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Seven minute presentation on Continuous Improvement
The document summarizes a reading intervention program called "Basa: Giya Sa Kaugmaon" implemented by Team NAGA at Naga Central Elementary School. It began due to concerns that many students had reading deficiencies that impaired their learning. The team identified that 8 of 43 Grade 2 students were non-readers. Through various teaching methods like using colorful materials, technology, and one-on-one tutoring, the program aimed to improve the reading levels of these students to being fluent readers by March 2015. The highlights showed the intensive remediation and use of interesting materials. Lessons learned included how interesting materials motivate reading and how early intervention and persistent teaching are keys to improving reading levels.
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Seven minute presentation on Continuous Improvement
- 1. Basa: Giya sa Kaugmaon TeamNAGA City of Naga Division Naga Central Elementary School
- 2. Team NAGA Esterlina M.Rufo Teamleader/Process Observer Ida A. Campugan Scribe Lindy M. Pujante Documentation Mario M. Bercero Communication Nenita S. Canomon School Head Genda P. De Gracia CI Coordinator CI ORGANIZATIONAL STRUCTURE
- 3. Project Rationale Reading isthe key to learning. As perceived by most teachers in the higher grades, learning is impaired due to reading deficiencies. Hence there is a need to address this problem. Basa: Giya Sa Kaugmaon is an intervention program in Reading of Naga Central Elementary School under the Continuous Improvement Program. Team NAGA
- 4. WHERE WE WEREBEFORE Team NAGA
- 5. Team NAGA RATE RATE OFNON READERS S.Y. 2012-2014
- 6. Focused Problem Eight outof forty-three students of Grade - Two Section White are non- readers based on the result of the Oral Verification Test last June 2014. Team NAGA
- 7. Team NAGA VOICE OFTHE LEARNERS MAM RUFO 1 MAM RUFO 2 MAM IDA 1 MAM IDA 2 SIR BERCERO MAM LINDY ALL INTRO 2ALL INTRO
- 8. Enough Time forReading 1. Ganahan ko nga kadaghan magbasa sa room. 2. Ganahan ko magbasa- basa sa dili pa magsugod ang klase sa hapon. 3. Ganahan ko nga paapilon ko sa akong mga kauban nga magbasa. AFFINITY Team NAGA Interview with the learners
- 9. Proper Method ofTeaching 1. Ganahan ko nga naa koy kadungan nga mobasa kay mahadlok ko nga masayop. 2. Mas ganahan ko mobasa kung dagko ug letra,colored ang litrato o pictures sa libro. 3. Ganahan ko nga mugamit ug flashcards ang among mam kun magklase sa basa. AFFINITY Team NAGA
- 10. Conducive Environment for LearningReading 1. Ganahan ko nga adunay mga libro sa among room nga lahi sa mga libro nga among gigamit sa klase sama sa gipakita sa mga mam ug sir nga nag-interview. 2. Ganahan ko nga adunay TV o computer sa among room nga gamiton sa among maestra kung magklase. 3. Ganahan ko musulod sa E- Classroom ug sa library para makat-on ug basa AFFINITY Team NAGA
- 11. Team NAGA Prepare InstructionalPlan Prepare Teaching Materials in Reading Drill on Phonics Review on Previous Lesson in Reading Teacher Motivates the Learners Teach reading words, phrases and simple sentences Pupils read the words, phrases and sentences Give reading exam Can the pupils read the words taught? Current Process of Teaching Remedial Reading
- 12. Man 8 out of43 pupils are non- readers Teacher has to prepare detailed IP’s that require so much time The pupils are bored Students Some pupils are hungry Absenteeism The pupils are talking Pupils are easily distracted No retention Pupils can’t understand the lesson Parents Less parental involvement in the child’s learning Parents rarely take time to guide their children in letting them read Parents are busy with daily household chores and economic sustenance Teachers Procedure Not congruent with the objective Assessment Open ended questions Review Too many activities Teaching Activities are hurriedly done Lesson is too broad Inconsistent method Motivation is not properly presented Important details are not emphasized Giving of instructions is vague Equipment Too many charts are posted Blackboard Projector Computer Television Not available in the classroom Not available in the classroom Materials ChartsWords spacing is too close and prints are too small Flashcards Big books Pictures Not of standard size Not colorful/appealing Some are not clear Team NAGA Teacher’s unpreparedness to teach Teacher is tired during classes/ not feeling well Teacher has too many subjects load PROBLEMANALYSIS FISHBONE DIAGRAM
- 13. Team NAGA Improve thereading level of 8 pupils in Grade II Section White from being non-readers to fluent readers by March 2015. Objective Statement
- 14. Team NAGA What DidWe Do?
- 15. Team NAGA USE CREATIVE ANDVARIED INSTRUCTIONAL MATERIALS TREE DIAGRAM Acquire Big and Colorful Books Build alliance with interested organizations/Acquire from Donors Production of colorful and interesting materials Use Large Print and Colorful Visual Aides Make Own Colorful and Interesting Visual Aides/ Flashcards Use the computer and internet as a Tool in Teaching Reading Maximize Use of E-Classroom and Library Make a Schedule to Bring Children to the E-Classroom and E-Library Make Children Read Letters/Syllables/Sentences/ Stories using Multimedia Make use of PowerPoint Presentation, Animated Graphics for Word Association/Spelling/Word Games Revisit the Use of Phonics in Teaching Reading and Correct Methodologies in Teaching Reading Read Related Books/Articles Train Teachers Conduct In-Service Trainings Encourage Teachers to Research/Read Related Book/Articles to Continually Learn New Ways to Teach Creatively
- 16. Team NAGA https://www.facebook.com/video.php?v=10203931914279487&l=7117634378846876025 HIGHLIGHTS OFTHE IMPLEMENTATION READING MATERIALS/ PI James Lee and Mrs. Rufo during their morning and afternoon reading remediation Colorful reading materials used
- 17. Team NAGA HIGHLIGHTS OFTHE IMPLEMENTATION Intensive one-on-one reading remediation with the identified non-readers by the Master Teachers.
- 18. Future Process ofTeaching Remedial Reading Team NAGA Give reading exam Monitoring and Evaluationo Can the pupils read the words taught? Reteach using a different technique yes Prepare Interesting Teaching Materials in Reading Prepare Instructional Plan Review on Previous Lesson in Reading Drill on Phonics Teacher Motivates the Learners Teach reading words, phrases and simple sentences Pupils read the words, phrases and sentences
- 19. Team NAGA Where arewe now?
- 20. LESSONS LEARNED * Thepupils’ desire to read is awakened by interesting materials. * Prompt diagnosis leads to early intervention. * Persistence and perseverance in teaching beginning reading is the key towards improving the reading level. * Team NAGA
- 21. * Intensify teachers’training in beginning reading. * Production and acquisition of better reading kits * Create more CI Teams * Identify other CI projects WHERE DO WE GO FROM HERE Team NAGA
- 22. DOCUMENTATION The journey The adventure TeamNAGA Video Interviews can be watched here: https://www.youtube.com/watch?v=OQrA3Gz8nr8Parent’s Interview https://www.youtube.com/watch?v=ch0oPfgoigsLearner’s Interview https://www.youtube.com/watch?v=si5hl57MKw4D’Team
- 23. “To learn toread is to light a fire; every syllable that is spelled out is a spark." — Victor Hugo, Les Miserables Team NAGA
- 24.
Editor's Notes
- #3 This is the composition of Team Naga.
- #6 The graph shows that Grade Two pupils has the most number of non-readers in three consecutive years.
- #9 We interviewed all the pupils in the class so as to get a clear picture of everyone’s perception, though for purposes of the study readers were excluded.
- #13 These are the valid root causes. The encircled valid causes are the root causes that we can control.
- #16 This diagram shows the solution to the focused problem.