This document provides strategies for teaching Filipino, including descriptions of teaching techniques and their appropriate content and levels. One technique described is #ABRAKADABRA, which promotes a playful and engaging approach to teaching and learning. It combines modern and traditional theories like behaviorism and constructivism. Another technique is #AMBAGAN, which encourages students to contribute concepts and ideas related to lessons to empower their learning. Guidelines are provided for implementing the techniques, such as steps, skills developed, and rubrics for assessment. The document aims to provide teachers with fun, fruitful and artistic ways to teach Filipino effectively.
Ang presentasyong ito ay naglalaman ng mga impormasyon tungkol sa ponemang malayang nagpapalitan sa wikang Filipino. Ipinaliwanag dito ang kahulugan, layunin at kahalagahan ng pag-aaral ng ponemang malayang nagpapalitan.
Paglalarawan- kompleto detalye, mga uri at pamamaraan-- jovelyn valdez
malalaman sa presentasyong ito ang layunin, Kahulugan, dalawang uri ng paglalarawan, mga halimbawa mga tatlong paraan ng paglalarawanmga kahingian sa epektibong paglalarwan, mga katangian ng mabisang paglalarawan, mga salik at elemento ng paglalarawan, mga katangian ng isang mabisang paglalarawan...
Mga uri ng Pagsasaling-wika.
Sa presentasyong ito, inilahad ang mga iba't ibang uri ng pagsasaling-wika na maaaring makatulong sa isang tagapagsalin. Gayundin ang ilang mahahalagang puntos at pamantayan na dapat isaalang-alang sa pagsasaling-wika. Sa pamamagitan ng presentasyong ito, nawa ay maging madali ang pagsasalin at makatulong sa tagapagsalin ang mahahalagang ideya at kaalaman na nakalahad sa presentasyong ito. Higit sa lahat layunin ng presenytasyong ito na madagdagan pa ang kaalaman ng mga mag-aaral at dalubwika hinggil sa pagsasaling-wika.
The document contains information about Camarines Norte State College, including its vision to become a premier higher education institution in the Bicol Region and its mission to provide higher education across various fields. It also includes a field study form that evaluates a student's performance in focusing on content validity of tests and quizzes. The form assesses tasks such as observation, analysis, reflection, portfolio, and submission deadline.
This document contains a periodic examination for an elementary algebra class. It has 7 sections testing students on modified true/false, identification, multiple choice, translation, evaluation, operations, and problem solving questions related to algebraic expressions, terms, variables, and other concepts. The key provides the correct answers and solutions to check student work.
This document provides strategies for teaching Filipino, including descriptions of teaching techniques and their appropriate content and levels. One technique described is #ABRAKADABRA, which promotes a playful and engaging approach to teaching and learning. It combines modern and traditional theories like behaviorism and constructivism. Another technique is #AMBAGAN, which encourages students to contribute concepts and ideas related to lessons to empower their learning. Guidelines are provided for implementing the techniques, such as steps, skills developed, and rubrics for assessment. The document aims to provide teachers with fun, fruitful and artistic ways to teach Filipino effectively.
Ang presentasyong ito ay naglalaman ng mga impormasyon tungkol sa ponemang malayang nagpapalitan sa wikang Filipino. Ipinaliwanag dito ang kahulugan, layunin at kahalagahan ng pag-aaral ng ponemang malayang nagpapalitan.
Paglalarawan- kompleto detalye, mga uri at pamamaraan-- jovelyn valdez
malalaman sa presentasyong ito ang layunin, Kahulugan, dalawang uri ng paglalarawan, mga halimbawa mga tatlong paraan ng paglalarawanmga kahingian sa epektibong paglalarwan, mga katangian ng mabisang paglalarawan, mga salik at elemento ng paglalarawan, mga katangian ng isang mabisang paglalarawan...
Mga uri ng Pagsasaling-wika.
Sa presentasyong ito, inilahad ang mga iba't ibang uri ng pagsasaling-wika na maaaring makatulong sa isang tagapagsalin. Gayundin ang ilang mahahalagang puntos at pamantayan na dapat isaalang-alang sa pagsasaling-wika. Sa pamamagitan ng presentasyong ito, nawa ay maging madali ang pagsasalin at makatulong sa tagapagsalin ang mahahalagang ideya at kaalaman na nakalahad sa presentasyong ito. Higit sa lahat layunin ng presenytasyong ito na madagdagan pa ang kaalaman ng mga mag-aaral at dalubwika hinggil sa pagsasaling-wika.
The document contains information about Camarines Norte State College, including its vision to become a premier higher education institution in the Bicol Region and its mission to provide higher education across various fields. It also includes a field study form that evaluates a student's performance in focusing on content validity of tests and quizzes. The form assesses tasks such as observation, analysis, reflection, portfolio, and submission deadline.
This document contains a periodic examination for an elementary algebra class. It has 7 sections testing students on modified true/false, identification, multiple choice, translation, evaluation, operations, and problem solving questions related to algebraic expressions, terms, variables, and other concepts. The key provides the correct answers and solutions to check student work.
According to Le Corbusier, architecture is more than just construction with materials like stone and wood - it is when a building touches the human heart and provides beauty and enjoyment. True architecture stimulates an aesthetic response even in works of engineering. The document then discusses various definitions of architecture and provides examples to illustrate architectural concepts and styles, including the Sydney Harbour Bridge and orders of columns.
Fs 5 learning assessment strategies name meJanice Espejo
The document summarizes the learning assessment strategies of Janice P. Espejo. She observed three classes and documented the various assessment methods used by teachers. She classified the methods as conventional, authentic, or alternative. The most common assessments observed were storytelling, oral questioning, performance tests, and pen-and-paper tests. Espejo reflected that assessment is an important tool for teachers to evaluate student learning and should be valid, reliable, and measure the intended objectives. She concluded the teachers she observed implemented diverse assessments appropriate for evaluating student understanding of lessons.
The document summarizes the new K-12 grading system implemented in the Philippines. It discusses that assessment is now integrated into daily classroom activities and includes both formative and summative evaluations. Grades are based on weighted scores from written work, performance tasks, and quarterly assessments. Students need a final grade of at least 75 in all subjects to promote to the next grade level, or they may need to take remedial classes. The goal is for assessment to enhance the teaching and learning process.
The document discusses designing product-oriented performance assessments. It recommends visiting a class to identify product-oriented activities, choosing one activity to study, and designing an assessment plan for that activity. The plan should include learning objectives, tasks, rubrics, and notes on conditions for successful implementation. Reflecting on personal strategies can help make efforts successful. Overall, the document provides guidance on developing a product-oriented performance assessment through observation, planning, and reflection.
The document outlines a learning episode that focuses on reporting student performance. It discusses interviewing resource teachers about how they provide feedback to students and report grades to parents. It also involves observing a homeroom meeting where teachers communicate assessment results and grades to parents. The learning activities are analyzed and reflected upon. Key lessons are that reporting grades promotes ongoing feedback, ensures alignment of curriculum and assessment, and gives credible feedback to parents and students when the grading system and standards are clear and understood.
FS6 Episode 4: The Teacher in the CommunityJamaica Olazo
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
My Concrete Experience
My Observations
My Affirmed Concepts
My Reflections
My Future Applications
This a Powerpoint presentation created by Peggy Maki, an AMCOA and education consultant specializing in assessing student learning. "Assessment 101" was presented at the AMCOA 4th Statewide Assessment Conference at the University of Massachusetts Boston on April 23, 2012.
This document outlines a test specification for a mathematics exam covering algebraic expressions. It allocates 80 minutes total and includes 30 multiple choice items testing concepts such as constants, variables, algebraic expressions, operations on monomials, polynomials, and word problems involving polynomials. The specification breaks down the time allotted, number of test items, and cognitive skill level measured for each content area.
This document provides a detailed lesson plan for a 6th grade English class on nouns that are plural in form but singular in meaning. The objectives are for students to identify and use such nouns in sentences. The lesson includes motivational activities about flowers, reading a dialogue about the waling-waling orchid in the Philippines, exercises identifying and using plural nouns, and an assignment for students to find more examples.
This lesson plan outlines a science lesson for 6th grade students about the body's control system and the brain. The objectives are for students to learn the parts and functions of the brain, how it controls the body, and the significance of the brain. The lesson includes spelling and memory games to engage students, and breaks students into groups to locate and identify the parts of the brain. Students will also write short essays about why people are declared dead when the brain stops functioning and the significance of the human brain.
The document provides a detailed lesson plan for a 6th grade science class on the body's control system and the brain. The lesson plan outlines objectives, materials, procedures including pre-activities like spelling practice and a memory game, as well as group activities where students locate brain parts and identify brain functions. Students are evaluated through an essay on what causes death when the brain stops functioning and are assigned to write a paragraph on the significance of the human brain.
The document provides a detailed lesson plan for an English class in Grade VI. The objectives are to identify nouns that are plural in form but singular in meaning, construct sentences using those nouns, and reflect on a text. The lesson plan outlines routines, pre-activities including motivation and a listening activity, a reading activity, generalization of nouns, practice exercises identifying and writing plural nouns, an evaluation activity identifying plural singular nouns in sentences, and an assignment to list examples.
The document provides a detailed lesson plan for a 6th grade mathematics class on multiplying mixed forms by fractions. The objectives are to multiply mixed forms by fractions, solve word problems involving these concepts, illustrate and describe mixed forms and fractions, determine the step-by-step process, and appreciate fractions. The lesson plan outlines procedures for review, drills, problem analysis, generalization of the concept, group application activities, and evaluation. Students are assigned illustration problems to complete the multiplication process for homework.
Table of specification curriculum board feb 23michelepinnock
This document discusses curriculum implementation and evaluation. It emphasizes the importance of developing a Table of Specifications (TOS) to ensure proper alignment between curriculum objectives, content, instruction, and assessment. A TOS classifies test items based on the objectives and topics they address to demonstrate content validity and ensure all content is sufficiently covered. The document provides examples and benefits of a TOS, such as ensuring a match between what is taught and tested. It also discusses other factors that influence curriculum design like cognitive levels, time, and content emphasis.
This document provides information on career planning and the career ladder of a teacher. It defines key terms related to careers, work, and vocations. It outlines the four steps of career planning: self-assessment, exploration, matching options, and taking action. It then describes the seven domains of the career ladder of a teacher from entry into teacher education through retirement. It provides details on the roles of cadet, rookie, mentor, artist, and retired teacher. The document concludes with tips for growing personally and professionally as a teacher.
Dr. Jose Rizal was born on June 19, 1861 in Calamba, Laguna to Francisco Mercado Rizal and Teodora Alonso Realonda. He was their seventh child out of eleven siblings. Rizal came from a wealthy family that was part of the principalia, the town aristocracy. He had a happy childhood growing up in his family's large home, which had a garden and poultry yard. Rizal went on to become one of the Philippines' national heroes through his writings and advocacy which helped inspire the Philippine Revolution against Spanish colonial rule.
This document discusses models of curriculum integration. It defines integrated curriculum as connecting different subject areas through themes, topics or problems. Three main models are described: interdisciplinary, problem-based, and theme-based. The interdisciplinary model groups subjects into blocks of time allowing for flexibility. The problem-based model centers on solving technological problems that require multiple subject areas. The theme-based model organizes subjects around an overarching theme. Implications of integrated curriculum include shifting to a more constructivist approach, extensive teacher training, and systemic reforms.
The document provides a detailed lesson plan for a 6th grade mathematics class on multiplying mixed numbers by fractions. The objectives are for students to multiply mixed numbers by fractions, solve word problems involving these operations, illustrate and describe mixed numbers and fractions, determine the step-by-step process, and appreciate fractions. The lesson plan outlines preparatory activities like reviewing previous material and drilling fraction identification. Example problems are provided to demonstrate the process of changing mixed numbers to improper fractions before multiplying numerators and denominators. Students are evaluated through solving similar problems and illustrating the multiplication process.
The document discusses using algebra tiles to represent and combine algebraic expressions. It explains that algebra tiles can be used to visually add and subtract expressions by combining tiles of the same type. Specifically, it provides examples of adding the expressions x^2 + x + 1 and -3x - 2 as well as subtracting the expressions x + 2 and x + 1 using algebra tiles. The document also reviews how to add and subtract algebraic expressions in general and provides an example word problem to solve.
This document provides instructions and examples for adding and subtracting algebraic terms. It explains that like terms can be combined by adding or subtracting their numerical coefficients while keeping the variable terms the same. Unlike terms cannot be combined in this way and must be written together without combining. The document demonstrates identifying like and unlike terms and provides examples of adding and subtracting terms using horizontal and vertical methods.
The document discusses like and unlike terms in algebra. It defines like terms as terms that have the same algebraic (variable) factors, while unlike terms have different algebraic factors. To determine if two terms are like or unlike, ignore the numerical coefficient and check if the terms have the same algebraic factors. Examples are provided to illustrate identifying like and unlike terms and their factors. Students are assigned classwork and homework practicing working with like and unlike terms.
This document discusses factor trees, which are used to represent the factors that form an algebraic expression. It explains that terms are formed by multiplying variables and constants, and a factor tree can visually show the factors of an expression. The document provides instructions on drawing factor trees for sample expressions and defines numerical coefficients as constant numbers in a term. It asks the reader to draw a factor tree for the expression 5ab - 2b^2 a - 3 and identify the coefficients of a.
This document discusses algebraic expressions. It defines an algebraic expression as an expression involving variables, and notes they originated from Arabic mathematics. It then provides definitions and examples of terms, variables, and how expressions are formed by combining terms using operations. The document asks questions about representing word problems as expressions and evaluating expressions for given variable values. It discusses forming expressions from word problems and evaluating them. Finally, it gives practice problems asking to evaluate expressions for given variable values.
This document provides instructions for simplifying exponential expressions including completing practice questions from a textbook and additional homework problems. Students are asked to finish additional practice problems and complete three classroom practice questions from their textbook on simplifying exponential expressions before doing further homework problems.
The document discusses the rules for multiplying and dividing numbers with the same exponent but different bases. It explains that when multiplying numbers with the same exponent, the product's base is the product of the individual bases and the exponent stays the same. When dividing numbers with the same exponent, the quotient's base is the dividend's base divided by the divisor's base, and the exponent is the dividend's exponent minus the divisor's exponent. It provides examples to demonstrate these rules.
This document discusses calculating the volume of a cube using exponents. It provides an example of calculating the volume of a cube with sides of 2.4 cm as 2.4 x 2.4 x 2.4 cm^3 or 2.4^3 cm^3. It then introduces the power of a power rule, where for any non-zero integers a, m and n, a^m^n = a^(m×n). Examples are provided to demonstrate simplifying expressions using this rule along with instructions for students to complete practice questions and homework.
The document discusses exponents and the laws for multiplying and dividing powers with the same base. It defines exponents and notes that when multiplying powers with the same base, the product's power is the sum of the exponents. When dividing powers with the same base, the quotient's power is the difference of the exponents. Examples are provided to demonstrate simplifying expressions using these laws of exponents.
This document discusses speed, distance, and time relationships. It provides definitions for speed, average speed, and the relationship between speed, distance, and time. It gives examples of calculating average speed for journeys with multiple speeds and examples of using the speed, distance, and time relationship to solve problems. The document aims to have students practice these concepts by matching speed, distance, and time cards.
This document provides conversions between units of time including minutes, hours, days, weeks, years, decades, centuries and millennia. Specifically, it notes that 1 minute equals 60 seconds, 1 hour equals 60 minutes, 1 day equals 24 hours, 1 week equals 7 days, and 1 year equals 365 days or 52 weeks.
This document compares units of length, weight, and volume between the English and metric systems. It provides conversion factors between common units such as inches to centimeters, pounds to kilograms, and cups to liters. It also recommends completing practice questions numbers 1-2 on page 72 of the XSEED Content Book to reinforce understanding of converting between the systems.
This document provides measurements for different metric units of volume, ranging from kiloliters down to milliliters. It shows that 14,500 kiloliters is equivalent to 14.5 hectoliters or 14,500 liters.
The document lists various metric units of mass in descending order from kilogram to milligram. It does not provide any other context or information about the metric units listed.
1. PANGANGATWIRAN
- Itoay isang pahpapahayagnanagbibigayngsapat na katibayanopatunayupangang isang panukalaay
magingkatanggap - tanggap o kapani-paniwala.Layuninnitonahikayatinangmgatagapakinigna
tanggapinang kawastuhanangkanilangpananaligopaniniwalasapamamagitanngmakatwirang
pagpapahayag.(- Badayos)
- Sa pangangatwiran,angkatotohaananaypinagtitibayopinatutunayansapamamagitanngmga
katwirano rason.
(- Arogante)
- Angpangangatwiranayisangsiningsapagkatang paggamitng wasto,angkopat magandangpananalita
ay makatutulongupangmahikayatnapankinggan,tanggapinatpaniniwalaanngnakikinigang
nangangatwiran.
- Angpangangatwiranaymaituturingdingaghamsapagkatitoay may prosesongdapatisaalang-alango
sundinupangitoay magingmahusayat matagumpay,lalonasa formal na pangangatwirangayang
debate.
- Angpangangatwiranayisa ringkasanayandahil angkahusayanay maaaringmatamo n imoman subalit
hindi saparaang madali at sa maiklingpanahonlamang.
DAHILAN NG PANGANGATWIRAN:
1. upang mabigyang- linawangisangmahalagangusapino isyu.
2. maipagtanggaol angsarili samali o masamang propagandalabansa kanya.
3 Makapagbahagi ng kanyangkaalamansa ibangtao;
4. Makapagpahayag ng kanyangsaloobin
5. Mapanatili ang magandangrelasyonsakanayngkapwa
2. KASANAYANGNALILINANGSA PANGANGATWIRAN
1. Wasto at mabilisnapag-iisip
2. Lohikongpaghahanayng kaisipan
3. Maayos at mabisangpagsasalita
4. Maingat na pagkilalaatpagsusuri ng tama at malingkatwiran
5. Pagpapahalagasa kagandahangasal gaya ng pagtitimpi o
pagpipigil ngsarili atpag-unawasamga karaniwang
inilahadngibao pagtanggapsa nararapat na kapasyalan.
URI NG PANGANGATWIRAN
1. PANGANGATWIRANGPABUOD(INDUCTIVEREASONING)
Nagsisimulasamaliitnakatotohanantungosa isangpanlahatna simulainopaglalahatang
pangangatwirangpabuod.Nahahati angpangangatwirangitasatatlongbahagi.
a. Pangangatwiranggumagamitngpagtutulad.Inilahadditoangmagkatuladnakatangian, sinusuri ang
katangian,at pinalulutangangkatotohanan.Angnabubuongpaglalahatsaganitongpangangatwiranay
msasabingpansamantalalamangatmaaaringmapasinungalingan.Maaringmagingparehoang
pinaghahambingsaisalamangkatangiansubalitmagkaibanamansaibangkatangian.
b. Pangangatwiransapamamagitanngpag-uugnayngpangyayari sa sanhi.
Nananaluntonitosapaniniwalangmaysanhi kungkayanagaganap ang isangpangyayari.
c. Pangangatwiransapamamagitanng mga katibayanatpagpapatunay.Napapaloobanitongmga
katibayanoebidensyanghigitnamagpapatunayomagpapatutuosa tinutukoynapaksao kalagayan.
HalimbawangPabuodna pangangatwiran
Pabuod(inductivereasoning) - Angpangangatwirangitoaynagsisimulasamaliitnahalimbawao
katotohananat nagtatapossa isangpanlahatna suliranin.Maytatlongparaanang ganitonguri ng
pangangatwiran:
3. AngPag-uugnayngPangyayari sa Sanhi.Bawatpangyayari ay maysanhi.Angpangangatwirannatinay
nagsisimulasamgasanhi tungosa bunga o ang patumbaliknito.Angatingkonklusyonayisangpahayag
na ang isangpangayayri'ybungang isapang pangyayari.
Halimbawa:
Angpagmamatuwidnakaya hindi nakapasasapagsusulitangmag-aaral ay sapagkathindi siyanagbalik-
aral.
Gumagamitng Pagtutulad.Inilalahadangmagkatuladnakatangian,sinusuri angmgaitoat dito
humahangong konklusyon.Angkonklusyonsaganitongpangangatwiranaymasasabingpansamantala
lamang.
Halimbawa:
Magtayo tayo ng kooperatibasaatingkolehiyosapagkatangkolehiyosaKabanatuan,silaaymay
kooperatibaatmalaki angnapapakinabang.
Angpagmamatuwidnasi si Miss delaCruzay mabutinggurosapagkat ang ama't inaniyaay mahusay
ringmga guro.
Gumagamitng Katibayanat Pagpapatibay.Angpagmamatuwidaynanghahawakansamgaebidensya,
katibayanat patunay.
Halimbawa:
Angpagmamatuwidni Lucioang salarinsapagkatsa kanyaang nakuhangsapaang tsinelassatabi ng
bangkay.KayLucio rinang buckle ng sinturongsiyangipinamalosanamataynanatagpuansa di-
kalayuansa lugarng krimen.Si Lucioay nakagalitngnapatay.
2. PANGANGATWIRANGPASAKLAW(DEDUCTIVEREASONING)
Humahangong isangpangyayari sa pamamagitanngpagkakapitngisangsimulangpanlahatang
pangangatwirangpasaklaw.Angsilohismonasiyangtawagsa ganitongpangangatwiranaybumubuong
isangpangungunangbatayan,isangpangalawangbatayanatisangkonklusyon.Isangpayaknabalangkas
ng pangangatwiranangsilohismo.
Mga halimbawangpangangatwirangpasaklaw
4. pangangatwirangpasaklaw -nagsisimulasamalaki patungosamaliitna kaisipanokatotohanan!!!!!!!!
halimbawa:anglahatnghayopay nilikhangdiyos.Angmanokayisanguri ng hayopkunggayonang
manokay nilkhangdiyos!!!!!!!!!!!
MGA ELEMENTO NG PANGANGATWIRAN
1. Proposisyon- panukala(Maaaringsang-ayonodi sang-ayon
2. Paksa
Halimbawangnangangatwiran
IsangPaksa:
* Dumadami naang populasyonsaPilipinaskailanganngmagtatagng Batas na Kailangansaisang
Pamilyakailangang2anak lang.
3 URI NG PROPOSISYON
Pangyayari = Ito ay pagpapatunayopagsasalawang-katotohananngisang
bagay.
Kahalagahan= Ito ay pagtatanggol sakahalagahanng isangbagay o kaisipan.
Patakaran= Ito ay paghaharapng isangpagkilossaisangsuliranin.
PAGTATALO
Naglalayongnamakapanghikayatngibanapaniwalaanangsinasabi sapamamagitanng
pangangatuwiran.Maaari itongnakasulatobinibigkas.
Angkahalagahanng debate
-Para mapag-usapanopagtaluhanangisangsitwasyon.
5. ANOANG MGA URI NG PAGTATALO
O DEBATE
DEBATENG OXFORD( RufinoAlejandro)
Unang TagapagsalitaSang-ayon- maiklingpanimulaPaglalahad,patotoosaunangisyuPagtatapos - lagom
ng kanyangnapatunayanBabanggitinanggagawinngsusunodnakasama
Unang Salungat- maiklingpanimulaPatotoosaunangisyuLalaguminangmgamatwidngpanig
ngSalungat
PangalawangSang-ayon- maglalahadngpatotooNilalagomangpangunahingmatwidngpanigngsang-
ayon
PangalawangSalungat- maghaharapng isangtuligsasabalak ngpanigng sang-ayono naghaharapng
pamalitngpangunahingmatwidngpanigngsalungat
PangatlongSalungat- talumpati nggantingmatwid-sinusuri niyaangmgahindi pinagkakaisahanngpanig
ng sang-ayonat panigngsalungatat pinabubulaananangpangunahingmatwidngsang-ayon-sa
pagwawakas,maaaring gumawasiyang isangnakahihikayatnapanawagan
PangatlongSang-ayon- pagsusuri ngmga pangunahingpuntosngipinagkakaibangkurongdalawang
panig-maghaharapngisangpagpapabulaan-magwawakassaisangmapanghikayatnapanawagan
DEBATENG OREGON
Unang Tagapagsalitang dalawangpanig - maghaharapng pagmamatwidngkani-kanilangpanig
PangalawangTagapagsalita- magtatanongupangmaipakilalaangkarupukanngmgmatwidna panigng
katalo
PangatlongTagapagsalita- maghaharapng pagpapabulaanbagolalaguminangmgamatwidngkani-
kanilangpanig
Mga Paalala:
1.Ang ibibigaynatanongaymasasagot sa ilangpananalitalamang.
2. Isipinnaagad ang maaaring isagotsa mga itatanongupangmapaghandaan
3.Sa pagtatanong, sikapingmaipakilalaangkawalanngawtoridadatangkarupukanngmatwido ang
pagkakasalungatanngmgamatwidng kalaban
7. Sa oras ng paghatol , ang panigng sang-ayonangsiyangmaybigatngpagpapatibayat angpanig ng
salungatang siyangmaybigatng pagtuligsa.
Balagtasan:“Dapat ba o Hindi Dapat Ipatupadang K+12?”
by PanggaGen
newspaper-pencils
Balagtasan:Dapat Ba O Hindi Dapat Ipatupadang K+12 PolicysaPilipinas?
ninaVanessaLee at Marl YjuvToquero
Lakandiwa:
Magandang umaga mga BinibiniatGinoo,
Akopo’ynagaagalakmakaharap kayo.
Isangmakabuluhangpagtataloatingmatutunghayan.,
Pagtatalongpwedengmagbigayliwanagsaatingbayan.
Noongumupobilangbagongpinuno,
bilangisangpangulo.
Angnapasikatat napakadilawnaNoynoyAquino.
Sari-saringbatikosbinatosakanya,
Batikosna sadyangminulatangatingisipat mga mata.
AngK+12 Policyatingpaksa,
Paksangukol sa edukasyonngatingbansa.
Anghighschool raw ay dagdagan ngdalawangtaon,
AngK naman ay para sa kinderinstitutionalization.
Ngayonatingdingginang babaengmalakasang dating,
8. AngbabaenggalingKoreana kinasal saisangPilipino,
Angbabaengnangangalanay Nesa,
Na tutupadsa repormangedukasyon.
Palakpakannatinsiya,
Pakingganatintindihinsi BinibingVanesa.
Vanesa:
Ako’ykinikilalabilang bossngDepEd,
Pilipinongbuongbuosadugo,puso’tisipan.
Angpangalanko ay VanesaLee Roque,
Naritoako para bigyangtamangpag-unawaang proyektonggobyerno.
Isa munangpaglilinaw bagopomagkaguloanglahat,
Sana’ymakinigkayo.
AngK+12 projectay platapormangtungosa pagbabago,
Pagbabagopara sa atingbansang nangangailangan.
Upang ang edukasyonngPilipinasaymalinang.
The fruitof thischange will benefitthe nextgeneration,
On behalf of the government,Ispeaktoerase the misconceptions.
Yjuv:
Salamatsa unang pananalita,BinibiningRoque.
Ngunitsayo’ymaykokontra,
9. Anglalakingto,
Aysi YjuvToquero.
Ginoonggalingprobinsya,ginoongakibista.
Akopo si Yjuv Toquero,
Sa usapinng K+12, tutol ako.
Sapagkatang programang sadyangay hindi
“Ang tangingsolusyont’winasaedukasyon”
Problemangatingbansa.
Vanesa:
Angedukasyonaypara sa lahat,
Ito’yamingtutuparinna tapat
Bibigyanpangarapang bawatPilipinongbata,
Para sa kinabukasangwalangproblema
Tuladng Europe,East Asia,Amerikaatibapa,
Angtotal numberof yearsng primaryeducationaydapat labindalawa
Oras na ng pagbabago,
Pilipinasnalanganginaantayngmundo
Yjuv:
Akopo’ylumaki sa probinsya,
Probinsyangdukha.
10. Nanayko, tatayko, magsasaka.
Sapat na kitanila,
Upang kami’ymakatuka.
Pagdadagdaganpa ng dalawangtaon,
Naku!Tuitionfee ko!
Paghihirapnilamadagdaganpa.
Isipinmo,angdalawangtaon na iyon,
Pwede nangdalawangtaosa kolehiyongayon.
AngK+12 ay magastossa parte ng gobyerno,
At lalongmasmagastossa parte ng pamilyako.
Vanesa:
Angedukasyonayisanginvestment.
Investmentsamgaanak natingmagigingdoctor,abogado,teacher,nars,pati seargent,
Kungikawnasasayanganpara sa magigingproduktonaang mga magulangdinang makikinabangan,
H’wag ka nalangmag-aral!
Angproyektongto’ypara sa kabubuti ngbansa.
Batay sa pag-aaral,lagpakang Pinassa Math at Science
Dahil kulangsa pagsasanayat aplikasyonmgaguro
Kailangani-angatangPilipinas!Oo,i-angatnatinto!
Yjuv:
Mga kaibigan,h’wagkayongmagpabulagsakaibigankongduwag!
11. Ako’ypaniwalaan,naK+12 ay hindi lamangangsolusyonsaedukasyonngatingbayan.
Gobyerno’ysana’ymaspaigtingin,
Angproblemasa kaledadngmga guronatin.
Isipinmoto Madame Koreana,
Sige mag-aral ka nga mahabangpanahon.
Ngunitguromo ay hindi trainedatincompetitive,
Haha…ang K+12 ay di napapanahon!
Vanesa:
Anoba silbi nghighschool diploma?
Bumabataang ating workforce,nakakahiyanaman.
Angbansa ay nangangailanganngskilledworkers!Hindi mgabatangnagtratrabaho.
Theybelongtothe classroomsstudyingandexploringthe world,
At hindi sinasayangangtalino.
Maawa naman po tayosakanila.
Ganap na propesyonal,sila’yhindipa.
Yjuv:
Papabulaananko‘yangmga binaggitmo.
Ako’ybabaliksakonseptong“kalidad”ngedukasyonrito.
Di moba alamna tataas ang drop outrates kapagtinupadang K+12?
Tignanmo, gumawapa ng mas malakingproblemaangpolicy!
Isa pa,alam mo bangkulangang mga silid,upuan,ateskwelahan?
12. AngK+12 morin ba ay kayangresolbahinangproblemasakakulangannglibro
O K+12 langba ang talagaay kabaliwannggobyerno?
At alammo binibini,h’wagmonaipagpilitan,
K+12, walangsilbi yan.
Isipinmo,anonga ba ang problema,
Kungbakitsistemangedukasyonnatin sabogsabogna,
Korupsyonangdahilan,walangiba!
Korupsyondahil sakasakiman,
At katakawansa kapangyarihan!
Vanesa:
Bakitkaya’ylumalayoangakingkausapsa pinag-uusapan?
Edukasyonangpinag-uusapannatindito
Hindi ang korupsyonnapinagsasabi mo
Angdami mongalam
Maghugas ka na langng pinggan!
Hetona lang,ipapakitakosa’yokung bakitnatinkailanganitupadangK+12.
Di na tumatanggapng mga PilipinoangEuropeannation,
Dahil sa kababahanng sistemangatingedukasyon.
Nahihirapanangmga nanayat tatay kumayodsa ibangbansa.
Angmga Pinoyna matatalino,
Nagpapakababa’tminsaybinobobo.
Angmga doktor ditoay nagigingnarslamang,
Maging midwife kulangnalang
13. Angmga guro ay nawawalanngdignidad
At buhaynila’ymaypait,
Sapagkatsilaynagpupunaslamangngmga p’wetngmga batang singkit!
Angmundoay nagbabagona,
Globalisasyonnasaharapna nglahat,
Makibagay,makiuso,sumunodiyonangdapat
Mahirap ang daan tungosa pagbabago
Ngunitmagigingmagandadinangbunga nito.
H’wag natingisaraang atingkaisipanat tayo’ymagpakatino,
Gumawa tayong paraan upangmakingdinsa sinasabi nggobyerno.
Angedukasyonaydapat para sa lahat.
Baguhinang sistema,maginginternationallycompetitive,
Ito ang dapat.
Yjuv:
Mga kaibigan koinyongnatunghayan,
Angdebate naminni binibiningKoreana.
Angsa’kinlangpo,
Huwag magpapabulagsamga programang‘di naman totoongkailangan.
K+12 andamingloopholes,andamingproblema.
Sa K+12 uunladba talagaedukasyonsaatingbansa?
Pag-isipannatinngmabuti,kabayan.
14. Lakandiwa:
Mga kaibigan,K+12 nga ba ay solusyon
Sa problemangedukasyon?
Mga kaibigan,atingisasaraangbalagtasanna makabuluhan,
Angbalagtasangkailangan.
_______________
Para sa Klase sa ELECLIT (Literature Elective) ni Dr.Genevieve Asenjo.De LaSalle University-Manila.
February10, 2011. May pahintulotngmgaestudyante.
FeaturedImage:“Pencilsmade fromrecyclednewspaper”ni GerryMak
(http://www.lostateminor.com/2010/08/23/pencils-made-from-recycled-newspaper/)
Debate o Pagtatalo
· Angtagisanng dalawanggrupoukol sa kanilangpananaw oopinionsaisangpaksa.Masasabi din
natinna itoay isanguri ng pahigitansabawat kampo.Karamihansamgadebate aynagaganap sa pagitan
ng mga pulitikodahil hindi silanagkakasundo-sundosaisangbagay.
· Naglalayongnamakapanghikayatngibanapaniwalaanangsinasabi sapamamagitanng
pangangatuwiran.Maaari itongnakasulatobinibigkas.
· AyonkayArrogante ang pagtataloay isangsininggantihanngkatwiranomakatuwidngdalawao
higitpangmagkasalungatnapanigtungkol sa isangkontrobersyal napaksa
· Angpagtataloay binubuongpagbibigaymatuwidngdalawangmagkasalungatnapanigtungkol sa
isangpinagtatalunangpaksa.
Mga KatangianngMahusay na Proposisyon
1.Maydulotna kapakipakinabangatnapapanahonangpaksa
2.Kawili-wili sa mganakikinig
3.Pantayat walangkinikilingan
4.Malinawat tiyakang mga salitangnapagkaloobsa
15. proposisyon
5.Hindi pa itonagpapasyahan
6.May makakalapnadatos tungkol sapaksa
7.Maaring patunayanng ebidensya
8.Nagtataglayng isangideyasaisangargumento
Sa pagpapahayagng proposisyon,isaalang-alangangmgasumusunod:
1.Ibigayang suliraninsaanyongkapasiyahan.
2.Ibigayitosa payak at paturol na pangungusap
na may isa lamangsuliraningpatutunayan.
3.Ipahayagito sa isangparaang walangsalitang
pag-aalinlangananangkahulugan.
4.Ipahayagito sa paraang pasang-ayon
KahalagahanngPagtatalo
1.Malinangang kasanayansa wastoat mabilisnapag-
iisip
2.Malinangang kasanayansa wastoat mabilisna
pagsasalita
3.Malinangang kasanayansa lohikal napangangatwiran
4.Malinangang kasanayansa pag-uuri ngtama at
malingpagmamatuwid
5.Nagbibigyangkahalagahanangmagandangasal tulad
ng paggalang,pagtitimpi,opagpipigil ngsarili
6.Magkakaroonng pag-uunawasamga katwiranginilahad
16. ng iba at pagtanggapna nararapat nakapasyahan.
Paghahandasa Pagtatalo
1.Pangangalapngmga datos
· Paghanapng impormasyon atkatibayan
2.Paggawang balangkas
· Panimula
· Katawan
· Wakas
3.Pagpapatunayngmga katuwiran
· Pagpapahayagngmaayos,mabisaat maingat
Dapat tandaansa pagtatalo
· Kailanganmagkaroon ngisangkapasyahanooposisyonnanakasaadsa isangpositibongpahayag
· Isalang-alangangantasng pang-uunawangmganakikinig
· Kailanganmaykatumbasnakatibayanang lahatng katwiranat itoay nakahaladsa isangmaayos
na pagpapahayag.
· Ilahadnangmaayosat mahinahonangmga mali sakatwiranat kalaban
· Ipaliwanagangmgakahinaanng mga ebidensyaopatunayna inilahadngkalaban
Dapat tandaansa pagtatanong
· Huwaghayaan magamitng iyongkalabanangoras ng iyongpagtatanung
· Angtanongay dapat nasasagotlamangsa OO o HINDI.
· Ibigaylamangangsagot sa hinihingi ngtanong
· Ipaalamsa tagapamahalangpagtatalokung lumabagsaitinakdangpamantayanngpagtatanong
ang isasa kanila
· Angmga tanungay nauukol lamangsa paksangpinagkasunduan
Dapat tandaansa talumpatingpagtuligsa(Rebuttal)
· Mahinahonat maliwanagnailahadangmgakamaliansakatuwiranngkalaban
17. · Ipaalamangkakulangansa mga katibayanngkalaban.
· Ipaliwanagangkahinaanatkamalianngmga argumentng kalaban
· Ipaalamsa kalabannawalangkaugnayangmga binanggitnakatwiransa paksangpinagtatalunan.
· Ipaalamsa kalabanat mga tagapamahalakung maypaglabagsa mga alituntuninsapagtuligsa
· Tapusinangtalumpati sapamamagitanng paglalagomsamga inilahadnakatuwiranatkatibayan
Mga TagapagsalitaoSpeaker
· Beneficiallity –ang ibinibigayngtalumpati ngtagapagsalitaaykunganongmga benipisyong
makukuhasa proposisyongpinagtatalunan
· Practicability –ibinibigayngtalumpatingtagapagsalitakungbakitpossible baopraktikal na
maisakatuparananghinihingi.
· Necessity –angibinibigayngtalumpatingtagapagsalitaayhinihingi ngsitwasyonbilangkailanagn
at tunay na solusyon
Uri ng mga Pagtatalo
· DebatengOregon-Oxford
-madalasgamitingparaanngpagtatalo
-binubuongdalawangkoponannamay2-3 kasapi
-maymga huradongsusuri sa mga argumentna maysapat
Na kaalamansa paksa
· DebatengOxford( RufinoAlejandro)
A.Pagpapakilalangbawatkoponan( Pagtukoysa
mgatuntunin)
B.Paglalahadngproposisyon
C.Pagbibigayngkatuturan
26. Angpangangatwiranngdalawangkoponanmulasa magkasalungatngpanigtungkol sapaksang
napagkaisahangpagtalunan(proposisyon)satiyakna oras at lugarna pangyayarihan.
pagbibigaynggantihangpangangatwiranngdalawaohigitpangpanighinggil saisangmakabuluhang
paksao isyu.Ito ay maaaringpormal o di pormal na pagtatalo. Angpagtataloay hindi isanguri ng pag-
aaway sapagkatito’ypagpapaliwanaglamangngmgakatwiranngbawat panigna maaaringgawaing
pasulato pasalita
- nayan
-
ang magandangasal tuladngpaggalang,pagtitimpi,opagpipigi -uunawa
sa mga katwiranginilahadngibaat pagtanggapna nararapat nakapasyahan.
tungkol sapatakaran, kahalagahan,atpangyayari.
27. -
Ito ay pagtatanggol sakahalagahanng isangbagayo k
pagkilossaisangsuliranin.
-aaral atpagsusuri sa
paksangpagtatalunan.Magpangkatat magpalitangkuroukol sa paraang gagawinsapaglalakbaysa
-
maayoso organisadongpaglalahadngkatuwiran.
rapng ganting
maluwagang anumangkapasyahanngmga hurado.
–Angtagapanguloaymagpapahayagng paksangpagtatalunan,pagkataposna
ipahayagang pagtatalo.Angganitonguri ng debate aymay maayosna pagpapalitang-
2. DebatengFormal – Ang paksasa uringito ay masiningnapinag-uusapanatmasusingpinagtatalunan.
Ito ay maytakdang panaho,araw at oras kungkaliangaganapin.