This document describes an action plan for a waste segregation project in the GK Elizabeth Seton 1N-Y community. It includes a community profile, background on the need for the project based on a community assessment, objectives and activities, a schedule, assignments, resources, expenses, results and an evaluation. The project aimed to educate community members on proper waste segregation through workshops and a clean-up activity over four Saturdays to improve solid waste management in the area.
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
In writing a module you need to incorporate the ideals and principles of your school and k12 Curriculum.
Kindly Visit my site
sites.google.com/view/wilsonlearningsite
This document describes an action plan for a waste segregation project in the GK Elizabeth Seton 1N-Y community. It includes a community profile, background on the need for the project based on a community assessment, objectives and activities, a schedule, assignments, resources, expenses, results and an evaluation. The project aimed to educate community members on proper waste segregation through workshops and a clean-up activity over four Saturdays to improve solid waste management in the area.
This lesson plan aims to teach students to identify and use context clues to determine the meaning of unknown words. The lesson will begin with a review game to motivate students and assess prior knowledge. Students will then be divided into groups to complete context clue activities. The teacher will demonstrate context clues and their types. To apply the concept, students will answer questions finding words using context clues. For assessment, students will answer statements using vocabulary in context. As assignment, students must provide examples using different types of context clues.
This lesson plan discusses the course descriptions, goals, and objectives of language subjects like English and Filipino. It aims to help students understand the importance of language learning and demonstrate expected competencies in listening, speaking, reading, and writing for each grade level. The teacher leads a discussion where students explain the objectives for different grades in each language subject drawn from the Basic Education Curriculum. The lesson emphasizes that learning the country's languages helps develop communication skills and international competitiveness, making students more successful. For evaluation, students answer short questions about the lesson and write an insight about one language subject area.
Detailed Lesson Plan (ENGLISH, MATH, SCIENCE, FILIPINO)Junnie Salud
Thanks everybody! The lesson plans presented were actually outdated and can still be improved. I was also a college student when I did these. There were minor errors but the important thing is, the structure and flow of activities (for an hour-long class) are included here. I appreciate all of your comments! Please like my fan page on facebook search for JUNNIE SALUD.
*The detailed LP for English is from Ms. Juliana Patricia Tenzasas. I just revised it a little.
For questions about education-related matters, you can directly email me at mr_junniesalud@yahoo.com
In writing a module you need to incorporate the ideals and principles of your school and k12 Curriculum.
Kindly Visit my site
sites.google.com/view/wilsonlearningsite
This document discusses open data and open source initiatives in the Philippines. It begins with a disclaimer from the author Maning Sambale about his perspectives. It then discusses concepts like open data, free culture movements, open source software, open formats, and free content. Examples of open initiatives in the Philippines are provided like OpenStreetMap and Project NOAH. The document ends with excuses people give for not sharing data openly and messages from users of open mapping data in the Philippines.
This document provides instructions for contributing to OpenStreetMap. It explains that people can sign up for an account and then collect map data through field surveys, GPS tracking, and notes. The data can then be uploaded and edited in tools like JOSM, where users can draw points, lines, and areas and add descriptive tags. The document encourages adhering to OSM mapping standards and conventions and provides tips and resources for beginners to have fun mapping and improving OpenStreetMap.
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This document discusses open data and open source initiatives in the Philippines. It begins with a disclaimer from the author Maning Sambale about his perspectives. It then discusses concepts like open data, free culture movements, open source software, open formats, and free content. Examples of open initiatives in the Philippines are provided like OpenStreetMap and Project NOAH. The document ends with excuses people give for not sharing data openly and messages from users of open mapping data in the Philippines.
This document provides instructions for contributing to OpenStreetMap. It explains that people can sign up for an account and then collect map data through field surveys, GPS tracking, and notes. The data can then be uploaded and edited in tools like JOSM, where users can draw points, lines, and areas and add descriptive tags. The document encourages adhering to OSM mapping standards and conventions and provides tips and resources for beginners to have fun mapping and improving OpenStreetMap.
This document discusses OpenStreetMap (OSM), a collaborative project to create a free editable map of the world. It is made by volunteers who contribute mapping data. OSM has been used for disaster response mapping in the Philippines during typhoons like Ondoy, Sendong, and Hagupit. The document provides examples of different map styles and applications of OSM data, as well as information on how to get involved or ask questions about OSM in the Philippines.
A really old slide deck. I can't remember the references/sources anymore. If you think some of your material was included please comment on this deck and I will add them in this description box
1. The Department of Education in the Philippines has a vision for students to realize their full potential and contribute meaningfully to building the nation, and a mission to provide quality education for all Filipinos.
2. The MAPAaralan Project aims to map all public and private educational institutions in the country to aid in planning, resource allocation, and decision making. Over 46,000 public schools have been mapped so far.
3. Challenges in mapping schools include unclear satellite images and limited internet access, but mapping allows visualization of data like school resources to better understand the education system.
The document summarizes the state of OpenStreetMap in Indonesia from 2011-2014. It describes how over this period, Hot Indonesia mapped over 163,000 buildings, conducted training workshops with universities, and grew their social media presence. It also details how they expanded training to disaster managers and local partners. The key lessons learned were to involve local stakeholders, utilize social media, and maintain interest through engagement. The conclusion is that OpenStreetMap can indeed be used to map exposure in Indonesia and more.
Using OSM, QGIS, and InaSAFE for Contingency Plan in Indonesia esambale
This document discusses using open source tools like OpenStreetMap (OSM), QGIS, and InaSAFE for contingency planning. It describes how spatial data is collected through digitized imagery, GPS, and field surveys. QGIS is used to process spatial data and InaSAFE is used to calculate hazard impact by combining hazard and exposure layers. Examples of contingency plans developed for Bengawan Solo River and Jakarta include collecting building and population data, running InaSAFE simulations to map flooded areas and affected populations, and developing response plans. Lessons learned emphasize preparing hazard data in advance, involving local stakeholders, and focusing on important building attributes.
Participatory mapping and LGU decision support tools for Disaster Risk Reduct...esambale
This document outlines a project to assist local governments in the Philippines with disaster risk reduction through participatory mapping and decision support tools. Key activities included training local officials and residents in OpenStreetMap and InaSAFE to map their communities, identify hazards, and develop evacuation plans. Challenges addressed maintaining engagement to continuously improve maps and expanding hazard data in InaSAFE, but the trainings successfully increased local capacity for risk-informed planning and response.
Dianne Bencito developed InaSAFE in the Philippines to help with disaster risk reduction. She learned skills like OpenStreetMap, JOSM, programming languages, GitHib, QGIS, and InaSAFE. Testing showed minor issues with data categories and projections. Dianne added features like aggregating impact results by age and handling categorized hazard data. Her work helped provide disaster impact assessments.
Using off-the-shelf, free offline utilities and templates to extract and render OSM maps. Presented by Rally de Leon for the State of the Map 2013 Philippines
This document discusses quality assurance tools used by Philippine OpenStreetMap contributors to improve map data accuracy. It describes tools like Notes, Keep Right, Validator, and OSM Inspector that help identify different types of errors either automatically or through manual reporting. Notes are used to add missing details. Keep Right and Validator check for inconsistencies and issues. OSM Inspector provides advanced debugging views but has limited international coverage. These tools help contributors locate and fix inaccuracies, leading to better quality OpenStreetMap data.
This document describes the author's experiences mapping with various GPS devices and shares several stories and mapping journeys. It notes that GPS tracks were once a primary data source for OpenStreetMap but are now often ignored after being uploaded. It encourages continuing to map with GPS to record these personal mapping stories and experiences.
OSM-Philippines and the Yolanda Crisis Mapping Responseesambale
This document provides information about OpenStreetMap (OSM), a collaborative project to create a free editable map of the world. It highlights that OSM now has over a million users from different backgrounds who have made over 4 billion map edits. The document also describes how OSM uses free and open-source software, formats, and data to allow open collaboration on mapping. Several examples are given of how OSM was used to map areas in the Philippines impacted by Typhoon Haiyan/Yolanda in 2013, with over 1,500 volunteers from 82 countries making changes based on satellite imagery. Contact information is also provided for getting involved with the OSM community in the Philippines.
The document discusses the free culture movement, which promotes openness and sharing in software, formats, and creative works. It began with the free software movement in the 1980s advocating open source software. Open formats were later developed as alternatives to proprietary ones. Creative Commons licenses now allow sharing of creative works freely. OpenStreetMap is highlighted as an example of open collaboration to create open geographic data through volunteered contributions. The movement emphasizes that openness in software is not enough and these ideals should extend to other creative and scientific works.
The document summarizes a participatory mapping project in the Philippines that aims to support local governments in disaster risk reduction planning. The project will focus on building capacity for 5 local governments to collect and analyze open data on hazards, exposure, and potential impacts using tools like OpenStreetMap and InaSAFE. It will also focus on developing partnerships and sharing outcomes with organizations working on open data and disaster management in the Philippines.
Philippine Geospatial Forum Presentation 20130311esambale
The document discusses open source, open data, and collaborative geospatial tools and projects. It highlights platforms like QGIS, GRASS, OpenStreetMap, Ushahidi, and others that enable open mapping and crowdsourced data collection. It addresses criticisms around accuracy and reliability but argues these projects are "good enough" and evolve based on user needs. The document emphasizes that open data and tools allow anyone to engage in mapping and analysis.
OpenStreetMap Philippines was invited by Computer Professionals Union to give a workshop on OpenStreetMap during Software Freedom Day 2012. The workshop was held at a computer laboratory at the College of Education in UP Diliman on September 15, 2012.
The Philippines has a young geospatial industry that is dominated by large surveying companies using proprietary software. Some universities are using open source GIS software but it is faculty-driven with little institutional support. NGOs and non-profits are using open data and webmaps for advocacy and biodiversity conservation. The city of Naga was an early adopter of open source and open data in government. Expanding adoption of open source GIS could include building educational resources, creating a pool of integrators, and collaborating with open data projects and policy advocacy.
Environmental Science for Social Change (ESSC) is a Jesuit research institute that promotes environmental sustainability and social justice. ESSC strengthens local governance through building local capacity with open-source FOSS4G tools. ESSC engages in activities such as forest cover monitoring, community resource management, disaster resilience, and watershed integration. While access to data and infrastructure present challenges, ESSC aims to enable users to participate in the open source community.
2. RA 9163
● quot;Non-military optionquot; sa pagsasabuhay ng
mga sibikong gawain at patriotismo sa
mga kabataan.
● Pakikilahok ng kababaihan sa mga
katulad na gawain
● Malaking opurtunidad upang
makapaglingkod sa mga naisasantabing
pamayanan/sektor
3. Balangkas
Paglalakbay tungo sa pagbabago
Ka-agapay sa pagbabago
Mga pagbabagong nasaksihan
Salik at Hamon
Maiikling kwento
4. Layunin ng Programa
● Sa mga Lasalyano: Pagsasabuhay ng
panlipuang pagkilos at pakikibahagi sa
mga gawaing pang-pamayanan
● Kabalikat na Samahan: Pag-ibayuhin ang
kanilang kakayanang tumugon sa
pangangailangan sa pamayanan
6. Paglalakbay sa CWTS
C1-Session 1
WHAT IS ACTUALLY HAPPENING?
General Orientation
C1-Session 2: Partner’s Orientation
GAP
WHAT IS THE IDEAL? C1-Session 3: Community Exposure
Pagpapakatao C1-Session 4: National and Global Situation
WHY IS THIS HAPPENING? WHO ARE THE PEOPLE AFFECTED?
Problem Analysis Faces of the Marginalized
WHAT HAVE WE HOW DO WE DO IT? WHAT CAN WE DO?
LEARNED
Term-End Session C1-Session 7 Lasallian Social Orientation
Culling Lessons From Community Project Planning C1-Session 6
CWTS
Introduction to Community
C1-Session 8 Development
Project Validation
C2- Sessions 1 and 2
Skills Development
C2 PROJECT
IMPLEMENTATION
8. “Output”
● 10,873 nakapagtapos
● Mga proyektong naisagawa sa mahigit 40
pamayanan
– education, health and sanitation,
infrastructure, training, research, livelihood,
resource mobilization
● Humigit-kumulang 1,554 katao kada
termino – karamihan ay bata/kabataan –
ang nakikibahagi sa proyekto
9. Mga pagbabagong nasaksihan
● Mag-aaral
– 82.22% ng mga nagdaan sa programa ay
sumasang-ayong epektibo ito sa
pagpapamalas ng panlipunang pagkilos sa
kanilang buhay
– Higit na pang-unawa sa kahalagahan ng
paglilingkod sa mga pamayanan
– Naniniwalang ang kanilang proyekto ay sulit
ng kanilang oras, pera at pagpupursige
10. Mga pagbabagong nasaksihan
● Mag-aaral
– Kung may pagkakataon ay muling
maglilingkod para sa pamayanan
– Ang gawaing CWTS ay makabuluhan
– Kahit mag-aaral pa lamang ay may
kakayanan din sa quot;empowermentquot; ng mga
maralita
– Nagiging bolunitr na COSCA
11. Mga pagbabagong nasaksihan
● Pamayanan
– Pag-oorganisa at pagpapalakas ng mga
samahan
● paglahok sa pulitikang pagbabago
● pag-giit sa mga karapatan
● pag-papaunlad sa pamayanan
● pag-kuha ng mga batayang serbisyo
– Pagtataguyod ng iba't-ibang programa
● pangkabuhayan, pabahay, edukasyon,
pangkalusugan, pananaliksik, adbokasiya
12. Salik sa mga pagbabagong
nasaksihan
● quot;Facilitatorsquot; na bihasa at may karanasan
sa pampamayanang kaunlaran (CD)
● quot;Participatory learner-centered approachquot;
13. ASPECTS TRADITIONAL PARTICIPATORY
Focus Content Learner
Main Learners’ main problem is Learners have stock knowledge
Assumption lack of knowledge and or opinions on a topic based on
skills previous learning experiences
that they can share with and
learn from other learners
Role of Trainor Instructor Facilitator
Role of Learner Sit and listen quietly and Actively discuss their experiences,
passively (“not to make share ideas, analyze and plan (the
noise”) trainor is also a learner)
Process Lecture. Pass information Group processes that communicate
in one direction from the to the emotions, mind, and spirit of
outside expert to the the participants
(quot;triple level communicationquot;)
learner
Main Objective Transferring technical content Enable the learners to have a
from the instructor’s mind to synergy of knowledge, skills, and
the learners’ mind attitudes
14. Salik sa mga pagbabagong
nasaksihan
● Tutok sa mga pamayanan sa paligid ng
DLSU
● Serbisyo hindi lamang proyekto
● Pagkilala sa mahalagang bahagi ng mga
quot;Host Familiesquot; sa paghubog ng mga
mag-aaral
15. Salik sa mga pagbabagong
nasaksihan
● Balanseng pag-unawa sa
pangangailangan ng pamayanan at
kakayahan ng mga mag-aaral
● Ang mga nakaraang proyekto ay
tuntungan ng mga susunod pa
● Malinaw na proseso ng konsultasyon sa
lahat ng mga kaagapay ng Programa
16. Hamon
● Pagpapalakas ng kakayanan ng mga
quot;Host Familiesquot; bilang quot;co-formatorquot;
● Pagtukoy ng mga pangmatagalang plano
at proyekto sa bawat pamayanan
● Mahigpit na pagpapatupad ng mga
polisya at alituntunin ng programa
● Pagpapatuloy ng mga naumpisahang
tagumpay
30. Creative Commons Attribution
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