I was once an anti-television / computer installation at home or at school. To me this technology rivals the pupils time in studying and doing their homework. It also rivals my teaching. At homeroom meetings I even discourage parents in buying television.
Now I realized it wasn’t the technology but how the parents or the teacher use it.
After the training and during the implementation of the program, I found out that kids enjoy the activities more than they do in my well-prepared classroom lesson. No matter how I present my lesson in my normal class they will always remember better the lessons in the IBM KidSmart using the CBL plans. Much to my dismay, I realize nothing in my efforts can compete with the animated, colorful and interactive lessons that are presented in every lesson. The kids even call it games. How can I compete with games?
I was forced to learn more of the technology that I once was wary of because grade VI kids know better than me. Now, I can proudly say I can lay-out cards and brochures, make my grades, and graphs. And all of that is by mere trial and error method.
I even encourage and coach some teachers in making there grades. In me they have an example. I was once scared to touch the computer thinking I would ruin it.
My kids also have gained confidence in doing the activities in the computer. It boosted their confidence a lot. If they know how to manipulate computer, which some of their teachers can’t, how much more the other lessons? They became independent that on vacant hours they would again do the activities they have learned previously.
The only problem it gives me is that it forces me to do some overtime. Kids having no regular computer schedule try to also do the activities after class hours, and I just can’t say no those eager hands and minds. The earliest that I can go home is six in the evening because of the constant 5 minutes more of the kids.
From the NAT of 39% three years ago we soared to 79.81% this year. Grade six kids would very gladly stay for an hour everyday for review in exchange of one hour a week computer manipulation.
Thank you IBM KidSmart Early Learning Program for making my teaching a little less hard for me and more enjoyable and interesting for my kids. ( I have 256 grade one pupils all determined not to be absent on their 30 minutes CBL and 30 minute per week computer activities)
GENEVIVE P.PERINO
Sumpong Elementary School, Sumpong, Malaybalay City
Tuesday, September 30, 2008
Teacher- Implementers Report
Before the full implementation of the IBM KidSmart Early Learning Program in our school, Ticud Elementary School was suffering from different setbacks both in academics and extra curricular activities. School year 2004- 2005 can be considered a disaster in our academic performance because we ranked 59 out of 60 public elementary schools in the Division of Iloilo City in the National Achievement Test. We also ranked 57 in the Division Achievement Test. The Grade III pupils who took the National Reading Test also recorded 34.77 which is the lowest with in the division. At the same time, our school was defeated in the District Literary Musical Contest in all category and other school related extra curricular activities. These contributed to the low morale of our teachers, pupils, and the school administration. Our parents and the community begun to think negative about the school.
The IBM KidSmart Early Learning Program was introduced last February 2005. I can see the excitement, enthusiasm and appreciation of the school children, teachers and the administrator for the donation of computer. They knew that through this, they received the benefits of a very enjoyable, and fruitful, learning experience. All the primary pupils and teachers go to school excited and always looking forward to use the IBM KidSmart computer with the hope of learning more and teaching better.
At present, there are 552 pupils recipient of this program with 14 teacher- implementers. It is headed by myself who is responsible for the scheduling of classes and at the same time facilitated and assisted the teacher-implementers in the preparation of the Center-Based Lesson Plan and the learning activities.
The program brought a pivotal change in terms of teaching and learning. The traditional classroom set up was reinforced by vital educational materials that supplemented lessons which help our teachers and students enrich their teaching/ learning experiences. The 6 different centers ( Whole Group Discussion Center, Computer Center, Manipulative Center, Art Center, Reading Center and the Journal Center) gave them varied learning experiences that make the lesson clear and tangible. The concrete objects that they encountered in the manipulative center gave them opportunity to come close with nature and studied concrete materials instead of just the “chalk and board” strategy of teaching and learning. I take the lesson in “COLORS” as an example in the manipulative center, I instructed the kinder pupils to bring materials of different colors and place it inside the empty 1.5 liter coke plastic container. After the activity, I found out that they successfully arranged objects according to colors with ease and enthusiasm. The lessons in the Art Activity Center also excite the pupils for it served as venue to discover and show their artistic and creative talents in terms of drawing and arts, likewise, it also enhance their bodily/ kinesthetic intelligence. On the other hand, the Reading Center gave them opportunity to practice their verbal/ linguistic talents through reading with correct pronunciation and intonation. The Journal/ Writing Activity Center provided them the chance to apply their Verbal/ Linguistic intelligence through answering worksheets which they find exciting and interesting. The most favorite center of the pupils is no other than the Computer Center where they explore the Baileys Book House, Millie’s Math House, Sammy’s Science House, Trudy’s Time & Place House, Thinkin Things, and the last but not the least the Study Dog. The pupils also like the Whole Group Discussion Center because this is the place for orientation, lecture & discussion, routines, action songs, processing, giving of assignments and most of all the time to play games.
The use of Center-Based Approach to Learning is beneficial to the pupils because it creates an environment where students develop real life skills such as time management, cooperation, responsibility, and flexibility. The varied activities in each centers which they participated actively provide the pupils the opportunities to work individually or in groups that form the values of independence and teamwork respectively. The activities that encourages exploration and inquiry really challenged our pupils to share discoveries and creations to their peers. The varied activities designed to meet the individual pupils needs motivated them to come to school thereby solving the problem on absenteeism. In terms of teaching, it helps the teacher lessen their talking activities. Instead of talking, the teacher give routines in the different centers, provide activity cards in each center and facilitate learning. The teacher implementers also see to it that the Theory of Multi-Intellegencies were applied as shown in the MI checklist of the Center-Based Lesson Plan.
On the otherhand, both the academic performance and extra curricular activities of the school was improved. The result of the Division Achievement Test increased from 55.89 from school year 2004- 2005 to 59.23 for school year 2007- 2008. The Reading test of our grade III pupils who were the first recipient of the IBM KidSmart computer when they were in grade I last 2005 rose from 34.77 to 73.76 for school year 2007- 2008. Our performance in the National Achievement Test which rank 59 among the 60 public elementary schools in the Division of Iloilo City for school year 2005 jump to the 8th place for school year 2007- 2008. In a span of three (3) years, Ticud Elementary School improved from a very low performing school to a very satisfactory performing school. The dramatic increase in the school academic performance and extra curricular activities win back the trust and confidence of the parents and the community who are our partner in shaping the future leaders and citizens of our country.
With the great success of the program, we would like to thank and congratulate the IBM Philippines Inc, The APC Center as well as the EduQuest Inc, and the Global Business Holdings Inc (Sponsor of our Mirant Scholars) for their effort to build a better world for our children and bring quality education .
We, therefore, take pride and honor for the opportunity to be part of this laudable and inspiring journey.
JOE MARIE G. OSANO
TICUD ELEMENTARY SCHOOL
La Paz, Iloilo City
The IBM KidSmart Early Learning Program was introduced last February 2005. I can see the excitement, enthusiasm and appreciation of the school children, teachers and the administrator for the donation of computer. They knew that through this, they received the benefits of a very enjoyable, and fruitful, learning experience. All the primary pupils and teachers go to school excited and always looking forward to use the IBM KidSmart computer with the hope of learning more and teaching better.
At present, there are 552 pupils recipient of this program with 14 teacher- implementers. It is headed by myself who is responsible for the scheduling of classes and at the same time facilitated and assisted the teacher-implementers in the preparation of the Center-Based Lesson Plan and the learning activities.
The program brought a pivotal change in terms of teaching and learning. The traditional classroom set up was reinforced by vital educational materials that supplemented lessons which help our teachers and students enrich their teaching/ learning experiences. The 6 different centers ( Whole Group Discussion Center, Computer Center, Manipulative Center, Art Center, Reading Center and the Journal Center) gave them varied learning experiences that make the lesson clear and tangible. The concrete objects that they encountered in the manipulative center gave them opportunity to come close with nature and studied concrete materials instead of just the “chalk and board” strategy of teaching and learning. I take the lesson in “COLORS” as an example in the manipulative center, I instructed the kinder pupils to bring materials of different colors and place it inside the empty 1.5 liter coke plastic container. After the activity, I found out that they successfully arranged objects according to colors with ease and enthusiasm. The lessons in the Art Activity Center also excite the pupils for it served as venue to discover and show their artistic and creative talents in terms of drawing and arts, likewise, it also enhance their bodily/ kinesthetic intelligence. On the other hand, the Reading Center gave them opportunity to practice their verbal/ linguistic talents through reading with correct pronunciation and intonation. The Journal/ Writing Activity Center provided them the chance to apply their Verbal/ Linguistic intelligence through answering worksheets which they find exciting and interesting. The most favorite center of the pupils is no other than the Computer Center where they explore the Baileys Book House, Millie’s Math House, Sammy’s Science House, Trudy’s Time & Place House, Thinkin Things, and the last but not the least the Study Dog. The pupils also like the Whole Group Discussion Center because this is the place for orientation, lecture & discussion, routines, action songs, processing, giving of assignments and most of all the time to play games.
The use of Center-Based Approach to Learning is beneficial to the pupils because it creates an environment where students develop real life skills such as time management, cooperation, responsibility, and flexibility. The varied activities in each centers which they participated actively provide the pupils the opportunities to work individually or in groups that form the values of independence and teamwork respectively. The activities that encourages exploration and inquiry really challenged our pupils to share discoveries and creations to their peers. The varied activities designed to meet the individual pupils needs motivated them to come to school thereby solving the problem on absenteeism. In terms of teaching, it helps the teacher lessen their talking activities. Instead of talking, the teacher give routines in the different centers, provide activity cards in each center and facilitate learning. The teacher implementers also see to it that the Theory of Multi-Intellegencies were applied as shown in the MI checklist of the Center-Based Lesson Plan.
On the otherhand, both the academic performance and extra curricular activities of the school was improved. The result of the Division Achievement Test increased from 55.89 from school year 2004- 2005 to 59.23 for school year 2007- 2008. The Reading test of our grade III pupils who were the first recipient of the IBM KidSmart computer when they were in grade I last 2005 rose from 34.77 to 73.76 for school year 2007- 2008. Our performance in the National Achievement Test which rank 59 among the 60 public elementary schools in the Division of Iloilo City for school year 2005 jump to the 8th place for school year 2007- 2008. In a span of three (3) years, Ticud Elementary School improved from a very low performing school to a very satisfactory performing school. The dramatic increase in the school academic performance and extra curricular activities win back the trust and confidence of the parents and the community who are our partner in shaping the future leaders and citizens of our country.
With the great success of the program, we would like to thank and congratulate the IBM Philippines Inc, The APC Center as well as the EduQuest Inc, and the Global Business Holdings Inc (Sponsor of our Mirant Scholars) for their effort to build a better world for our children and bring quality education .
We, therefore, take pride and honor for the opportunity to be part of this laudable and inspiring journey.
JOE MARIE G. OSANO
TICUD ELEMENTARY SCHOOL
La Paz, Iloilo City
Saturday, September 6, 2008
Welcome!
The IBM KidSmart program is one of the many projects under the Corporate Citizenship and Corporate Affairs (CC&CA) arm of IBM Philippines. It aims to integrate technology and classroom learning through Center-Based Learning Environment and computer donations to selected school all over the Philippines. Launched in 2000, its implementation has expanded to over 150 schools. Together, IBM Philippines and The APC Center conduct trainings for teachers that would enable them to integrate technology into their classrooms and at the same time attain the goals of the KidSmart Program. Currently celebrating its tenth international anniversary, IBM KidSmart continues to innovate learning and technology throughout the Philippines and throughout the world.
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