PART 1: History of the School

History of Orion National Highschool

The ORION NATIONAL HIGH SCHOOL in Barangay Balagtas is the only public high school in Orion. It was inaugurated and officially opened in June 2002, during the first term of Mayor Antonio L. Raymundo Jr. The school was the “Dream Come True” of incumbent Orion Mayor Antonio L. Raymundo Jr. through the support and assistance of Dr. Norma P. Castillo, Division School Superintendent, Congressman Rodolfo C. Bacani of Manila, Undersecretary Ramon Bacani and former DECS Secretary Raul Roco. Three two-storey buildings worth P20, 000,000 were initially constructed on a 8,000 square meter lot donated by the family of Pablo Cuevas. An additional 2,000 square meter lot was bought by the provincial government while Orion businessman Joey Sioson donated the road (about 3,000 square meters) leading to the campus. The buildings were inaugurated during the term of former Gov. Leonardo B. Roman. The third building was completed during the first year administration of current Bataan Governor Enrique T. Garcia Jr. Another two-storey building and the so-called one-storey TET building and a 20,000 gallon overhead water tank, were added to the existing campus in 2004 through the initiative of Governor Garcia Jr., Congressman Albert S. Garcia and Mayor Raymundo Jr. The projects were started on August 16, 2004 and completed on October 15, 2005. For the School Year 2006-2007, the student population reached the 1,215 mark. The school held its first graduation rites in April 2006. The first batch of graduates totaled 204. Dr. Antonio Q. de Guzman is the first and current principal of the school.

ONHS Human Resources

Antonio Q. de Guzman Ph.D.

Principal

Teaching Staff

Jhenie R. Agustin, Reynalyn I. Andres,

Jermie H. Artuz, Marjorie Lesly T. Bernalte,

Mylene A. Calma, Miguela B. Cayabyab,

Gemma S. Corpuz, Annabelle

T. Crisostomo, Haidee C. Dabu, Anna

Rica J. de Castro, Ma. Teresa C. de

Jesus, Glenda V. dela Vega, Joan V.

delos Reyes, Jennifer S. Dominguez,

Erwin V. Gomez, Annaliza V. Isidro,

Marilou Q. Llioren, Maylyn F. Manalo,

Jocelyn T. Mena, Perlana R. Mosquera,

Edgardo E. Ordiales, Evelyn C. Quicho,

Riza E. Quicho, Ma. Eloisa C. Quisim,

Leonor R. Ramirez, Conrado P. Refuerzo,

Rosalie C. Refuerzo, Madelaine

M. Saba, Juanita C. Sangalang, Recy G.

Santos, Larcy Laudiam M. Vasquez.

Administrative Staff

Arturo E. Cruz, Jomar M. Lazo, Armando

C. Sabino, Pamela F. Tulio

Former Teachers/Staff

Willy Castel, Keithlyn de Asis, Ricky

Montes, Janet Ronsairo, Lilibeth San Jose, Ronald Tinao

PART II: Instructional Materials Present in the Classroom

Instructional Materials

Projector

Ø  Helps the students in a new multimedia learning experience.

Ø  Helps the students to understand the lesson more quickly.

Ø  Helps teachers to perform their best in teaching and much less hassle for making visual aids.

Ø  Engaging students in the process of learning and into lessons to increase retention and attention.

Ø  It represents an alternative way of approaching teaching through colors, images and sounds.

Laptop

Ø   Using laptops for the purpose of note taking can be very beneficial, since a strong typist can record notes much faster than writing by hands.

Ø  Using laptops in classrooms is more fun for students than simply sitting at a desk and listening to a lecture with a pad of paper and a pen.

Ø  Using laptops in the classroom is that they can help students stay organized and remember school work. 

Ø  Making it easier for teachers to engage students in substantive, collaborative, project-based work.

Ø   Reducing the inequity of allowing students extensions on assignments for missing class.

Lapel Microphone

Ø  Helps Teachers to boost their voices over background noises so that the student can hear them easily and understandable.

Ø  Help prevent teacher’s voice strain and they can teach the lesson without maximizing their voices.

Ø  Helps the students to hear the lesson easily specially at the students at the back.

Ø  It prevents from suffering from a throat problem and choking for the teachers while discussing their lessons.

Ø  Allows the level of the teacher’s voice to stay constant to the student regardless of the distance between the teacher and the student.

Speaker

Ø  It helps to enhance the material or the lesson you are covering.

Ø  Allowing the students to hear more clearly while the teachers discussing their lessons.

Ø  It prevents the background noises to destruct the students from listening to their teacher’s discussion.

Ø  It helps the students to understand the lesson clearly and hear them without any destruction noises.

Ø  It helps the student to focus in the lesson specially while watching some video clip according to their topic in class.

Television

Ø  Helps the teacher to maximize their teaching abilities and much less hassle for making visual aids.

Ø  It helps the teacher’s to discuss more easily from making their students to watch their lesson on T.V.

Ø  It helps to capture the attention of the student and focus to their lessons.

Ø  It helps the students to enrich their learning experience.

Ø  Help the student to focus in their studies while watching some video clips related to their lessons.

PART III

Barrier to Technology Integration

Teacher A: Technology is a very useful tool in teaching, through technology students easily cope up the lesson. Because in this modern world even a child knows how to use a computer they love using technology, So if we will use this thing in teaching student will get interested in Araling Panlipunan we can use video clips, playing a movie instead of the typical lecture method or a teacher centered method, though technology we prevent the boredom of the students and in each day we as a future teacher we must able to surprise and amaze the students because there are dull teachers, dull textbooks, dull films, but no dull subjects. And there are thousands of teachers and a thousands of methods.

Teacher B: Using technology such like projector, speaker, lapel microphone helps teacher to makes teaching easier than before, for example laptop it can also use to solve the grades of the students in a more easier way than solving it hand to hand.

  Teacher C: Technology makes learning more meaningful. It prevent boredom of the student.

Lesson 2: Strategies to overcome barriers in Technology in Integration

    1   .     Having a Shared vision and a Plan.

              Vision     :               To make personality on what you want to happen in a year.

               Plan       :               Long term program for Technology Integration.

                   2 Contents:

               

1.>   Expectations for Stakeholders, belong monitoring activity.

For Example:

                      You’re Expectation after Ten Years.

The School will be the center of Technology integration so you must monitor it to see if there are growth.

2.>   Overcoming of Scaresity of Resources.

Example:

                       School Fund Problems.

         

          Suggestions:

1.       Create a High Breed Technology in the classroom.

(Clowning, Copying)

2.       Introduction of Technology at least in two subject areas.

(Usable in different subject)

3.        Providing Professional Development.

  

          Question:  What should be prioritize Resources or Skills?

Answer:

             Resources must be the first to prioritize because Resources are difficult to find while skills are easily find.

  2  .       Focus on Content.

·         It refers on how to incorporate technology in teaching, there must be a timing, Strategy and Art.

Ø  Opportunities for Hands on Work.

(John Dewey – Learning through Experience)

·         Opportunities for hands on work

-          You left the Teacher to experience what they learn.

For Example:

Designing Web.

·         There must be a hand on seminar for better understanding.

For Example:

        Eco Seminar

o   It refers on Transferring of Knowledge.

o   Technology must teach everyone.

Ø  Changing Attitudes and Belief.

·         For Technological Advance

o   Don’t focus on Traditional Method try to improve to be Globally Competitive because it’s Technology driven World.

Ø  Reconsidering Technology

·         Use Technology in Assessment.

                                

Lesson 1: Technology Integration in the Classroom

Teaching Integration

Integrating Educational Technology into Teaching, 6e presents a comprehensive technology integration framework built on both research and proven classroom practices.  The Technology Integration Planning Model (TIP Model) shows teachers how to create an environment in which technology can effectively enhance learning. This sixth edition shows how to incorporate the Technological Pedagogical Content Knowledge (Tech-PACK) framework into the TIP Model. Carefully-selected examples and exercises in each chapter encourage teachers to reflect on their practice as they develop the insights, knowledge, and skills they need to integrate technology into content area curricula. Using hundreds of lesson examples and recommended resources, the text balances the theory-based “why” and the practical “how” of using technology to support and shape the future of technology in education.

The goal of this edition is for teachers to see more clearly their role in shaping the future of technology in education. This book illustrates that great education means employing technologies to fulfill the vision they make possible: a worldwide social network and a global community that learns and grows together.

The role of the teacher in and integrated Teaching

The role of the teacher in an integrated teaching and learning environment is to assist students with making connections and therefore finding meaning through an educational process. Making this process a reality, means that education should be student centered. Howard Gardner (1994) in his book Multiple Intelligences in the Classroom states that multiple intelligence theory opens the door to a wide variety of student-centered teaching strategies

Multiple Intelligence theory suggests that there is no one set of teaching strategies that will work best for all students all the time. Because of these individual learning styles or differences, teachers are best advised to use a broad range of teaching strategies with their students. According to Gardner, more and more educators are recognizing the importance of teaching students from an interdisciplinary/thematic point of view. The key feature of this teaching strategy is that it is immediately recognized by the student as relevant and meaningful. This teaching strategy is certainly in keeping with the goals of integration...to teach and learn about our world and the knowledge and skills necessary to act responsibly within and upon it.

It is with the classroom ecology that teachers must also concern themselves. It is incumbant upon a teacher to ask the hard questions about the factors in the classroom which promote or interfere with learning, and the elements absent from the learning environment that could be incorporated to facilitate student learning.

According to Dewey (1916) the core of the teaching process is the arrangement of environments within which the students can interact and study how to learn. The Dewey School was created in 1896 to meet these goals. The link in the line above is dedicated to elementary teaching and learning based on the philosophy of John Dewey.

A model of teaching is simply a description of a learning environment. These descriptions have many uses, ranging from curricula, courses, units, lessons, physical space, equipment and/or tools. Some models of teaching have broad applications, while others are designed for specific purposes.

If you examine the politics of curricula and instruction you will find that neither is politically neutral. Their are always internal motivations and external pressures to create learning environments and teaching models for specific purposes. You as a teacher will need to filter through these motivations and pressures in order to create an integrated teaching and learning model.

Developing Integrated Teaching Models

Designing integrated teaching models is a creative process. But, there are certain curriculum development models or instructional design processes which have been successful in the past and I believe can be successful in developing contemporary integrated curricula and instruction. Designing, developing, implementing and evaluating this curricula and instruction is a fundamental role of the teacher in an integrated learning environment.

These instructional design processes range from the traditional behavioral models of instructional design (i.e., Taba, 1962; Dick and Carey, 1990) to the newer models derived from the implications from cognitive science (i.e., West, Farmer, and Wolff, 1991), brain-based learning (Caine and Caine, 1994), interdisciplinary inquiry (Martinello and Cook, 1994), and constructivist learning theory. Any of these models can be used to guide the development of integrated instruction, and have been.

You will put these processes into practice as you continue to explore this course. You will be introduced to various processes for developing integrated curricula and learning materials.

Change

We would be remiss if we did not dedicate a part of this course to the change process. Change is not easy, and if you are contemplating changing the teaching and learning environment to an integrated one, this may come with some difficulty. The difficulty is probably related to the process of change, as much as it is with the process of instructional design.

Teaming and Partnerships

Teaming and partnerships are also very important to creating successful integrated teaching and learning environments. Since you are commonly responsible for an institutional "classroom", you are not generally teaching in the world of work. OK, you could argue that the institutional classroom is a work place, but does it authentically emulate the business, industry or agency work places and cultures? Generally...NO. Even though you may attempt to simulate the real world in your classroom, it is virtually impossible to create an authentic work place environment.

Therefore, to insure that the instruction you use is integrated and contextual, and relates to the real world, you will need to create teams and partnerships. These teams and partnerships can be created to assist you with developing integrated curricula and learning strategies, and provide opportunities for students to engage in meaningful learning directly in a work place environment (apprenticeships, internships, etc.).

What is integrated teaching?

“An integrated approach allows learners to explore, gather, process, refine and present information about topics they want to investigate without the constraints imposed by traditional subject barriers” (Pigdon and Woolley, 1992). An integrated approach allows students to engage in purposeful, relevant learning.

Integrated learning encourages students to see the interconnectedness and interrelationships between the curriculum areas. Rather than focusing on learning in isolated curriculum areas, an integrated program is based on skill development around a particular theme that is relevant to the children in the class.

“In an integrated curriculum unit all activities contain opportunities for students to learn more about the content” (Pigdon and Woolley, 1992). Smith and Ellery (1997) agree with this, saying that children can develop a deeper understanding of content through a range of purposeful activities.

Integral to the model of integrated learning is the inquiry approach. Students are active learners who research, interpret, communicate, and process learning to both others and themselves. Inquiry approaches allow for students to construct meaning using their prior knowledge on a subject, and new knowledge gained during the learning process.

Why an integrated language unit?

Children learn language is a vast range of contexts – both social and educational (Pigdon and Woolley, 1992). Language is used to communicate ideas throughout every curriculum area using at least one of the three strands: Oral, Written, or Verbal.

How will integrated teaching and learning impact on NESB students?

Integrated teaching and learning provides many benefits for NESB children.

• Children are grouped according to learning needs or cooperative learning.
• Effective integrated programs provide opportunities for experience-based learning.
• Students are able to use their prior experiences to construct learning.
• A range of shared experiences scaffold NESB children into learning, giving every child in the class knowledge to base their learning on.
• Because integrated units are child-centered, they provide opportunities for cross-cultural sharing.
• Opportunities for children to display competence are given rather than relying on a written or oral test.(Ministry of Education, 2003)