Lunes, Oktubre 19, 2015


REFLECTION ♥

            Having this subject ( EDucational Technology 2) is one of my key tools in enhancing my skills in teaching. I may able to use what I learned in imparting an effective Teaching-Learning process which is more creative, innovative and productive. 
         More so, Integrating ICT in education could make my class more interactive and best suited for their interest. I have learned a lot from this subject, such as: making a BlogSpot and used it as a tool in submitting my paperwork’s, projects and many more. It also helps me to be a wide reader and enhance my social skills in giving comments which could somehow create a sort of interaction for those who can read it.
           In addition, I’m glad that I may able to join the seminar for the using of Sony Vegas Pro 11 which I learned how to make a movie that is more creative and lots of fancy effects. Also, The use of Edmodo where it could help me to be engage in an online examination and taking quizzes, which I already experienced it on our Rizal Subject and I found it easy to use ,High-tech and provide a wide opportunity to access learning . I really learned now how to be a 21st century teacher who possesses the 21st century skills in imparting the information for the 21st century learners.


            Also, I’m so happy that we have a teacher like you sir. Even though your strict to us sometimes and bombarded us with works yet I’m still thankful to have you because you helped me to bring out the best in me. I felt overjoyed when I able to do my tasks well and came out in a pleasant output. I hope that you will not change the way you handle your student’s because your attitude could motivate them to be active, productive and vigorously involve in many activities.  Thank you for creating an environment of enthusiasm for learning, appreciation for growing, and room for making mistakes along the way. I am grateful to have you as my teacher.:)

Sabado, Agosto 22, 2015

SONA 2015



 SONA 2015

This is only the beginning. This is the beginning of a country that will not be cowed, and instead will stand as a beacon of justice and resolve in the global community. This is only the beginning of a society where every Filipino who works hard and does the right thing is guaranteed to succeed. This is only the beginning, and now, history poses challenge to us to continue the transformation, so that it may bring even more opportunities for the future generations.


The president of the Philippines was successfully delivered his last state of the Nation Address. President Aquino started his SONA on saying forgiveness from all because he did not performed the traditional procession walks that he usually do because he was not feeling well. But he do acknowledge all his audiences especially those his fellow politicians and members of congress and the Diplomatic corps including the past Presidents. Nevertheless, SONA 2015 is indeed “The best SONA” for me, for the reason that I can really feel his honestly from all that he said, even though some of the people didn’t agree on his side, but still he is the best, he do and made the best decisions based on the information and capacities that he processed at the time. I believe that he could to furnace a nation that is more just and more progressive one that enjoys the fruits of meaningful change. 

President Aquino ran and won under a platform of good governance, with transparency being one of the key items in his “social contract with the Filipino people”. Therefore, on his last State Address that President Aquino didn’t mention the FOI (Freedom of Information), I think the reason why the President is delaying the passage of FOI is because the media is obviously not on his side. Media will post on anything juicy for the sake of good profit. Giving the media that much power through information, spells trouble not because he has underground transactions to be kept off the public’s eyes but because of the media is a manipulative one in spreading false information and everyone listens to them. Bad publicity is the last thing they need especially at this point in time. 

For this reason, I feel the courage, strength and the power of President Aquino in facing his challenges. We all seen the heights we have reached, we all heard the stories of our fellow Filipinos, stories that prove what we can achieve with our own strength. I already feel that in our nation there’s already the beginning of the changes that could help to improve and progress of our country. I believe on what President said during his mother’s wake, and once again speak the words from 2 Timothy 4:7 “I have fought the good fight, I have finished the race, I have kept the faith”.

Huwebes, Agosto 20, 2015

The Educational Value of Field Trips


Taking students to an art museum improves critical thinking skills, and more








By  and 



The school field trip has a long history in American public education. For decades, students have piled into yellow buses to visit a variety of cultural institutions, including art, natural history, and science museums, as well as theaters, zoos, and historical sites. Schools gladly endured the expense and disruption of providing field trips because they saw these experiences as central to their educational mission: schools exist not only to provide economically useful skills in numeracy and literacy, but also to produce civilized young men and women who would appreciate the arts and culture. More-advantaged families may take their children to these cultural institutions outside of school hours, but less-advantaged students are less likely to have these experiences if schools do not provide them. With field trips, public schools viewed themselves as the great equalizer in terms of access to our cultural heritage.

Today, culturally enriching field trips are in decline. Museums across the country report a steep drop in school tours. For example, the Field Museum in Chicago at one time welcomed more than 300,000 students every year. Recently the number is below 200,000. Between 2002 and 2007, Cincinnati arts organizations saw a 30 percent decrease in student attendance. A survey by the American Association of School Administrators found that more than half of schools eliminated planned field trips in 2010–11.
The decision to reduce culturally enriching field trips reflects a variety of factors. Financial pressures force schools to make difficult decisions about how to allocate scarce resources, and field trips are increasingly seen as an unnecessary frill. Greater focus on raising student performance on math and reading standardized tests may also lead schools to cut field trips. Some schools believe that student time would be better spent in the classroom preparing for the exams. When schools do organize field trips, they are increasingly choosing to take students on trips to reward them for working hard to improve their test scores rather than to provide cultural enrichment. Schools take students to amusement parks, sporting events, and movie theaters instead of to museums and historical sites. This shift from “enrichment” to “reward” field trips is reflected in a generational change among teachers about the purposes of these outings. In a 2012‒13 survey we conducted of nearly 500 Arkansas teachers, those who had been teaching for at least 15 years were significantly more likely to believe that the primary purpose of a field trip is to provide a learning opportunity, while more junior teachers were more likely to see the primary purpose as “enjoyment.”
If schools are de-emphasizing culturally enriching field trips, has anything been lost as a result? Surprisingly, we have relatively little rigorous evidence about how field trips affect students. The research presented here is the first large-scale randomized-control trial designed to measure what students learn from school tours of an art museum.
We find that students learn quite a lot. In particular, enriching field trips contribute to the development of students into civilized young men and women who possess more knowledge about art, have stronger critical-thinking skills, exhibit increased historical empathy, display higher levels of tolerance, and have a greater taste for consuming art and culture.

Design of the Study and School Tours
The 2011 opening of the Crystal Bridges Museum of American Art in Northwest Arkansas created the opportunity for this study. Crystal Bridges is the first major art museum to be built in the United States in the last four decades, with more than 50,000 square feet of gallery space and an endowment in excess of $800 million. Portions of the museum’s endowment are devoted to covering all of the expenses associated with school tours. Crystal Bridges reimburses schools for the cost of buses, provides free admission and lunch, and even pays for the cost of substitute teachers to cover for teachers who accompany students on the tour.
Because the tour is completely free to schools, and because Crystal Bridges was built in an area that never previously had an art museum, there was high demand for school tours. Not all school groups could be accommodated right away. So our research team worked with the staff at Crystal Bridges to assign spots for school tours by lottery. During the first two semesters of the school tour program, the museum received 525 applications from school groups representing 38,347 students in kindergarten through grade 12. We created matched pairs among the applicant groups based on similarity in grade level and other demographic factors. An ideal and common matched pair would be adjacent grades in the same school. We then randomly ordered the matched pairs to determine scheduling prioritization. Within each pair, we randomly assigned which applicant would be in the treatment group and receive a tour that semester and which would be in the control group and have its tour deferred.
We administered surveys to 10,912 students and 489 teachers at 123 different schools three weeks, on average, after the treatment group received its tour. The student surveys included multiple items assessing knowledge about art as well as measures of critical thinking, historical empathy, tolerance, and sustained interest in visiting art museums. Some groups were surveyed as late as eight weeks after the tour, but it was not possible to collect data after longer periods because each control group was guaranteed a tour during the following semester as a reward for its cooperation. There is no indication that the results reported below faded for groups surveyed after longer periods.
We also assessed students’ critical-thinking skills by asking them to write a short essay in response to a painting that they had not previously seen. Finally, we collected a behavioral measure of interest in art consumption by providing all students with a coded coupon good for free family admission to a special exhibit at the museum to see whether the field trip increased the likelihood of students making future visits.
All results reported below are derived from regression models that control for student grade level and gender and make comparisons within each matched pair, while taking into account the fact that students in the matched pair of applicant groups are likely to be similar in ways that we are unable to observe. Standard validity tests confirmed that the survey items employed to generate the various scales used as outcomes measured the same underlying constructs.
The intervention we studied is a modest one. Students received a one-hour tour of the museum in which they typically viewed and discussed five paintings. Some students were free to roam the museum following their formal tour, but the entire experience usually involved less than half a day. Instructional materials were sent to teachers who went on a tour, but our survey of teachers suggests that these materials received relatively little attention, on average no more than an hour of total class time. The discussion of each painting during the tour was largely student-directed, with the museum educators facilitating the discourse and providing commentary beyond the names of the work and the artist and a brief description only when students requested it. This format is now the norm in school tours of art museums. The aversion to having museum educators provide information about works of art is motivated in part by progressive education theories and by a conviction among many in museum education that students retain very little factual information from their tours.



Comment:
Field trip is very important if it would be applied on teaching and learning process, Students who are engage directly in any places such as; art museum, zoo etc. which is related to their lessons can easily learned and get information that could enhance them holistically.