Monday, September 3, 2012

Bro. Armin A. Luistro (Center) joins National Trainers as they
inspect features of the globe during the Earth Science Workshop.
Two hundred twenty-four (224) national trainers from all parts of the country weathered the sweltering heat of summer and trooped to UP NISMED to participate in a weeklong National Training of Trainers (TOT) for Grade 7 Science in preparation for the initial implementation of the K to 12 curriculum this school year 2012 to 2013. UP NISMED conducted two batches of the TOT. The first batch, which was held from 18 to 22 April 2012 was participated in by trainers from Luzon. The second batch was comprised of trainers from Visayas and Mindanao. This was held the following week from 24 to 28 April. Those who did not make it to the first batch were accommodated in the second batch. During the plenary sessions of the first day of training, Joseph S. Jacob and Marivic D. Abcede, both of the Department of Education, Bureau of Secondary Education (DepED-BSE), talked about the implementing guidelines for Grades 7 to 10 as well as the Standards-based Assessment and Rating System in the new curriculum.

The trainers explained the rationale, philosophy, and features of science in the K to 12 curriculum, illustrated the spiraling of concepts within a science discipline and across disciplines, exemplified inquiry-based teaching of science in Grade 7, and demonstrated how content and inquiry skills are interwoven in the teaching of specific science concepts using the student modules written for Grade 7. The training highlighted spiral progression, which is a way of arranging the content within and across grade levels involving an iterative revisiting of topics, subjects, or themes and gradual deepening and building on what was previously learned.

The TOT underscored the teaching of science through inquiry. To get a better perspective of how these modules were designed to encourage the teaching and learning of science through inquiry, the participants were asked to perform the activities and answer the questions in the student worksheets. The activities themselves were replete with questions designed to help students build their own understanding of scientific concepts, processes, and principles. In this manner, the participants experienced how to implement inquiry-based activities so that students are actively engaged in the learning process.

The training demonstrated how processing of student data and results should be done. It emphasized how teachers could effectively process results of students' activities through the use of a series of questions that result in conceptual understanding and clarification of misconceptions where there are any. It was during these parts of the training sessions that interaction was encouraged and to which the participants obliged.

The training also underscored the importance of making assessment authentic, i.e., embedding the assessment task in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit.
As part of the initial implementation of the K to 12 Curriculum, the Training of Chief Trainers (TOCT) for Grade I and the Training of Trainers (TOT) for Grades 1 and 7 mathematics teachers was conducted by the Department of Education (DepED). Dr. Soledad A. Ulep, NISMED Director, and Ms. Edna G. Callanta of the Mathematics Group were involved as trainers and resource persons during the TCOT and TOT for Grade 1 mathematics teachers held on April 15 to 17 and April 22 to 27, 2012, respectively at the Development Academy of the Philippines, Tagaytay City. Dr. Ulep and Ms. Callanta trained about 70 chief trainers and 600 trainers.

On the other hand, Ms. Lydia M. Landrito and Mr.Allan M. Canonigo, also from the Mathematics Group, were involved as trainers during the TOT for Grade 7 mathematics teachers conducted on 30 April to 4 May 2012 at theAteneo de Manila University (AdMU). About 200 trainers attended the TOT. The said training was participated in by teachers from the Department of Education, from selected Teacher Education Institutions (TEIs), and the different campuses of the Philippine Science High School System. Other trainers of the TOT were from the UP College of Education, AdMU, De La Salle University, Philippine Normal University, and DepED.
A three-day in-service training-workshop for NEHS science and mathematics teachers was held on 29 to 31 May 2012 at the Science Teachers Training Center of UP NISMED. It was attended by 40 teachers. 

Designed to "deepen science and mathematics teachers' conceptual understanding of science and mathematics topics and enhance their pedagogical content knowledge in order to improve student learning outcomes," NISMED's Comprehensive Academic Improvement of Nueva Ecija High School Project - now on its third year of implementation - provides "opportunities for teachers to experience teaching, learning, and developing science and mathematics assessment items and tasks that emphasize inquiry and problem solving."

Mathematics Training-Workshop

NEHS Math Teachers attend a Comprehensive Academic
Improvement Training-Workshop.

The mathematics group facilitated a training workshop for 14 mathematics teachers of Nueva Ecija High School (NEHS). The training focused on teaching mathematics through problem solving and on mathematical modeling. The objectives of the training-seminar were to: deepen teachers' content knowledge; enhance teachers' skill in designing lessons that teach mathematics through problem solving; and increase teachers' awareness of the need to work collaboratively to improve their teaching skills and math knowledge.

The three-day training-workshop exposed the teachers to a range of problem solving and modeling tasks. The teachers collaboratively solved selected open-ended problems in different ways, identified the different mathematical concepts that can be linked in the discussion of the solutions, thought of ways on how they can use the problem to introduce new concepts or deepen students' understanding of existing knowledge, and formulated possible extensions of the problems. The teachers also designed lessons based on the problems they solved and analyzed and implemented them; their peers observed and suggested further improvements to the lesson. The last day of the training introduced the teachers to problems that required formulation of a mathematical model and to the processes of mathematical modeling.

This training-workshop is a part of a series of professional development activities planned by NEHS and UP NISMED for school year 2011-2012. The earlier activities were a seminar on problem solving and assessment, test item construction workshop, lesson study, and training on the use of GeoGebra software in teaching mathematics.

Science Training-Workshop

NEHS teachers work on designing a classroom-days 
investigations as Dr. Treyes looks on.
Science education specialists and associates from the four high school science groups (Earth/Environmental Science, Biology, Chemistry, and Physics) facilitated the Conducting Investigations in the Classroom seminar-workshop for 26 teachers. It had the following objectives: formulate questions and objectives, formulate appropriate hypotheses, write proper citations from related literatures, design experiments, analyze and interpret results, and draw conclusions from the results. There were seven plenary sessions and five workshops. While the bulk of the sessions focused on classroom-based investigations, inputs on science-fair investigatory projects were also given on the last day.

The participants were grouped into General Science, Biology, Chemistry, and Physics. Each group came up with a problem that served as context for their outputs in the different workshops. Several difficulties such as developing a research problem, formulating a hypothesis from a research, and aligning the experiment's design with the hypothesis were addressed during the workshops. Moreover, misconceptions about what a hypothesis is and how to cite references correctly also came out. These were addressed and clarified during the different workshops with the guidance of the workshop facilitators. On the last day, the different groups presented their experimental design for group feedback.

With the participants' experience from the three-day seminar-workshop, it is hoped that they will be more confident and capable in guiding their students in planning and carrying out simple yet interesting science investigations as well as investigatory projects for science fairs.

Dr. Soledad A. Ulep
Director, UP NISMED
NISMED developed teaching guides and learning packages or student modules as well as trained teacher trainers in grades 1 and 7 mathematics and grade 7 science for the K to 12 curriculum reform. These involvements gave NISMED another opportunity, this time on a wider scale, to promote teaching approaches that truly value the learners: teaching mathematics through problem solving and teaching science through inquiry.

In teaching mathematics through problem solving, the teacher uses a problem as context for developing concepts, principles, procedures or algorithms, higher order thinking skills, and desirable dispositions. A problem is an unfamiliar situation requiring a solution for which the problem solver has no readily available procedure or algorithm to use in obtaining the answer. A problem may have different solutions and at times even different correct answers.

In teaching mathematics through problem solving, the problem appears at the start of the lesson and learners have to think of their own ways of solving it to get the answer/s. In the process of doing so, they use different thinking skills and dispositions to make sense of the problem, connect what they have learned in the past to the task at hand, provide reasons for mathematical relationships they discover, and communicate their thinking using various representations. Thus in the process also, it is possible for the teacher to assess learners' mathematical thinking.

Similarly, teaching science through inquiry starts with a question or initial problem. Through well-designed hands-on activities, concrete setups, working models, or audiovisual representations or simulations, accompanied by questions that hone the learners' science process/thinking/inquiry skills, the learners generate their own knowledge/ideas until they construct concepts aligned with those of scientists. Through discussions among themselves and with the teacher, learners form conclusions or generalizations, though these may not always be in agreement.

The initial question or problem may be teacher-initiated but of genuine concern to the learners. As learners grow in confidence and skill, they are to be encouraged to design ways of finding answers to their own questions through setups and experiments that will test their hypotheses. The experiments will enable them to make observations, gather data, process and analyze these, and at the end draw conclusions. The development of the students' presentation and communication skills as they write and report their findings are part and parcel of this teaching-learning approach.

Teaching mathematics and science to students through problem solving/inquiry is very important. If students are exposed to these approaches as early as grade 1 (or 3 in the case of science), they will gain confidence in thinking independently and in exploring various solutions/ answers to the problems/questions individually or with others, rather than just rely on the teacher. And so they acquire the skills and dispositions to learn on their own. With the use of the mother tongue in teaching, learning, and assessment in grade 1 (or 3), these approaches can bring about more mathematical and scientific reasoning and communication in the classroom.

The materials that NISMED developed and the training that it conducted modeled learner-centered approaches. Learner-centeredness depends on the extent and quality of thinking that learners engage in to genuinely contribute to the development and application of mathematical and scientific ideas in the classroom. So if there are adequate opportunities for learners to make inferences, predict, make and test hypothesis or conjectures, analyze relationships, generalize, evaluate, connect, synthesize, and the like, then the teaching approach is learner-centered. It is what NISMED refers to as a teaching approach that truly values the learners.

The KaSaMa Teachers conducted a series of overview webinars on the use of the online community's web user interface and how their members can share and participate in growing the community. The first webinar in the series was held on 15 March 2012. Two more webinars were held on 25 May and 22 June 2012.

The webinar series aims to familiarize the participants with the features and functionality of the online community site; it seeks to orient members - as well as prospective members - on how they can participate in discussions, contribute content such as photos and blogs, join interest groups, and get a slot to special events. Beginning this July, KaSaMa Teachers will offer a series of webinars on K to 12 Science.

Participants to the series include science and mathematics educators from Ateneo de Davao University, St. Louis University in Baguio City, Mariano Marcos State University in Laoag City, Mindanao State University - Iligan Institute of Technology, Nueva Vizcaya General Comprehensive High School, and San Jose Del Monte High School in Bulacan. The May 25 webinar was exclusively conducted for some NISMED staff.

The participants appreciate the value of doing webinars at the same time affirm the importance of an online community in their professional development. Some participants have already downloaded materials from the Resources link of the online site; others have discovered items that interest them like photos, blogs, and articles.

The series of webinars was made possible through partnership with Intel; the webinars were conducted on Intel's Adobe Connect Webinar platform.

Dr. Baby Jane T. Punongbayan lectures
on Earthquake preparedness.
The alarm rang and everybody immediately ducked under their office tables. When the alarm stopped, we sprang out from hiding and quickly made a beeline down the stairs toward the assembly area outside the NISMED grounds. After everybody was accounted for, we all trooped to the auditorium to hear what the invited observers thought about how we carried out the drill. The simple exercise took only a few minutes, but if it is not put into practice properly, it could scar one for life, literally and figuratively.

Like Japan and Indonesia, the Philippines is one of the many countries that sit right along the circum-Pacific belt, a zone around the Pacific Ocean where the world's worst earthquakes happen on a regular basis. Up to now, despite great advances in science and technology, nobody can predict when an earthquake is going to occur. Thus, as an insurance against harm, earthquake drills need to be done repeatedly until the actions have become part of our instinct.

Prior to this scheduled drill, Deputy Director Dr. Aida Yap met a group of NISMED staff to organize a practice drill. Dr. Rodolfo S. Treyes was assigned as 'sheriff' and took charge of inspecting all the emergency exits and tracing the escape routes. Mr. Doddie C. Bergado demonstrated how to execute the "Duck, cover, and hold" routine that everybody must perform in case of an earthquake. Ms. Edna G. Callanta was responsible for inviting the PHIVOLCS resource person.

After observing the drill, Dr. Baby Jane T. Punongbayan, a Supervising Science Research Specialist from PHIVOLCS (no relation to the former director), gave her comments and suggestions. She regretted not having brought a video camera so she could show us exactly where we needed improvement. She gave a detailed and informative slide presentation explaining why earthquakes occur, what hazards they bring, and what people can do to prevent or avoid disaster. Engr. Erlinto Olavere assisted Dr. Punongbayan in assessing NISMED's earthquake drill, which was on the whole deemed reasonably satisfactory.
A three-day seminar-workshop was conducted on 6 to 8 March 2012 by UP NISMED for the mathematics teachers of the Philippine Military Academy (PMA) in Baguio City. The seminar-workshop was one of the activities contained in the Memorandum of Agreement signed by the Superintendent of the Philippine Military Academy and the President of the University of the Philippines.

A total of 23 participants attended the seminar-workshop which was facilitated by three NISMED Staff of the Mathematics Group; Ms. Lydia M. Landrito, Mr. Guillermo P. Bautista Jr., and Mr. Allan M. Canonigo. The said event incorporated different approaches such as lecture-discussion, mathematics trail, sample teachings, and workshops which equipped the participants with knowledge and skills to teach mathematics through problem solving.

During the workshops, the participants were actively engaged and experienced mathematics in the making and gained insights on how assessment of learning should be done in line with the goal of developing higher order thinking skills (HOTS) among students. Through the Mathematics Trail, the participants solved problems with the environment as the context. The sample-teaching sessions showed them how a problem was used as context for developing conceptual understanding of the different topics such as functions, conics, derivative of a function, and related rates.

The teaching of the different topics modeled teaching of mathematics through problem solving which further familiarized the participants with its features - problem solving as a strategy to develop and assess HOTS. They were also introduced to the integration of technology, specifically GeoGebra and digital movie clips, as an aid for teaching and learning mathematics. This was followed by a workshop where the participants collaboratively designed the lessons which they implemented during the demonstration teaching.

The seminar-workshop culminated with a closing ceremony during which Major General Alfredo Peralta, Superintendent of the PMA, gave a short message. In his message, he encouraged all the participants to apply what they have learned from the seminar-workshop in their classes.
UP NISMED hosted an intensive five-day workshop on Reorienting Quality Teacher Education towards Education for All (EFA) and Education for Sustainable Development (ESD) on 28 March to 1 April 2011. The workshop aimed to assist teacher educators and teachers to design and integrate ESD and EFA content into their curricula and teaching materials. A pool of international experts identified key issues and provided overviews on six themes: environmental protection, climate change, human rights education, intercultural understanding, gender sensitizing, and multilingual education. Examples of good practice were showcased to demonstrate how they had been successfully implemented on the ground.

Workshops were also conducted to underline how education can provide the structure for reinforcing the main tenets of the Millennium Development Goals. Sixtythree participants consisting of teacher educators and teachers showed much enthusiasm in the workshops. The action plans that were designed were a reflection of how much the participants embraced the challenges and opportunities that EFA and ESD present.

The workshop was organized by UNESCO Asia-Pacific Programme of Educational Innovation for Development and the International Bureau for Education.
The UP NISMED science (secondary) and mathematics (elementary and secondary) staff conducted interviews and administered interview questionnaires to 20 science teachers, 28 mathematics teachers and 2 science department heads from 4 public schools (1 elementary and 3 high schools) in Pasig City and Quezon City involved in Collaborative Lesson Research and Development (CLRD) in January and February, 2011.

Based on their responses, all the science and mathematics teachers expressed gains for both teachers and students such as: being able to address science misconceptions held by teachers, learning of additional teaching skills and strategies such as teaching mathematics through problem solving, classroom management skills, and preparation of materials for teaching. Moreover, the collaborative undertaking helped them realize that there are many "ways of making the lesson more understandable." Hence, it is possible to develop a good lesson because, as the mathematics teachers mentioned, "being together, we can share ideas and insights which are very important inputs in developing a lesson. By sharing ideas, each one learned from each other." In the same vein, the science teachers expressed that they "learned how to accept mistakes and correct" them because of the unity, openness, trust, and camaraderie experienced while working together which give confidence in teaching. It is beautifully expressed by a teacher in Quezon City -- "It destroys the wall between senior and new teachers."

The teachers also noted that the CLRD experience had a positive impact on the students. According to the science teachers, the learners became more responsive, interested, well-motivated, and eager to learn. It was noted by the mathematics teachers that with the student centered lessons, mathematics students could be eager, creative, and imaginative in doing problem-solving tasks. Given the opportunity to think and explore independently, the students can come up with different solutions to solve a problem. In addition to the development of skills in thinking and communication, the students' self-esteem increased and they were satisfied with the group learning experiences.

However, about a third of the science teachers expressed difficulty in planning the lessons and activities due to time constraints. Another difficulty seems to be related to the implementation of the lesson. A teacher expressed nervousness on being observed. Similarly, the mathematics teachers expressed difficulty in developing activities and problems that would be used in the lessons, and in anticipating the questions students may pose. During implementation of the lessons, the mathematics teachers noted the following difficulties: how to handle/process unexpected responses of students, elicit responses from them, and implement the lessons in the lower sections.

In general, the teachers recommended the continuation of the collaboration. They suggested that more time and more meetings for planning and critiquing are needed along with the involvement and participation of more, (and younger) teachers, and administrators. In addition, some even expressed the desire to make the CLRD activity twice a year instead of only once and to include more topics and activities, as well as the use of the language preferred by the students.

Although they differed in their involvements - one as observer, and the other, as part of the team, the two science department heads appreciated the collaborative effort which helped in improving both teachers and students. They are also one with the teachers for the continuance of the project because of the benefits in terms of enhancing teachers' knowledge of strategies and content, and time management.
The Elementary School Science Group conceptualized a research on lesson planning practices of elementary school science teachers in a Quezon City elementary school which they started implementing early this year. This survey intends to help identify what science teachers need to enable them to facilitate effective teaching-learning interactions in science with their students. A questionnaire was developed, tried out, and fielded in January to February this year. Hopefully, this needs assessment with science teachers in the target school will lead to a collaborative lesson research and development activity with them in the following year.
Dr. Amelia E. Punzalan and Dr. Aida I. Yap attended the 24th UNESCO-Asia and the Pacific Programme of Educational Innovation for Development (APEID) Hiroshima Seminar on 6 to 9 March 2012 at Hiroshima University, Japan. The UNESCO-APEID Hiroshima Seminar is now on its 8th cycle (2008 to 2013). It intends to continuously examine the problems and issues related to teacher education and development in Asia and the Pacific Region, exchange experiences concerning the efforts to develop teacher competencies, and design national and international cooperative frameworks and action plans to improve them. With Japan as the host country, ten other countries are invited to attend this seminar. These countries are subdivided into two groups which alternately attend the seminar held every year. The first group includes Bangladesh, Cambodia, Malaysia-RECSAM, Philippines-UP NISMED, and Singapore while China, Indonesia, South Korea, Mongolia, and Vietnam comprised the other group.

This year's seminar focused on Innovation for the Promotion of Lesson Study in Asia and Pacific Regions. Dr. Punzalan and Dr. Yap co-presented the current status of lesson study in the primary and secondary schools, particularly in science and mathematics, as well as the plans and efforts to develop and improve lesson study in the Philippines. During the seminar, the problems and issues related to lesson study, the current roles of lesson study for the professional development of teachers, and the uniqueness and commonalities across the cultural setting in each participating country were identified. There was also an exchange of ideas in establishing a better model of lesson study.

The organizers plan to publish a book based on the proceedings of this series of seminars in 2013. Representatives of the ten countries are expected to contribute to this book about practices and the challenges they faced in doing lesson study in their own country.
Dr. Risa L. Reyes, Deputy Director for Research and Extension of NISMED, presented a poster and participated in the Third International La main à la pâte seminar held at the International Centre for Educational Studies (CIEP) in Sèvres, France on 4 to 9 June 2012.

Organized by the Academy of Sciences, Institute of France, and the French Ministry of Foreign and European Affairs, the seminar was designed to address inquiry based science education (IBSE) issues and come up with strategies for innovation in educational practices and professional development of science teachers.

Dr. Reyes' poster focused on the current curriculum reforms in science education (K to 12) in the country. She highlighted UP NISMED's involvement in the development of the Science Curriculum Framework as well as student and teacher materials (for Grade 7) and the conduct of the National Training of Trainers. The poster was presented jointly with Mr. Joji D. Linaugo of La Consolacion College of Bacolod who attended the National Training and conducted the regional training for Grade 7 science teachers.

The Filipino participants were two of a total of 51 participants from 38 countries whose applications were approved by the organizers. La main à la pâte, which literally means 'hands in the dough,' is a foundation started by three French scientists (one of whom is a Nobel laureate) in 1996 and actively promotes inquiry-based science education.

Who says scientists don't care about science teaching in the
elementary grades and in high school?

Poster presented by Dr. Reyes and Mr. Linaugo
at La main a la pate in Paris, France.
These three do. Georges Charpak (1992 Nobel Prize winner), Yves Quere and Pierre Lena, fellow physicists and members of the French Academy of Sciences noted the school children's lack of interest in science and decided to do something about it. In 1996, they founded La main à la pâte, which means hands-on work in French, a program dedicated towards the renewal of science education in primary schools in France and also in other countries by virtue of the universality of science.

La main à la pâte recommends that teachers implement an inquiry process combining exploration of the world, scientific learning, experimentation, mastery of language and argumentation, so that all children deepen their understanding of the objects and phenomena around them.

From the start, the three founders and the French Academy vowed to emulate the Chicago science education program of Leon Lederman, another physicist and also a Nobel prize winner, after their visit to Chicago in 1995. They hearkened to Lederman's programme of action called Capacity Building, presented to the International Council for Science (ICSU), for scientists to become involved in elementary education, specifically science education. The InterAcademy Panel, consisting of 92 academies world-wideincluding the US National Academy of Sciences headed by its president Bruce Alberts, subsequently selected science education as an "essential issue" for the century during its conference in Tokyo in 2000.

Since then, La main à la pâte has inked cooperation with other countries beginning with China, Colombia, Chile, and Brazil; thereafter, many other countries have joined. It started organizing international seminars in 2010, inviting participants from all over the world and sharing with these participants the philosophy, rationale and methods of inquiry-based science education.

Risa L. Reyes of UP NISMED and Joji Linaugo of La Consolacion College Bacolod were privileged to participate in the 3rd International Seminar of La main à la pâte on 4 to 9 June 2012 held at the Centre International d'Etudes Pedagogiques (CIEP), Sevres, France.
The research paper titled “Using Art-Based Chemistry Activities to Improve Student' Conceptual Understanding in Chemistry” was published in the Journal of Chemical Education Vol. 88: 1610-1615 December, 2011. The paper aimed to determine the effects of art-based chemistry activities (ABCA) on high school students' conceptual understanding in chemistry. The positive effect of the intervention on the conceptual understanding of students in chemistry stemmed from the creation and display of chemistry artwork by the students in the activities. The opportunities for the students to communicate their knowledge of chemistry through their creation of artwork contributed to their conceptual understanding.

The Journal of Chemical Education is the official journal of the Division of Chemical Education of the  American Chemical Society, co-published with the American Chemical Society Publications Division. It is the world's premier chemical education journal listed in the Thomson Reuters Institute for Scientific Information (ISI). It publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. The journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff that support these teaching activities, as well as some scientists in commerce, industry, and the government.

The paper was authored by Mr. Dennis L. Danipog and Dr. Marlene B. Ferido - both members of the Chemistry Group.
Ms. Pia C. Campo of the Elementary School Science group earned her Master of Arts in Education major in Chemistry (MAEd Chemistry) from the University of the Philippines College of Education (UP CoE) on 22 April 2012. Her study “Pedagogical Content Knowledge Development in High School Chemistry Instruction” was nominated best thesis by the Science Teaching Area and competed with seven other nominees from the different areas of specialization at the College. Dr. Rosanelia T. Yangco and Dr. Marlene B. Ferido served as her thesis advisers.
Ms. Cherry A. Velasco and Ms. Leosan R. Navalta of the Library section attended the seminar, Advancements in Libraries, Archives, and Museums (ALAM) held at Pearlmont Inn, Limketkai Drive in Cagayan de Oro City on 7 to 9 March 2012. The main objective of the seminar is to strengthen the participants' knowledge on the new trends in organizing information in libraries, archives, and museums and other related issues. Sponsored by the UP Library Science Alumni Association and in cooperation with the UP School of Library and Information Science, the seminar has for its theme, ALAM 2012: Organization of Information Resources and Converging Practices in Libraries, Archives and Museums.
On 8 to 11 May 2012, the Personnel Officers Association of the Philippines, Inc. (POAP) conducted two seminars at Hotel Veniz, Baguio City. Mr. Guillermo P. Bautista Jr. and Ms. Narcisa P. Gandeza attended the Managing Workplace Attitude seminar, while Ms. Pia C. Campo attended the Training the Trainer with Designing a Training Program.

The two seminars aimed to increase the effectiveness and efficiency of government employees by tackling issues and concerns about staff development and employee relations. In the Designing a Training Program seminar, resource persons gave an overview and short exercises on how to prepare a training program for employees based on personal and organizational-level needs analysis to promote a sustainable staff development program in offices. In the Managing Workplace Attitude seminar, the resource persons discussed how supervisors could mediate conflicts between employees and address negative work attitudes.
Dr. Rodolfo S. Treyes was invited by Hiroshima University as a visiting professor to its Graduate School for International Development and Cooperation (IDEC) from 1 October to 28 December 2012.

As a visiting professor, Dr. Treyes will give graduate-level lectures on current trends in science education and do research on the current state of science education in the Philippines and Japan. Prior to his scholarly stint in Japan, Dr. Treyes will serve as a plenary speaker in the 3rd International Conference on Science Education and Teacher Professional Development on 16 to 20 September 2012 at the Southeast Asian Ministers of Education Organization (SEAMEO) Regional Centre for Quality Improvement of Teachers and Education Personnel (QITEP) in Science in Jakarta, Indonesia. Right after the conference, Dr. Treyes will facilitate a writing workshop on assessment in science which will be conducted on 21 to 26 September 2012 at SEAMEO QITEP in Science, Bandung.
Ms. May R. Chavez and Ms. Ivy P. Mejia attended a seminar conducted by POAP titled, Assertive Oral and Written Communication held on 12 to 15 June 2012 at Metro Centre Hotel, Tagbilaran City, Bohol. The seminar provided the participants with skills enhancement necessary to be assertive communicators. Workshops on assertive oral and written communication included role-playing and writing letters, memos, and reports, respectively.