NISMED conducts National Training of Trainers for Grade 10 Science Trainers

Capping four years of science training in the new K to 12 curriculum, 429 science trainers participated in the National Training of Trainers (NTOT) for Grade 10 teachers held at the National Institute for Science and Mathematics Education Development (NISMED)...

Grade 4 science and mathematics National Training of Trainers (NTOT) conducted at NISMED

UP NISMED, in cooperation with the Bureau of Elementary Education of the Department of Education (DepEd) conducted the National Training of Trainers (NTOT) for Grade 4 Science and Mathematics.

NISMED teacher training caravan goes to Lucena City and Nueva Vizcaya

As part of NISMED’s activities for its Golden Anniversary Celebration, the NISMED teacher training caravan went to two places during the month of February 2015.

First public lecture for 2015 held

As a continuing activity for NISMED’s Golden Anniversary celebration of NISMED, the first public lecture for the year 2015 was held on the 14th of May at the Dolores F. Hernandez Hall, UP NISMED.

Wednesday, May 31, 2017

Jollibee Foods Corporation Employees’ Multi-Purpose Cooperative (JFC Coop) in partnership with the UP NISMED Elementary School Mathematics (ESM) Group conducted the three-day “Training Program on Upgrading Elementary School Mathematics Teachers’ Competence in Teaching Geometry and Algebra.” The training was participated by 30 teachers of Palatiw Elementary School, Pasig City. It was held on 3, 10, and 17 September 2016 at UP NISMED.

Teachers perform an activity on Finding Patterns

The objectives of the training were for the teachers to gain a better understanding of concepts related to Geometry and Algebra, develop and implement lessons in Geometry and Algebra using the teaching through problem-solving approach, and improve their ability to critique activities and lessons in Geometry and Algebra.

The training program included a lesson implementation modelling the teaching through problem-solving approach. Also included were sessions on assessment, selected topics in Geometry and Algebra, and a workshop. In the workshop, primary grade level teachers (Kindergarten – Grade 3) were grouped together and so were intermediate grade level teachers (Grades 4 – 6) to collaboratively develop a lesson in either Geometry or Algebra based on the K to 12 Curriculum using the teaching through problem-solving approach. These lessons were implemented and post-lesson reflections and discussions (PLRD) were conducted after each implementation. In the PLRD, input on content as well as comments and suggestions on how to further improve the lessons were provided by the teachers themselves, the school principal, and the ESM Group facilitators.
A teacher spins an animal wheel as the pupils watch
during the implementation of a research lesson on animal
body parts used to adapt to water habitats.

UP NISMED, in collaboration with the Department of Science and Technology – Science Education Institute (DOST-SEI), conducted a seminar-workshop on Hands-On Teaching and Learning of Science Through Inquiry (Project HOTS) for Grade 4 Science teachers of the Division of Taguig – Pateros. Project HOTS consisted of two phases. Phase 1 ran in four batches: Batch 1: 12-14 April 2016; Batch 2: 26-28 April 2016; Batch 3: 4-6 May 2016; and Batch 4: 24-26 May 2016. It was a three-day seminar-workshop on developing inquiry-based lessons and assessment for a science lesson. There were 113 Grade 4 science teachers from 28 schools who participated in Phase 1.

Phase 2, the lesson study component which is a school-based professional development program, followed the seminar-workshops. The Science activities developed in Phase 1 were subsequently incorporated in lessons and implemented twice by different teachers of the team in each school. Implementations of lessons were observed and post-lesson reflection and discussions were conducted to further improve the lessons based on pupils’ feedback and suggestions made by members of the team, as well as by academic supervisors, DOST-SEI, and UP NISMED staff.

The initial ten schools that participated in Phase 2 were chosen based on the following criteria:
1) The schools sent at least two teachers to the seminar-workshop (Phase 1).
2) The schools did not implement lesson study in 2015.

However, there were three schools that requested not to implement lesson study for the following reasons: a) there were no classrooms large enough to accommodate all of the observers, b) ongoing classroom construction, and c) fear that the teachers who participated in Phase 1 will not be able to deliver the required outputs in Phase 2. The DepEd Supervisor then chose replacement schools based on the capability of the teachers. From these ten schools, DOST-SEI will choose two schools as the “Most Promising Implementers” based on a set of criteria. Phase 2 will end in November 2016.
The High School Mathematics (HSM) group has been developing curriculum materials in Grade 11 Mathematics, particularly on rational functions. There are 6 teaching guides and 6 learning materials (covering lessons 1 to 6) in this curriculum package which will serve as prototype resource for teaching the different families of function in the Grades 8-11 mathematics curriculum.

A student explains how the table of values for the
functions g and h can be obtained from that of function f.

The first try-out of the materials was done by the staff of the HSM Group by teaching in a class of Grade 10 in 2015 in Rizal High School. The second was in May 2016, in the National Capital Region mass training of Senior High School teachers on the academic track, where the teachers used the materials in their demonstration teaching as part of the workshop output. The materials were then revised after these try-outs.

The revised materials were pilot-tested by six Grade 11 teachers of Rizal High School in August 2016. This involved 12 Grade 11 sections of different tracks and strands (STEM, ABM, HUMSS, ICT, HE, IA, and Sports). However, due to intervening events in school (such as the teachers’ preparation for their departmental midterm examination and weather disturbances) that resulted in suspension of classes, only half of the materials were implemented. Further revisions on the materials are being done by the HSM Group based on whatever information was gathered during their class observations and interviews of teachers and students.

Along with the said pilot-testing of the materials, the HSM Group also pilot-tested research instruments related to investigating the teachers' use of prepared teaching materials and what they can learn from them. These instruments are also currently being revised.
Ms. Mejia being interviewed before conference opens on the first day
Four UP NISMED staff attended and presented papers at the 10th World Association of Lesson Studies (WALS) International Conference held at the University of Exeter in the United Kingdom on 2-6 September 2016. The conference theme was Lesson Study: Transforming Teaching and Teacher Learning in Professional Learning Communities. Lesson Study is a model for professional learning that originated in Japan. It is now practised in many countries with the goal of improving the quality of teaching and learning.

The aim of the conference was “to bring together researchers, school leaders, and teachers from countries around the world to share their knowledge, understanding, and experience of Lesson Study as a form of practice-based research.” The keynote speakers were Professor Kiyomi Akita (Tokyo, Japan), Dr. Pete Dudley (UK), Professor Catherine Lewis (California, USA), and Professor Andy Hargreaves (Boston, USA).

In the conference, Ms. Ivy P. Mejia and Mr. Eligio C. Obille Jr. of the High School Earth and Environmental Science Group, presented a paper titled “Influence of Culture in Adapting Lesson Study: A Philippine Experience.” They described their four-year journey (2012-2015) in conducting Lesson Study with five high school science teachers in the National Capital Region. In their experience, as Lesson Study was introduced into the local setting, different events transpired that could be sorted into three categories: building up of confidence of the teachers; deepening of pedagogical content knowledge (PCK) by experts; and emergence of a non-threatening environment. The events were then analyzed in the light of Sikolohiyang Pilipino, a framework whose core concepts revolve around kapwa (shared identity) and loob (inner self).

Ms. Gutierrez with Dr. Catherine Lewis, current Vice
President of the World Association of Lesson Studies
(WALS) and known for her works in introducing
Lesson Study to US educators
Ms. Jacqueline Rose M. Gutierrez of the High School Chemistry Group presented “Sustaining the Culture of Collaboration on Lesson Study: A Practice-based Case Study.” She shared how collegiality played a crucial role in markedly increasing the degree of collaboration from a strenuous initial cycle among the lesson study group members. She described the dynamics of this lesson study group on the aspect of collegiality. Furthermore, she discussed conditions that naturally motivated the group to sustain the practice with confidence and autonomy. The accounts for this case are seen beneficial ultimately in the development of process models in integrating Lesson Study as a sustainable school-based professional development program, as drawn from the Philippine school context.

Ms. Arlene P. Dela Cruz of the Elementary School Science Group presented “Students Answering Their Own Questions: Voices from High School Chemistry Classroom through Lesson Study.” She presented the results of the second and third cycles of one of the two high school chemistry Lesson Study groups under the three-year Lesson Study project in a public school in Metro Manila. The focus of the discussion was on the interview responses of the students after the second cycle of the study. It included comments on teaching and learning science using the voices raised in the classroom – the students’ questions and answers, Lesson Study as a professional development activity, and research opportunity in teaching science.

The World Association of Lesson Studies (WALS) is made up of educational researchers and teaching professionals committed to the improvement of the quality of learning. It provides a platform for collaboration, assistance, and exchange among its members in relation to research and practices on Lesson Studies.

The next WALS International Conference will be held on 24-27 November 2017 at the Nagoya University in Japan. The conference theme will be Bridging Research and Practice through Lesson Study. To those who are interested in participating in the conference, please visit the WALS website for more information.
Dr. Soledad A. Ulep, UP NISMED Director, and Dr. Erlina R. Ronda, Chair of the High School Mathematics Group, participated in the 13th International Congress on Mathematical Education (ICME) at the University of Hamburg, Germany on 24-31 July 2016. Dr. Ulep presented a paper titled “An Innovative Professional Development Model for Empowering Teachers in Adapting the New Philippine K to 12 Mathematics Curriculum” as member of the Discussion Group “Framing a Mathematics Teacher for the 21st Century Classroom: What? How? Why?” Dr. Ronda also presented a paper titled “Supporting Teachers in Ambitious Mathematics Teaching” in the Topic Study “Professional Development of Secondary School Mathematics Teachers.” She was also a member of the organizing team in the discussion group on mathematical discourse in instruction.