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Category Archives: Science

UP NISMED’s Initial Experience with Lesson Study: Improving Teacher Effectiveness in High School Chemistry

Lesson Study Cainta

The three authors in collaboration with six chemistry teachers of Pedro Felix Memorial National High School, conducted NISMED’s first Lesson Study during the school year 2003- 2004.  Each of the chemistry teachers selected a study lesson for implementation during the period bringing to a total of 6 developed chemistry lesson plans as outputs.  There was a follow up interview of the teachers in October of the next school year. Read the rest of this entry »

 
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Posted by on January 14, 2013 in Science

 

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Using Students’ Preferred Language to Engage them Actively in Learning About How Fast Solids Dissolve in Water

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“Ma’am, puwedeng mag-Tagalog?” (Ma’am, may I speak in Tagalog?) 

Carlo, a third year student, asked his chemistry teacher before giving his answer during a classroom discussion.

Science teachers, more often than not, would reluctantly allow students to answer in their preferred language and then proceed with the lesson using the prescribed medium of instruction which is English.

But what happens when three secondary chemistry teachers allowed their students to use the students’ preferred language in the classroom? Read the rest of this entry »

 
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Posted by on January 14, 2013 in Science

 

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Growing up Pains: Reflections of Five Chemistry Teachers on the First Two Cycles of Lesson Study

This chapter presents the reflections of five Chemistry teachers in a public high school on their lesson study (LS) experience. Accounts have shown that, at the beginning, there are several challenges encountered by the teachers that made them hesitant to fully participate in the LS. However, as the LS proceeded, collegiality was evident, making the teachers comfortable with the LS. Collegiality led them to collaborate more in the LS processes.

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This increased collaboration provided several  benefits that the teacher themselves have recognized along the way. These benefits concern their  professional growth such as content upgrade, new approach in teaching, better classroom management, accuracy of content in designing lesson plans, sense of fulfilment, and willingness to strive for excellence.

The full text of the study is one of the chapters of the book titled “BOOK 1.  LESSON STUDY: PLANNING TOGETHER, LEARNING TOGETHER” which will be published in print form by UP NISMED this first quarter of 2013.

 
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Posted by on January 14, 2013 in Science

 

Uncovering Alternative Conceptions of Diffusion and Osmosis Through Lesson Study

Through lesson study, a research lesson on diffusion and osmosis was developed collaboratively among four Biology teachers of a partner high school in Metro Manila and four NISMED researchers.  The group developed a structured inquiry activity on diffusion and osmosis using existing activity sheets of the partner teachers as references.  Student learning and alternative conceptions were closely observed during the implementation of the lesson.

lesson on osmosis

Students performing the experiment

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Posted by on January 4, 2013 in Science

 

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North Fairview HS kicks off lesson study cycle 3

North Fairview HS kicks off lesson study cycle 3

Dr. Soledad A. Ulep, Director of UP NISMED, together with the UP NISMED staff, paid a courtesy call to the new principal of North Fairview High School (NFHS), Mrs. Sheridan G. Evangelista on 17 August 2012.  During the meeting, Dr. Ulep, introduced the Collaborative Lesson Research and Development (CLRD) project of UP NISMED to the new principal.  CLRD aims to promote lesson study and teaching science through inquiry and mathematics through problem solving. Lesson study is a school-based teacher-led continuing professional development model. She discussed the key features of lesson study, namely:  (1) lesson study provides teachers a concrete opportunity to see teaching and learning in the classroom; (2) lesson study keeps students at the heart of professional development activities; and (3) in lesson study, teachers can be actively involved in instructional change and curriculum development.

In addition, some UP NISMED staff recounted the NFHS Lesson Study groups’ experiences during the first two cycles. They briefly explained a typical lesson study cycle which involves the planning of a research lesson, implementation of the research lesson and post-lesson reflection and discussion. They emphasized that these stages were collaboratively done by the NFHS Science teachers (Chemistry and Physics) and UP NISMED staff in accordance to the lesson study sub-goal. The sub-goal formulate was for the students to participate actively in communicating their ideas by asking questions and finding answers to their own questions.

During the meeting, the benefits gained by the NFHS Chemistry and Physics teachers and their students from the CLRD project were also highlighted. It was mentioned that an improvement in the collaboration among teachers in lesson development was observed. It developed a harmonious working relationship among them. Moreover, the performance of the students in the 2011-2012 Division Achievement Test for Chemistry also improved.  With this, Mrs. Evangelista,  signified full support to the CLRD project for its third implementation in NFHS, stating that “I’ve been looking forward for this kind of activity.”

The meeting was also attended by the NFHS Science Department head, Mr. Michael A. Nazareth and UP NISMED staff, May R. Chavez, Dennis L. Danipog, Jacqueline Rose M. Gutierrez, Cerilina M. Maramag and  Rolando M. Tan.

 
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Posted by on August 31, 2012 in Science