take their studies for granted, trying all possible short cuts to get over their academic requirements. Little do they know that this seemingly tedious way of learning academic disciplines can be their tool for survival in the real world.
Some students quit schooling having this thought that it’s hard to study and they can no longer endure the pains of doing school stuff. Let me share this interesting story to inspire you not to give up your college education so easily. One time I was riding a jeepney and a woman with two kids greeted me, “Ms. Cequena, I’m Nica (not her real name), your former student, kumusta na po?”
“I’m fine,” I replied. “How about you? “ I asked.
“Heto po married na, with two kids.”
During our conversation, she asked me where I stayed and I told her my address. Then, a week after, I was surprised because she visited me in my sister’s house, borrowing some money for her baby’s milk. I found out that she was not able to finish college and her husband was a tricycle driver. To my mind, had she finished a degree and landed a good job, she would not have come to our place, braving her shame just to feed her baby.
Now that one academic year is again over. While some of you students may be enjoying the heat of the sun as you bask on the beach’s white sand, let this time of rest make you contemplate on what kind of life do you want to have in the future. And for most of you who just stay home with your families this summer vacation, do reflect too on the kind of life that you envision for yourself in the future, then start doing an action plan on how your dream life can be made into reality. Do you want to live in poverty just like my former student Nica? Make the right choice now and start weaving your future.
Tuesday, March 16, 2010
A Tribute to Mom
for nine months of carrying me in her womb
she never complained of any pain
joyful as she was to face a new day
for the waiting would soon last
when the day came at last
a warm smile she flashed
and excitedly put me on her lap
cuddling, hugging and kissing me
in my faltering steps she guided me
making me confident of my every step
patiently she taught me lessons about life
no one of my age cared about
In school she sent me
to fill my mind with knowledge
to enhance my skills
and to develop my character
though in pain she never stopped working
to provide me and my siblings good education
she endured the heat of the sun,
peddling stuff in exchange for a few bucks
Every summer when school days was over
she taught us a simple business
of selling halo-halo and palamig
- a simple way of earning money for our tuition
In her simple way, she loves us unconditionally
sacrificing so much for our welfare
for these I thank her, My MOM
for every thing she had done for us her family.
MAY YOU REST IN PEACE!
I LOVE YOU, MOM
she never complained of any pain
joyful as she was to face a new day
for the waiting would soon last
when the day came at last
a warm smile she flashed
and excitedly put me on her lap
cuddling, hugging and kissing me
in my faltering steps she guided me
making me confident of my every step
patiently she taught me lessons about life
no one of my age cared about
In school she sent me
to fill my mind with knowledge
to enhance my skills
and to develop my character
though in pain she never stopped working
to provide me and my siblings good education
she endured the heat of the sun,
peddling stuff in exchange for a few bucks
Every summer when school days was over
she taught us a simple business
of selling halo-halo and palamig
- a simple way of earning money for our tuition
In her simple way, she loves us unconditionally
sacrificing so much for our welfare
for these I thank her, My MOM
for every thing she had done for us her family.
MAY YOU REST IN PEACE!
I LOVE YOU, MOM
Monday, February 8, 2010
Life is a journey, I believe
Yet, why is it that when you reach crossroads
You feel mixed emotions
Happy, sad
certain, yet confused
free, but chained out of guilt
focused with only one vision – a goal to achieve
a change of route, a detour, with a definite route to take
amidst crossroads
Yet, as you tread on to the very path you’ve chosen
You feel like turning around
Going back to the old routine
Doing the same things over and over again
For a genuine reason of love
Love for the people you are accustomed to be with
Love for those whom you want to see succeed
Love for them whom you still wish to inspire to carry on
Love for them whom you’d think need more assistance to get through their academic feats
Thus, even if you’re sure of what path to traverse
You still end up baffled
Asking yourself
“Is this the right thing to do?”
“Am I not causing any obstacles in the course of others’ journey?”
“Am I still the same person with a heart and soul?”
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