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A More Compelling Option: Invest in Data-Driven Planning/Preparation and Technology, NOT in K+12

Schools Make Double-Digit Gains in Math and Writing on State Tests… Students with Disabilities Achieve a 31% Gain in Literacy and a 30% Gain in Math in One Year

What we’ve been saying all along is for DepEd and Pres. Aquino to pause and consider other options, especially those based on research, instead of rushing headlong and largely unprepared into an expensive, unproven K+12 program just because the Joneses are doing it. Pearson urges that we “transform school operations and build cohesive, data-driven, technology-supported leadership and instructional practices.”

At Pearson, they develop and refine their services and programs based on research and evaluation to ensure that their solutions are effective. Forged in partnerships with more than a 1,000 schools, their new Schoolwide Improvement Model (SIM) is built on two decades of verifiable research and experience in implementing Pearson’s Learning Teams and the school improvement model of America’s Choice, a company acquired by Pearson in 2010.

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K to 12 and MTB-MLE: An Indispensable One-Stop Reference

Judging from comments or requests for information/clarification regarding the K to 12 and MTB-MLE programs — which reached a fever pitch the last few weeks as the new school year, 2012-2013, rolled in — there is quite a heap of confusion regarding the implementation of both programs. But rather than curse the darkness, let’s light some candles.

The apparent cause of the confusion among teachers and students alike appears to be that the appropriate info and implementation guidelines on both the K to 12 and MTB-MLE programs have not properly filtered down to those teachers out there in the field on whose shoulders rest the burden of implementing an ocean change in the basic education system.

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K to 12 + MTB-MLE: It’s “Hail Mary Pass” time

A Hail Mary pass or Hail Mary route in American football refers to any very long forward pass made in desperation with only a small chance of success with very little time left in either half, but usually toward the end of a game. It was made famous in describing the game-winning touchdown pass by Dallas Cowboys quarterback Roger Staubach to Drew Pearson in a December 28, 1975 NFC Divisonal playoff game against the Minnesota Vikings. Afterwards, it was reported that Staubach (a Roman Catholic) said, “I closed my eyes and said a Hail Mary.” (Wikipedia)

Prior to the “Hail Mary pass”, the team usually uses a huddle to map out strategy to give any of its qualified receivers as much chance to catch the ball and to thwart the competition from intercepting the ball. The 2012 Training-Workshop on Bridging between Languages in Mother Language-Based Education under the New K-12 Curriculum scheduled for May 14-26, 2012, takes the place of that all-too-important huddle before DepEd Order No. 16, s. 2012 kicks off the implementation of MTB-MLE (per DepEd Order No. 74, w. 2009) in all public schools, specifically in Kindergarten, Grades 1, 2, and 3 as part of the K to 12 Basic Education Program starting June 2012 (SY 2012-2013).

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K+12 & MTB-MLE: Make haste, lay waste

Ricardo Nolasco

By Ricardo Ma. D. Nolasco
Philippine Daily Inquirer, March 17, 2012

People in the know are flabbergasted by the headlong rush of the Department of Education to implement mother tongue-based education in ALL public schools in the coming school year.

First of all, the new curricula for kindergarten and Grade 1—which integrate the learners’ first language (or L1) as subject and medium of instruction—have yet to be finalized and pretested by planners. Teachers are being herded by the hundreds into weeklong camps only to be trained haphazardly by instructors who are mostly unfamiliar with MTBMLE (Mother Tongue-Based Multi-Lingual Education) concepts. Materials in the local languages are being produced, graded according to levels of difficulty and evaluated for quality, again without benefit of pretesting. No systematic assessment and evaluation of the programs in the so-called 921 MTBMLE pioneer schools have been undertaken.

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Funding Guidelines on MTB-MLE Materials Development and Production

[NOTE:  I looked at the list of schools implementing the MTB-MLE Program by regions and was surprised that CALABARZON Region which is mostly a Tagalog/Filipino-speaking area gets the lion’s share (more than 80 schools) as far as the initial participation in the MTB-MLE Funding Program is concerned. Really? Aren’t these the schools for which the Department of Education has dedicated its resources developing and producing Tagalog/Filipino learning materials for the last more than half a century? In fact, there are additional Tagalog/Filipino-speaking schools included in Region III such as those in Bulacan.  On the other hand, there are so many schools outside the CALABARZON Region whose students’ mother tongues (L1) have been marginalized by the overweening desire of the government through the Department of Education to supplant their indigenous mother tongues with Tagalog/Filipino. If I had my rathers, these schools whose students’ L1 is not Tagalog/Filipino should have been given more immediate attention in their participation in the MTB-MLE Funding Program.

Don’t you think DepEd ought to examine its priorities? — Joe Padre]

DepEd ORDER……………………………………………………………….NOV 10 1011
No. 90, s. 2011

Alberto T. Muyot

GUIDELINES ON THE UTILIZATION OF
DOWNLOADED FUNDS FOR MATERIALS

DEVELOPMENT
AND PRODUCTION OF
MOTHER TONGUE-BASED
MULTILINGUAL
EDUCATION (MTB-MLE) PROGRAM

To:  Undersecretaries
……..Assistant Secretaries
……..Bureau Directors
……..Regional Directors
……..Schools Division/City Superintendents
……..All Others Concerned

1.    To synchronize and decentralize the production of indigenized teaching and learning materials, monitoring, evaluation and research for the implementation of this Program, the Department of Education (DepEd) hereby issues the Guidelines on the Utilization of Downloaded Funds for Materials Development and Production of Mother Tongue-Based Multilingual Education (MTB-MLE) Program below.

………a.  The types of materials to be developed and reproduced are as follows:
…………..i.    Story books in big and small book format and for listening;
…………..ii.   Flash/Activity Cards (Letters/Numbers);
…………..iii.  Basic Sight Words (Grade level words and picture dictionary); and
…………..iv.  Thematic Picture Chart for Oral Literacy.

………b.  The following shall be the required percentage distribution of the
…………..downloaded funds for the materials development and production:
…………..i.    50% for the development and reproduction;
…………..ii.   20% for monitoring and evaluation;
…………..iii.  15% for research; and
…………..iv.  15% for transportation.

………c.  For equitable appropriation of the teaching and learning materials, the
…………..number of classes and languages implementing the pioneer MTB-MLE
…………..schools shall be considered.  Please see the enclosed list of schools
…………..implementing the MTB-MLE Program by regions.

Rosalina J. Villaneza

2.     Misuse and/or mismanagement of these funds for purposes other than those authorized are strictly prohibited.  Any person found to be using/mismanaging funds will be dealt with administratively.

3.     A report on the number and the kind of materials developed and produced out of this fund, and a monitoring report should be submitted to Dr. Rosalina J. Villaneza, Bureau of Elementary Education-Curriculum Development Division (BEE-CDD) through email address:  roseville62@yahoo.com.

4.     Immediate dissemination of and compliance with this Order is directed.

………………………………………………………………………………(SGD) ATTY. ALBERTO T. MUYOT
……………………………………………………………………………………………………Undersecretary
………………………………………………………………………………………………….Officer-in-Charge

Philippines: Multilingual Education (MLE) Mapping Data

Developed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Bangkok Office, the Multilingual Education (MLE) Mapping Data includes classroom language practises in pre-primary (PP) and primary/elementary (PR) levels in the following countries: AfghanistanBangladeshBhutanBrunei DarussalamCambodiaChinaFijiIndiaIndonesiaKiribatiLao PDRMalaysiaNepalPakistanPhilippinesSolomon IslandsThailandTimor-LesteVanuatu, and Vietnam.

The last item, Materials in classroom, for each organization/institution is an estimate of the number of titles developed and/or number of issues in print in the mother tongue (MT) for the classroom. We would recommend that the materials now in use be made public so that they are properly scrutinized with the end-in-view of improving them where they need improvement. This blog would welcome all implementers to publish their classroom materials right here. If there are some things common for certain languages, there just seems to be no point “reinventing” the teaching and learning materials being developed by each implementer (organization/institution). Let’s put together all the Ilocanos. Let’s put together all the Cebuanos, etc. See where each language group has some common characteristics among its implementers and then unify them wherever possible — instead of “rebooting” the experience whenever one group decides to come along. In other words, where it is possible to share valuable collective experience, by all means, let’s share.

Following is the reformatted version (to suit space requirements in this blog) of the UNESCO MLE Mapping Data for the Philippines:

Name of Organization/Institution:   LAKAS – Lakas ng Alyansa ng Katutubong Ayta sa Zambales (Alliance of Indigenous Ayta in Zambales)
Level of  Schooling:  Primary/elementary
Formal or Non-formal:  Non-formal education
Public or Private:  Private (community organization)
Which Languages:  Botolan Sambal (sbl)
Number of Children reached by level of schooling:  30 (SY 2010-2011)
Location:  Botolan, Zambales
Use of language in classroom:  Language of instruction is the mother tongue only.
Materials in classroom:  Sample farming tools, visual aids

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MLE Training of Trainors held at WVSU

 

Ched Arzadon

Reporting from Iloilo City–the immediate environs where the original MLE PIONEER, Dr. Jose V. Aguilar conducted his first Iloilo Experiment (1948-1954) in which he successfully demonstrated that “the experimental group (using Hiligaynon as the MOI) was significantly superior in proficiency (language and reading tests) and subject matter (arithmetic and social studies tests) than the control group in English”–Ched Arzadon, our peripatetic prime MLE advocate, filed the following update:

Friday, November 19, 2010 10:15 PM: Hello! I’m here in Iloilo City for MLE lecture forum held yesterday pm at WVSU (West Visayas State University) and for the phase 2 of MLE training for 100 regional trainers.

The West Visayas State U MLE task force headed by Dr. Purita Bilbao did a great job in putting together the lecture forum. Their dean, Dr. Ramon Cabag, gave a presentation about their own Jose Aguilar Vernacular Education Experiment  in 1948 that extended to the 50s. He mentioned that Dr. Aguilar also initiated to include in their BSE Ed program a course on teaching using the vernacular.  Leaders of Hiligaynon language advocate group, Sumakwelan, were present to share their sentiments. DepEd regional director, Dr. Mildred Garay presented the MLE Agenda for DepEd Region VI.  Most of the participants were young education students. At the end they demonstrated their commitment to use MLE by signing their name on a large frame and reciting their pledge of commitment. The event was covered by GMA7 and footages were beamed in the local evening  news. Continue reading