Mcart evolution


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Navotas National High School

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Mcart evolution

  1. 1. MCART: Evolving to Address Students’ Learning Needs Navotas National High School (NNHS), Navotas City’s premiere public secondary school was founded in 1983. Being the mother school and having the reputation of being the biggest and standard school in Navotas area, it found itself literally besieged by a large number of students wanting to enroll every school year. When Dr. Maria Cristina A. Robles became principal of NNHS in 2008, she was confronted with a large student population, much more than the number that the existing facilities and faculty could accommodate. With this, the school is plagued with chronic student underachievement brought by many resource and learning gaps. That time, classrooms were so congested with 80-90 students. This caused the school to implement the three-shift scheme, which took toll on the teachers morale, and detrimentally affected the quality of education. Dr. Robles found it necessary to pool all efforts to pave the way for the vital need to combat under- achievement. In view of this, it was made imperative upon the teachers to deliver instruction which not only make abstract ideas turn into practical knowledge but most importantly, inspire students to strive for excellence in a teaching-learning environment that is characterized by teachers who make teaching more engaging for themselves and the students as well. 1. The Birth of M-CART. (M-CART 1.0) In 2011, two science teachers decided to use a laptop and a projector in their classes as teaching tools to address the problem. Amazed at how well the students responded to their lessons, they decided to adopt the “kariton concept” of Efren Penaflorida by using a mobile cart, which later called as M-CART or Mobile Computer Aided Reinforcement for Teaching. M-CART is a classroom innovation designed to improve the quality of teaching by designing lessons that utilize interactive multi-media such as educational video clips and animated graphics and software readily available on the Internet. It is envisioned that lessons designed using MCART could attract, motivate and spark the learning inside a huge class setting. The introduction of M-CART as an instructional tool in Navotas National High School on June, 2011 is a way to address the learning needs of the students. Thus, it was decided to adopt M-CART as a teaching innovation that could be used by all teachers. Project M-CART made the teachers work efficiently and effectively. It has also developed their research skills and creativity as they continue to develop appropriate interactive materials that could engage the students more. For students, lessons had become more interesting and exciting because of the M-CART. The most obvious advantage, however, was the readability of what were flashed on the projector screen which was basic to understanding the lesson. Learning also became faster as the teacher saved time that could otherwise have been spent writing on the manila paper or lecture on the board. The conception of Project M-CART has made teaching and learning more engaging and enjoyable for both the teachers and students in NNHS. The simple but innovative teaching practice initiated by a few teachers has become a school-based strategy and an Alternative Delivery Mode (ADM) designed to decongest extra-large classes. M-CART was made the main teaching tool in the adoption and implementation M-ISOS or Modified-In-School/Out-School Scheme in NNHS for S.Y. 2012-2013.
  2. 2. 2. MCART- as a tool for ADM entitled M-ISOS. (M-CART 2.0) To optimize the use of M-CART, Dr. Robles implemented measures that will make class size levels to be manageable. First, she strictly adopted the catchment area scheme. Then she decided to submit the school to the Modified In-School/Out School Scheme or M-ISOS. This is an alternative delivery mode (ADM) recommended by DepEd to address the problem of classroom shortage and large class size. The program aims to build a friendly learning environment to the students as well as the teachers by reducing the number of students inside the classroom to 45 instead of 80-90. Under this program, the students came to school three (3) days a week and spent two (2) days of schooling at home. In lieu of the two days that the students were not going to school, they were given integrative learning modules to be done at home and monitored and checked by the teachers. They provided them with Intervention Activity Worksheets (IAWs) that students had to do at home, and some of which they could access online. This resulted to a more high-tech learning on the part of students. They are now more engaged as they enjoy making presentations using the M-CART. This made learning more fun. Tests and feedback mechanisms were used to ensure that learners comply with the requirements to further strengthen the program. M-CART lessons were developed for all subject areas. Lesson plans were continually improved and upgraded. The entire teaching force was involved in designing, assessing and evaluating the quality and relevance of multi-media materials used. This is to ensure that MCART lessons are aligned with the competencies and standards set by DepEd. 3. NNHS Reading Literacy Program. (M-CART 3.0) For school year 2013-2014, Dr. Robles continued to improve on the M-CART lessons. This time by embarking on a literacy program that aims to transform all high school teachers into reading teachers under the MCART 3.0 project also known as “NNHS Reading Literacy Program: A Whole School Approach.” Students will be taught the reading skills eight times over since every subject teachers will guide the learners to learn the content of the lessons though various reading tools integrated in the MCART lessons. Teachers are challenged to design their lessons in a way that promote reading engagement. MCART lessons are now divided into three stages: the pre, during and post activities. Pre-activities aim to activate background knowledge necessary to scaffold students’ learning. The during activities aim to guide students as they interact with the content of the lesson. The post activities aim to check for comprehension and transfer of learning. These activities further enrich the MCART lessons. This program was augmented by the continuous improvement on the M-ISOS scheme. For school year 2013-2014, students come to school four (4) days a week, while teachers provide them with intervention activity worksheets that they have to do at home during off school days.
  3. 3. 4. MCART 4.0: Mobile Learning The future of MCART is even rosier. It will continue to evolve to address the diverse learning needs of the students. This year, officials of NNHS are partnering with a private organization to launch MCART as an app to support mobile learning through tablets and other educational electronic gadgets. This will be the next exciting development for project MCART. Project MCART has been recognized as a genuine teaching innovation that could transform schools in the country. NNHS took pride for having chosen as finalist for DOST-SEI’s Search for Innovative Practices in Managing Large Classes in August 2012. It was hailed the Most Transformative School for Learning Effectiveness and School Efficiency by the Excellence in Educational Transformation Awards or EETA last April 16. Moreover, it had caught the attention of no less than DepEd Secretary, Bro. Armin A. Luistro. Likewise, DepEd-NCR Director Dr. Luz S. Almeda, recommended the adoption of Project M-CART to all schools division superintendents, (especially to the Divisions with large classes), as a means of decongesting extra-large class size. (Source: