21st-century Education | Teaching Science and STEM

thank you [Music] right [Music] [Music] bye [Music] [Music] [Music] [Music] [Music] [Music] foreign [Music] [Music] [Music] so [Music] [Music] so [Music] hello teachers and good afternoon and welcome to our usual saturday stream for being with us no uh today you know of course as usual on our um saturday um live streaming and of course it's still part of our august series now and before timeout starts segura because it's our second session already um i'll just uh want to greet chris and our teachers in the chat okay or here as early as 12 54 p.m of course no um one of our moderators in our agape teacher support group uh sir alan brutas good afternoon teacher ethylene verdadero with after teacher me by subversa congratulations miss me some final discussion during the digital educator summit of graphi uh teacher email de publico teacher gemma rivera teacher marlu leilani gamban teacher leslie ann canaria teacher corey muscara pastor manny garcia always blessing our sashansky teacher rexy jane saldivar teacher marielis ragpat teacher jane lopez teacher gina zares teacher angel pangilinan teacher jose jason baisic teacher dean clifford huami maria concepcion areliano dan soriaga teacher denise of course no miss ib lizell bin luan miss johan labaha teacher lord and of course teacher mark edison know so for today what we basically will have now will be our second session on our august series which is on teaching in the 21st century para bhagusi guru taya magstar teachers i'd like to also ask everyone to please share our link especially to your um our um co-educators in the science department or stem department okay um so please do share our link so that we can invite more educators in our session for today and once again this is a certified session so you'll be getting a certificate um right after you know um or after um accomplishing our evaluation linking but teachers would also like to apologize because maybe some people are waiting for their first certificate on episode 1 still being processed right now okay so we're still running the um the certification for episode one but it's going to be finished as a um today porno so young certificate for episode one okay so apologies for the delay in your certificate teachers okay anyhow teachers okay so let us now begin now let's start our session for you because we have two very um i don't know competent and um exciting awesome speakers for today who will actually be sharing with us know their best practices um strategies and pedagogies in teaching science and stem this is a like a very um subject-specific session for today but and i hope that we get to i don't know really help a lot of our science and stem teachers for today teacher arurai medina this is not a cpd event game um please take note no we always announce which ones are cpd events and it will always bear no um in the event title cpd accredited event if it's not uh then it's not no uh a cpd event okay this is our usual um saturday live stream point teacher arurai medina okay now proceeding teachers let us now begin with our first we will have two speakers for the date game um and each of them will actually be sharing their own again best practices pedagogies and strategies uh in teaching science and stem okay we actually divided them into teaching science and teaching stem okay so they will be focusing on these two areas for today and let us no longer um i don't know um waste our time okay and let's now proceed to our first session for by the way speaker please also stay tuned because at the end of our session for today we will be having a surprise okay so uh for our science teachers no uh stem teachers okay and for those who are thinking to teach no um stem we have a very uh i don't know um interesting surprise at the end of our session so please stay tuned uh and please stay no uh during our livestream and we will uh we'll definitely be um be glad no uh staying no uh towards the end of our session for today okay so something to watch out for teachers okay so anyway let us now proceed with our session for the teachers and i'd like to introduce our first speaker for today okay um who will be sharing um his expertise uh best practices no pedagogies and strategies in teaching science and this person is a someone i personally know came and definitely my honor to introduce him in our community for today okay so our first speaker for today mr joel howard is a biology teacher under the international baccalaureate diploma program at savers school san juan city philippines he serves in school community by fulfilling the responsibilities of a class advisor club moderator and a committee head he is also an active member of different groups involved in spiritual growth activities he recently received the united federation of filipino educators salinde nong award and most influential teacher award in 2021 in 2021 he led a team of saver school teachers staff and administrators in designing online activities as part of the workshop on ignatian spirituality in education or wise a teacher formation program geared towards defining the integrity of new employees and develop their capacity for reverence of life-giving attitudes being the team leader of the international program called saver china experience joe well significantly contributed to its curriculum redesign toward the project-based learning modality this allowed students who are filipino chinese to engage in a more authentic process of course content interaction the genuine chinese language education and real life learning opportunities gave the participants a meaningful and memorable 42 days of program implementation in china being a teacher allows joel to engage his learners in a meaningful interaction by promoting critical critical and analytical thinking skills through the usage of strategies that are appropriate to the level of maturity and sophistication of his learners as a mentor in imparting good values he speaks and acts in exemplary manner this is evident in his role as a senior high school class advisor gentlemanliness committee moderator and examined committee moderator let us welcome into our stream for today say joel would say joel i think we're just having some um um problems with the yen right there's your job okay hi sir joe well hey good afternoon sir franco yes good afternoon and then we're glad not to have you here at our community and of course we're excited and i know no i i'm a personal witness no to the excellence of our speaker for today okay sister joe well now before i give you the floor maybe you could just give us an overview of what your session will be covering for today so in my session we will discuss how we can engage our students in different learning set up by being aware of what science says about how we learn guided by the brain and mind learning principles so that's the the general idea thank you sir jova okay so nothing patagonian teachers let us now uh have sir joel no take us into this um exploration of how to best teach science in the 21st century say jovel your presentation is now live you may now start your session thank you very much again sir franco i'm so nervous it's easy to present to people who don't know you than someone who actually sees you every day but again good afternoon everybody and it is quite an honor to be here with a dynamic community of educators uh before we started i saw this hashtag guru parasaiva i feel that i'm here because of my teachers who were patient with me and i feel that i have grown because i have worked with colleagues who are quite dedicated with their with their work like mr franco doing um as what was mentioned i'm a bi teacher but i'm actually into spiritual growth activities as well i did not think that the two can actually work seamlessly now allow me to start with this part so you're currently seeing um labeled parts and if it's possible kindly just share your answer to the task you're seeing on your screen right now so if there is a part there that you feel will be affecting learning what would that be will your answer be a is it b is it abc if your answer is all of them then you are right each of the labeled parts will have an effect on the process of burning there is this consensus in the scientific community that all learning engages the physiology so there's this idea of neural plasticity and this one is trying to say that the body and mind are totally interconnected the biological process of brain plasticity allows for changes in the brain circuitry which can amend the structure and function of the brain affecting the learning process as i was typing this one i was trying to reflect upon how i engage my my learners um sometimes it's very quite tempting to just ask your students to sit there and just listen to me and then just write but whenever i see this one i'm reminded that i have to try my best to tap into the different senses that they have because data will actually support the the concept that if we will engage several senses of our learners during their learning they will end up doing better so we can take advantage and explore ways on how our students can use several senses during a learning experience so i can't help it i'm a bio teacher so allow me to show um something that is quite linked to teaching biology um you're seeing a cell and that cell is known as neuron and i know we are all aware that we also call neurons as our brain cells i wonder would you know how a neuron is linked with the other neurons are they tightly linked with one another or are they loosely connected maybe i'll let you share your answer with someone probably if you have access to a chat box and you are with other people watching this share your answer with them and say joel i'm waiting for some answers up there okay great okay thank you mr adon uh some here uh said no from teacher ivelisse alvin luan link tightly i've is actually a friend of mine for the past what 20 years miss ivy and why that is your answer i'm kidding so actually there are gaps that exist between the neurons and we call the gaps as synapses now these gaps serve as a source of pause a moment of delay that offers flexibility neurons are not hardwired or permanently intertwined in one fashion that is quite essential because these spaces will provide spaces for growth and this flexibility in our brain wiring supports the notion of growth mindset i know we remember that growth mindset um carl dweck the proponent of the idea says a growth mindset is when a person understands that his abilities can be developed learning involves our entire body and growth mindset are just two of the learning principles supported by scientific data learning has been extensively researched by many branches of science most of which have acted in isolation from each other and for the last 20 years or more there are scientists that have been developing a set of principles for educators that encapsulate the ways in which the different aspects of body brain and mind participate in the learning process if there's something that you will be taking from this session i hope that it will be this that us educators we can view a person as an integrated system in which everything interacts with and influences everything else so in this in this part of mind i will try to do three things um going through the content of this sharing i hope we can ask ourselves how have we used these principles in our classes we can also challenge ourselves in finding ways to incorporate the bits of wisdom about the learning principles and planning and designing our lesson plans and we can con we can continue to collaborate with our colleagues in exploring ways of broadening and deepening our usage of the learning principles so that's the that's my goal and hopefully we all get to achieve them i bet we are all aware and we have that deep sense that we are currently living in a vocal world um our world is volatile uncertain complex and ambiguous and seeking for anchors that can stabilize our foundations can help us help our students what brings me peace in this occasional chaotic moment is that the acknowledgement that there are principles about learning that continue to be applicable and withstand the test of time even if things keep on changing so specifically we will try to identify some learning principles we will describe how it can be used and then finally i'll share some tools um that that will promote the the principles but i hope as you listen in in this in this session you will keep on asking the question is this something that i can use is this something that my students will be able to appreciate does this fit my context but hopefully you you get at least one or i mean you benefit from this one so how will i present the principles so it's quite tempting to just discuss them like just enumerate these principles i would like to start every principle by giving a statement that you have to figure out if it's true or false so mr adam probably i can ask from time to time right if people are responding so yes i'll be here hey thank you maybe i will just ask you mr francois yes i'm a little bit nervous about this exterior but i'll try my best thank you sir so let's start with the first one so the first statement here it says that the brain or mind is social is this true or is it false so probably we can wait for people to share their answer first thank you very much yeah we're waiting for some answers in a chat now say joe well but for me i think it's true okay yes being a social science teacher so my perspective is that even the brain should be a social aspect as well and according many answers are actually leaning towards my answer as well it's mostly true uh sir joe well whoa it's impressive that most of us here if not all actually know that this is this one is a fact i'm quite tempting to just ask mr adam to explain it to us seems to be more credible to discuss it but if we will look into data in different researches the consensus would be this the brain or mind is social the social construction of knowledge is a process for learning based on social cultural principles in which learners deepen their understandings of of a topic through social interaction dialogue negotiating ideas or other collaborative activities so the learner will be able to get a better sense of what he's trying to to to understand when he is able to enter to interact with other people so that's what research says so that is the reason why it is said that when the needs for social interactions and relationships of our students are engaged and honored they will have the capacity to learn better you're seeing now some tools that are i'm using to to promote interactions in different setup whether it's an on-site face-to-face setup online high flex and so these are some of what i'm using in this example we can see on the right side that students are messaging each other as they finalize their web concept this google document each member is assigned to work on specific part of the table allowing everyone to contribute using linuit students can use digital post-its to share their thoughts and with clear guidance they can have they can be encouraged to to be thorough with what they will share with with each other um this something that i think everyone is familiar with so when we ask our class to watch our video we can give a question about the content that they will be watching and invite them to comment on each other's responses it's like as the two interact with the other people they can agree or disagree with one another but they have to express their ideas clearly so just like when we have debates in class or discussions in class i'm mentioning google apps right i think mr adun is also an expert in that one but i'll move on now to the next one so the next is this one different memories same processing is this true or is this false um yeah so joel we're waiting for some answers no but i think um i'm more uh leaning towards false because different experiences will definitely have different impact on how our synapses are working and how information are being perceived [Music] in different contexts because well in different contexts with different perceptions as well so i'm i'm more on the false okay and the teachers are also in agreement mr howard okay most of them are saying false or no thank you very much mr franco it's a blessing that you are able to actually add other ideas that that allow us to have a more profound discussion so it's a good thing you're the host no no depending on the the literature that we will be basing our answer from the answer can actually be true or false but the brain or mind learning principles explain that there are at least two approaches to memory one type of memory is designed to store or archive isolated facts skills and procedures that we read or that is taught to us another type of memory is very dynamic because it engages multiple mental systems in order to organize ongoing life experience or situation so this is the reason why we remember some things that better than others we remember the the tasty snacks during the meeting but we may not remember what was said during a meeting so we can make our students comprehend better when we immerse them in learning experiences that will tap into their senses with multiple ways to remember so if there's a more complex type of experience that we can use to teach something that will actually be beneficial of course there will be times that it may not work and then we just get to polish what we're doing on my end i'm using the the following apps to to to promote this principle and so for example the camera app can be used to discuss concepts related to optics do we have physics teachers here is this actually sensitive that was something i did when i was still teaching grade 10 and we were observing spiraling curriculum so there were there were years when i was teaching physics students can take pictures of different situations and can try to explain how life behaves in every situation we can ask them is the light reflected or refracted or is it transmitted if you stare at the center of this optical illusion your eyes will trick you into thinking the area around it is moving so we can have a discussion with our students about how our perceptions are affected by different variables if if spotify is readily available you can ask your students to tell you what their current favorite songs are play the playlist with their songs and ask the class if they can guess whose favorite song each track is so this could be a good introduction about vibration what instruments are used in this song how does the sound of one instrument differ from another so that's for principle number two let's move on to the third one the third one says every person seeks meaning every person seeks meeting is this something that you agree with or do you feel it's not true sir franco waiting we're waiting for some answers but um in my case um sir i don't know sir i'm not representing the i don't know the entire community but in my own personal opinion i think this is true okay that um every time we perceive something or we see we experience no we're trying to make sense of it okay well the making meaning might not always be as accurate but there's always that attempt to make sense or make meaning of a particular experience thank you sir java and the teachers are also in agreement they also say true there's nothing to explain mr adul red explained thank you very much sir so exactly um it's true the need to make sense of things is characteristic of every human being from infancy to adulthood it has been called as the explanatory driver that our brain will try to make sense of what's happening but the downside there is if it can't make sense of it it's going to focus on something else so one aspect of even young students search for meaning is illustrated by the way that all people respond to novelty another aspect has to do with the compelling power of purpose thoughts related to what we see that is meaningful will eventually stick or linger longer when students deem a topic as unpurposeful their brain will have the tendency to process it in a way that will not be internalized or will not really stick when the interest and purpose and ideas of our students are engaged and honored they can learn better so what are some of the tools or apps that we can use to to highlight this principle one of the things that we do in savory school is that we do the the project based learning i think one um actually miss nadido was a speaker in in your community that's like a greater project but in the individual subjects we tend to adopt it also so for example in here using the calorie calculator for the project-based learning project called the power of food choice that actually creates an integration for math and bio so the main idea here is to propose a meal plan based on person's health condition and evaluate the calorie and nutrient content that the person can consider instead of the the usual investigatory project in science we ask our students to perform mythbuster assessment and use google tools for them to collaborate in designing a set up to bust a myth we we also ask our students to build their own circuitry using pet simulation before putting their actual circuit inside their motorized toy car which can be made using recycled modules math and silence seamlessly go together in this assessment called floor plan renovation using the app called easy measure they can measure the floor plan of an existing room and then we ask them to come up with modif modifications according to the data that they will be gathering paying attention to measurement and coming up with sensible explanation for the proposal so these are some of the things that we do but now number four and number four stating emotional connection is as important as content connection number four states emotional connection is as important as content connection my idea here is it's true uh that emotional connection is important um content connection um there have been studies already know about um how emotions know really affect our perceptions as well when we're angry when we're happy it creates a sort of like a different kind of um of us i don't know a synopsis no in our brain cells and once again our teachers are also in agreement with me that's quite a rich sharing mr funko adon so exactly emotional connection is an important as content connection and you decided that there are actual researches that will prove this so emotions are central to human life neuroscience now confirms what writers and artists have long known that emotions are involved in every thought decision and response powerful learning is enhanced by rich emotional experiences guided and moderated by higher order functions in fact emotion and physical reactions are so much a part of understanding that psychologist eugene gandlin is from 1981 describes the link in terms of the phrase felt meaning emotions color meaning when appropriate emotions are elicited before during and after their experiences with a content our students can learn better are there apps that can actually bring some emotional aspects to our lessons so i've used youtube i look for animated explanations of the concepts that i'm discussing so i try to really look for something that can capture the that can get some degree of emotional response from my students um i i also try to share with my class inspiring stories or people overcoming adversities from goalcast i allow students to reflect upon some thought provoking quotes from pinterest actually google has a lot of very colorful quotes and i i try to introduce or conclude a lesson with a powerful image that conveys the goal of a particular topic they say a picture paints a thousand words and so if you are able to spot an image that will be able to draw different ideas related to the topic you're covering that will be um fruitful for your your class so i bet you have other ideas and how you do that sometimes i just pretend i'm mad in class i'm kidding to talk emotional response from my students no let's not do that we're down to the last two and for number five of this one we can read learning is both conscious and unconscious learning is both conscious and unconscious finally last question anyway uh almost immediately you know sir sir well i think this is true it's both conscious and unconsciousness and once again our teachers are also in agreement they also say it's true that learning is both conscious and unconscious thank you thank you for for that feedback it seems that everybody got everything correctly so why am i here kidding [Laughter] so yes this status room learning involves layers of consciousness that could be the basis why we want our students to really focus on what we're saying we ask them to not do not to do other things as we try to discuss because some learning requires a person to consciously attend to a problem that needs to be solved or analyzed at other times learning cause unconscious incubation in the same way that the creative insights of artists and scientists occur after the mind has done some conscious processing we need to give them time to incubate what we are trying to help them learn and beyond that the beyond these levels is the capacity of the learners to engage in metacognition and monitor themselves by means of executive functions of their brains so how do we apply this one so the goal is to give them time right to process what they're learning so we can ask students to process what they have learned by so probably we can start with writing a blog give them time to articulate what they are able to understand about the lesson if blogging is something that they are not into probably they can create a podcast or maybe take a video of themselves as they share their thoughts or simply share reflection about the specific content by using an exact ticket in in different platforms that you you're using in your class i should start wrong but there's still one more so i'll try to deliver this one quickly so this one is saying threats and challenges have the same effect on learning sir franco is that what do you feel that this is true the threats and challenges will have the same effect yes sir i think now um i i sincerely believe on this one okay that threats and challenges have the same effect on learning it's the reason why failing is an equal uh catalyst for learning as well okay which i hope parents and students also get to learn to accept no and embrace us and our teachers are also saying it's true say joel thank you sir franco actually well my answer would be false but listening to how you explained it i guess that is also acceptable actually no it's acceptable because both will actually have an impact i guess i could have phrased the the statement better but but what we have are based on data is that when a student is threatened there's a tendency for him not to really ex show his potential so a great deal of research from such disciplines as neuroscience creativity theory stress theory perceptual psychology will show that effective mental and emotional functioning can be sabotaged by fears associated with helplessness one consequence of such frightened negative emotions is that higher order executive functioning are hijacked that is why the optimal state of mind for learning is relaxed alertness a combination of low threat and high challenge but if i will try to unpack what mr adul mentioned because there's this idea that we can make or break our students and so if we keep on threatening them the impact will be that the student will be discouraged and in the process break him so i guess that's if that will be our basis in terms of answering that will be that makes now the the statement true on the other hand we can also try to consider that if we are offering a set of challenges that the students can feel that although it's difficult they know they will learn something from it then we will be able to engage them better when we create a supportive empowering and intrinsically challenging environment our students can learn more effectively so let's try to build our students confidence by providing tasks that welcome failure and challenge them to do better we can build respect by being the first one to show it instead of just merely demanding that we get respected and we can convey a message of caring concern because it is said that students don't care how much we know until they know how much we care so these are some of the learning principles that i'm using and i need to keep myself be aware of them because sometimes i forget but i hope you got one or two things that you can use and you see value in them so that will be all from me mr adon thank you asking those questions i think uh asking those questions makes us again re-evaluate know how we do how we teach ski and how we um do science basically and how do we like teach science in the 21st century and what i really like though uh before we entertain some questions from the teachers that what i really like is that the way um sir joel approached the subject area is that it's not only about the content it's not about teaching the content it's about using and understanding the students okay um who are supposed to learn the content or supposed to learn uh the subject area okay so that's that's actually what's really commendable know about uh sir joel's approach now very student centered okay in a way pedagogy and approaches some questions okay from our our audience um so teachers okay please feel free now to ask questions uh in um in the i don't know uh in the chat okay there's maybe okay um i'd i'd start with a first question and say java okay okay yeah is that well um you have mentioned a lot okay pero if we're going to like um like give like maybe one or maybe two or three okay if it's not uh so much snow but if there are like two to three things that you'd like to remind our educators about teaching science in the 21st century because definitely science has already been there now being taught know in the in as early as education has already been here pero what what's in the 21st century that science teachers need to take note of so that they can actually teach science in a 21st century mindset maybe i can add something to what i have already presented or highlight one of the things that i mentioned before the actual six principles so the idea of growth mindset and then the idea that fun can be integrated even if the content is quite difficult for our students um why i'm highlighting these two so first of all there's um if we will look into data in terms of how many filipinos are engaged in or pursuing the stem oh my god our next speaker will be speaking about that i think we can still do better in terms of encouraging our youth to pursue that subject but how will they fall in love in terms of the up in terms of pursuing a science career first they should know that at the start they may not have the skills or they may feel that they don't that they will not thrive in that one but if we keep on encouraging them that they can grow and that by being with us by journeying with us they will eventually get the right set of skills that will allow them to do better in that field so we should try to to abolish that idea that at an early age they are already predis a predestined to be good in science be good in math because the reality is they can be good in anything if they will make that decision and if we will be providing that support fun there's actually that book that is used in in savory school before i think mr adam there's like a part in that um required reading we're in um learning is not always fun i i'm not sure if because i've heard some of our colleagues before that that's what was mentioned to them but there are new researchers saying that fun is something that can be embedded even in the most challenging of lessons but we have to make the effort in terms of how we can draw how we can put fun into something that students will feel it's too challenging that it's not going to be fun so those two things did they answer your question yes no definitely you know definitely well no i definitely agree with the growth mindset okay um especially in the sciences no uh when where uh innovations inventions and all other things uh are actually uh i don't know um are uh starting okay and of course um actually in in some of the literatures that i have read know and of course trainings that they have attended it's what they call joy in learning um so they always find joy okay um some because some people uh are absolutely against it because they think that it it makes the education like um like sort of like a game or a playful thing but we have to also also have to think that our students have that that i don't know they have to find that in intrinsic motivation to go to our subject or listen to our subject areas no so and must so it's not theoretical it's actually applied very much now by mr howard okay yeah no this there's a statement from sister monica uh super aggressor joel fun in big and heavy topics in sciences it's one of the most vital components to make learning highly engaged engaging to students okay plus undamming opportunities actually to to make um a science final actually andamimong princeton and ways to teach science really commendable no tools uh right there okay so teachers any other uh things you might want to ask there's actually a question from uh teacher lord dana okay about stem okay obsession nah i think uh next speaker you know about stem so um okay but any other question teachers okay well okay so joe welcome to the man is a sort of like a miss universe question okay um of course no uh we always build because you're you you have like great uh routines you have great protocols you have great uh strategies and pedagogies overall not as a teacher you know um and what i'd like to know is that um if in your career as a science teacher what would be your most memorable in a way or um experience no that you have gone through okay that uh challenged you know as a science teacher and they might encounter moon challenges and how did you go around it around it no or how did you solve it and how did it shape you to become the science teacher that you are right now um so if i get the question right challenges and how i navigate it now yes navigate to it high flex set up kidding if i may be candid and if i may tap into the what is currently being experienced um it would be um the setup we that we are currently using um no doubt that the current setup is what is appropriate for what we are currently going through because we want to keep our students safe we want to make sure that there's peace of mind in knowing that we are we have placed set of rules that will allow them to to be healthy and that the the transmission will be lessened but given that of the problem now would be how can we make sure that if a student chooses to stay online how can we ensure that when we provide an activity for those who can go to school um like do some experiments that there's a parallel activity that can be done online so what i'm telling my students is that for for you guys you need to meet me halfway because obviously i can't control so many variables in the setup if you are if if everyone can report in school of course i will have more more control about how the learning will happen but because there is this variable wherein you're not able to see them if they're doing it we i just have to trust that i am able to design something that will allow them to pursue that without my guidance and so it's it matters that we try to con to send a message that we trust that that there is trust and that they will do what what they can do so that they will be able to learn so i think that's i think yeah that will be yeah the setup now is it's the challenge itself you know okay it's very challenging in how we design our curriculum our assessments okay our instructional designs as well okay thanks so much for that um maybe one last question because this is a question now from the audience okay so this will be the last question before we have our second speaker for this afternoon and this one is from teacher general keto this i think it's very relevant now sir joel okay and the question is what is your best recommendation to a teacher that don't use to teach a specific field of science because of the spiral curriculum so um like for example we have like expert um in biology but uh is forced to teach physics chemistry and of course the general science because of the spiral curriculum okay so what what can you say about that uh sir joel um find a way to transfer to senior high school i'm kidding so you can teach something that that you feel you are an expert ah that's a joke um actually for uh i stayed in the junior high school for like seven years of my teaching career in savory school what worked with us because art so for example i was part of grade 9 and grade 10 and there was a year that i also handled grade 8. so that means that you will be teaching biology physics chemistry and earth science you have to trust a teammate that will serve as the expert of your group be open-minded be cooperative and provide that support to that person who will be considered as the expert of the group i i was blessed um but blessed with teammates who were experts in different fields now if that's not a possibility in your team then connect with someone who can guide you in terms of the content that you're covering i consider myself someone who's not good in math but guess what i i was i was able to teach kinematics on laws of thermodynamics was i successful i'm not sure but i tried to really talked to the physics major in our group and collaborated with him in terms of the presentation that we will be using and then when there are questions i write it down and then i was not afraid to tell the students that i'm not an expert here but i will try my best to bridge if there are gaps and i will always coordinate with someone who can guide me to teach them the content before um before it's oh i want to project uh an image that i know everything but i i fear that it's good for my mental health and the mental health of my students knowing that there are areas in in my teaching career that i have to rely on others because the reality is no one is an island right that we are here because people helped us and if we can convey that message to our students that they need to be there for others and support each other then we build a community like the teacher support community so there is that a sensible answer mister definitely you know uh i think that's actually also even in other subjects um while we are experts in our different fields there will always come a time because again something and nothing say joel no uh that's actually part of growth mindset realizing that you are not like um like you're you're you're always an empty cup every now and then uh and you'll have to keep on feeling it now and when you say filling it up that doesn't mean that you have to learn it on your own sometimes you have to rely on someone else um to do that now because uh no person in this 21st century can amass that amount of knowledge no knowledge is growing by like what um to an exponential growth no okay uh doubling every hour so you can't catch up we can't catch up now unless you uh work with others collaboration say well no in the 21st century such an important skill okay which we also have to teach our students okay so anyhow uh teachers know uh it's now time to uh for us to appreciate uh sir joel's um time and sharing of his uh expertise scheme so kindly please send your thanks know an appreciation to siri java okay so uh let's keep on sending our love and uh our warmth as a community we are very warm and very i don't know um active community so please do send our appreciation to sergio but of course we'd also like to share in our own appreciate appreciation to siri joel okay and we'd like to present this certificate of appreciation um it's respectfully awarded to joel howard for sharing his knowledge and expertise in the recently concluded webinar entitled 21st century education teaching science and stem awarded on august 13 2022 signed by fran for nicola p adding administrator of kagapai teacher support so once again sir joel our thanks no on behalf of the 95 000 by the way the 95 thousand um maybe a short message that you'd like to give to our community um as we continue our journey into the high flex game and our i don't know journey into post-pandemic education sir franco i'm actually able to see now some of the the messages and the questions that were asked and i just feel that i'm quite lucky to have this this moment this time to be here because when when when i get to reflect on in this experience i think what i will get is that we have a group of teachers who are being there for one another because they want to do their job well and that that's like something that brings inspiration because if there are many teachers who are trying their best to become better i can just imagine how many people will become better as they interact with you so there's this love multiplication that will be happening so first thank you very much for having me here and thank you for being an inspiration not only to your fellow teachers i know you are inspiring your students as well sir franco thank you very much i've always looked up to you for someone so talented you're quite humble sir so thank you thank you very much so it's not our time to say goodbye to your job okay okay but of course it can say job java can still stay for if if he wants no can also stay you know but of course we'll leave it up to sergio so and uh have a great day paseo java so it's now time our teachers for us to um continue with our session and our next speaker will now be focusing on um on stem and i know you have lots of questions already about stems but before we do that let me first introduce to you our speaker for today uh our second speaker for today mr june karen v caparoso is an assistant professor of science education at the college of education mindanao state university illegal institute of technology in ligand city he finished doctorate of doctor philosophy in science education at the philippine normal university manila he has written and published studies on science education climate change education and game-based learning in science he's also involved in an in-service science teacher trainings particularly on inquiry-based learning lesson study science investigatory projects and design thinking let us welcome into our stream sir dr juan caparosa dr juan good afternoon good afternoon sir franco um let me just first share my screen thank you well just wait for that now uh and while before we have say jun's presentation so jun would also like to ask first know a short overview what what are the things we're going to be talking about and we'll be um discussing for your session for today okay um i guess uh this is a continuation of the presentation of sir joel though we haven't really talked about it not that this will be your presentation this will be mine but i think this is somehow related and a continuation of his presentation wherein he focused right on the principles of learning and then for this presentation i will actually provide a springboard for for science and mathematics teachers to revisit um and at the same time reflect on how the utilities multimedia tools so suggestions will be provided later on i will give it as a form of principles to help them maximize the use of multimedia instruction for the effective learning of science and math so [Music] this is somehow related because in a way this also presents some findings in cognitive science or neuroscience research particularly i will be presenting a little bit about how people learn from multimedia i mean from multimedia or particularly from multimedia instruction so the presentation will will be just for 20 minutes now and after that we can talk now you can ask questions we can discuss now about these things so this will be brief no and as i've said this will just i mean the purpose is just to give you a a springboard for discussion okay sir franco are you seeing my screen now um i will now put it in uh into our live stream so okay it's now um live stream you can now start with your session good luck stay tuned and enjoy your session okay uh once again thank you very much now good afternoon and thank you very much for attending this session so in the next 20 minutes i i promise that it will be around just 15 to 20 minutes uh we will be talking about designing effective multimedia instruction first step uh stem is used in this presentation will be science technology engineering and math but uh more or less we can say that this these four science and math teachers know to begin with i would like to share with you this meaningful statement from a former ceo of intel corporation craig barrett which says that computers aren't magic teachers are so i'm sure you have heard already that statement that is not that new it was uh it circulated in the internet perhaps some years back i hope you will agree with me that magic is that the word magic is often associated with the words power and change magic then can be viewed as power to change okay with that we say that teachers have the power to change as mentioned by sir joel earlier we have the power now we actually have the power to make or break what does it mean we can either make students hate or love science and math we can make them either interested or uninterested to learn science and math we can make them learn or not learn at all in your case have you been using your power to change in your classroom or as in your capacity as a teacher have you been using that power to change have you been doing magic in your classes particularly in the way you teach science and math at this time and age we have been offered a myriad of resources and tools though such as those that are flashed in your screen right now but my question is how are we using these resources and tools in our classes also included in these tools are the google suite for education that have been mentioned earlier based on from parser joel and among the tools presented multimedia technology have i mean multimedia technology tools have been used widely i mean yes it's a fact all over the world and we can see that though we can validate that in fact um speech.me in 2020 reports that there are over 500 million powerpoint users around the world this is not to sell powerpoint or whatever microsoft product no by the way and 30 million powerpoint presentations created each day around the world uh it just so happened that this is the the the data that i was able to find and although i don't know exactly um as to how much uh of these are used in science and math uh for teaching science and math or how many uh of these no um out of the 30 million how many uh powerpoint presentations are created by the members of the gap by teacher support uh as mentioned by sir sir franco earlier you have 95 000 members of the community already not it's that's really uh something already so i don't have that data as to how many um multimedia presentations or apartment presentations are created by teachers and then they are using it in their classrooms one thing i'm certain about is that powerpoint and other presentation software are popular amongst teachers particularly among science and math teachers but here comes this meta-analytics study that established in 2018 that examined whether the use of powerpoint increases learning or increases students learning and one of its findings particularly one that says powerpoint had no effect on students cognitive learning it's just disturbing to me it's really disturbing it's alarming in fact you and i have been using you and i have been using powerpoint presentations in fact in fact i'm using powerpoint presentation at the moment now uh in fact we use it interchangeably with slide or multimedia presentations we use the term multimedia presentation because powerpoint presentation uses more than one medium because multimedia literally means more than one medium the medium or the medium that i am talking about includes words or text graphics or pictures video animation sounds and many others and we are using this method perhaps because we find it easy to use and it is now within our comfort zone but how do we take this result now that that is my question how do you take this result um i will be by the way i will be asking questions no uh but i will not be waiting for your responses because i'm only seeing my screen at the moment but you can type your answers maybe uh uh in the chat box whether you're from facebook no or from whatever platform this this uh episode is live stream but you can type now your question i mean answers there reactions whatever we'll i will read them later on how do we take this result uh is this telling us to jump off the technology train now shall we stop using powerpoint now of course that is not my intention that is not my intention but the message is this i just want that from this point onward now from this point onward we will no longer ask whether we should use powerpoint canva google slide or any other tools no or not i just want us to ask why should i use multimedia presentation will my students learn from the lesson more effectively if i use any of them [Music] in other words there is definitely no need no there is no need to jump off the technology train what we need is another vehicle we just need a new perspective perhaps as to how we see and how we we use multimedia instruction even the wide array of multimedia tools that we can now use now what we need now are science and math teachers who consider multimedia technology as a tool that promotes learning we need science and math teachers who have the courage or are courageous enough to ask how to use the different features of these multimedia tools to help students learn we need teachers who can leverage multimedia technology to foster learning in other words the challenge for new science and math teachers or the the teach the science and math teachers the stem teachers of the 21st century is how to design effective multimedia instruction for stem the challenge is how to put these multimedia elements together in a page in a screen or in a in one frame in a manner that leads to effective learning i would like to share with you a theoretical framework that could help us know somehow answer um or address the many questions that we've asked so far you know in this presentation and it is the cognitive theory of multimedia learning or ctml not for short this theory uh is based on research on how the human mind works and on how people learn this explains particularly how people learn or how students learn from multimedia instruction well multimedia literally means use of more than one multimedia elements such as the one that i mentioned earlier ctml limits itself to its definition of multimedia into the use of words and pictures for the reason that this has been the focus of cognitive science research the use of either words and pictures or the use of both okay specifically ctml is anchored on three uh assumptions of of how people learn first it assumes that humans uh possess separate channels for processing visual and auditory information as you can see in this illustration printed words or pictures as printed words as well as pictures are perceived by our eyes while the spoken words are perceived by our ears ctml likewise believe that only limited amount of information can be processed in each of the sensory channels uh in in each of our sensory channels at one time so it is something that uh we already learned no or pre that is something that's already presented to us when we took our perhaps our educational psychology courses back in college that the uh that if you recall one of the strategies no a thought uh that that was uh presented to us was chunky you know because our brain can only process six to seven bits of information at a time so when we are memorizing um a very long text or set of numbers we need to chunk okay these elements are digits so we can so we can remember for better recall the cognitive theory of multimedia learning also assumes that humans actively engage in cognitive processing so it doesn't believe that um the the the brain the brain is something that you just fill up with information that's why active learning become famous because that's because of um of neuroscience research that the learner needs to engage with the information before it is able to learn okay by engaging the the by engaging the learner needs to to choose the pieces of information that he will take into the working memory okay and engage with that material in order to learn it learning from multimedia of course only when the learner is able now as you can see here when the learner is able to integrate pictorial and verbal models constructed in the working memory with that of the prior knowledge that is already stored in the long-term memory that's schema construction right mayer's cognitive theory of multimedia learning also relies heavily on uh another theory you know that was proposed long ago by sweller it's the cognitive load theory the underlying premise of clt or cognitive load theory is that the kind of information that we encounter during learning leads to one of the three different types of processing in the brain okay cognitive load theory in the context of c cognitive load no in the context of clt refers to the amount of information that we need to pro that the working memory needs to process at a time and this cognitive load can either be intrinsic extraneous and germane or essential processing such that in multimedia learning our goal is to enhance the germane or essential processing and in the in the process reduce extraneous cognitive load what are extraneous cognitive loads extraneous cognitive loads is a cognitive load that is said to be bad cognitive load is a cognitive load that is imposed by the characteristic of the instructional material that we use to deliver the content powerpoint presentation for example is something that we use to deliver content any unnecessary picture graphic or or sound uh video whatever animations in your multimedia presentation in your instructional material contributes to bad cognitive load okay so that is why the design selection of uh instructional material is should be very deliberate if you are a teacher because instead of contributing to essential processing it adds to extraneous load okay to think that we have that our mental processing the the the mental processing of our brain is very much limited so as much as possible we want that all mental effort should be used for essential processing and not for extraneous processing because extraneous processing doesn't lead to learning it is germane or essential processing that leads to schema construction in a recently published cambridge handbook multimedia learning richard mayer the proponent of cognitive theory of multimedia learning emphasized that multimedia instructional messages that are designed in the light of how the human mind works are more likely to lead to meaningful learning than those that are not to further support his theory mayor and his collaborators performed several experiments on the various methods involving multimedia instruction the results were then summarized into what we now call as principles of multimedia learning or principles of multimedia design in other words the principles come from cognitive theory of multimedia learning okay and from the experimental comparisons that they did these are experimental studies really that they conducted as basis of formulating these principles [Music] but i'd like to emphasize that these principles apply to all forms of multimedia instruction such as video such as books because books are supposedly a combination of words and pictures so it must be multimedia and if you have interactive books which are based on i mean which are computer based it must have been there um some narrations perhaps you have read aloud books so aside from words and pictures you can have um no as an additional multimedia element there you have web pages that also use um more than one multimedia element and others so it's not only slide or powerpoint presentation that that that where we were in these principles of multimedia learning or design is applicable or are applicable in one of the experiments that they conducted they investigated whether students learned better when extraneous materials are excluded the result shows and as stated in the coherence principle that students learn better when extraneous materials are excluded again extraneous materials are are contributed by the elements no that are unnecessary on your slide on your page or on your frame so examples of unnecessary elements or materials are irrelevant graphics distracting animations unnecessary noise low resolution images and many others so between these slides we can say that the one on the left is better comfort compared to the one on the right okay for the the the obvious reason that there are unnecessary elements not present on this slide on the right they also tested whether students learn better when essential concept is highlighted rather than not highlighted the signaling principle says that students learn better when you use cues that highlight important words or concepts in the slide of your multimedia presentation or on the page of a book so this one is better because the the important terms or concepts are highlighted compared to the the the other one which doesn't doesn't provide signals or cues to the learner they also experimented whether students learn better when corresponding graphics and printed text are placed near each other so it's actually between integrated method now they call it integrated method and an integrated method so they actually experimented whether students learn better when graphics and texts are placed near each other or when the graphic and text are placed far from each other so it's now summarized in the sp spatial contiguity principle that students learn better when you present corresponding words and pictures near each other rather than far from each other on a page on a slide or on a screen so if you're presenting parts of a circle okay this slide is better compared to this one contiguity by the way is a psychological concept now that refers to the proximity of the response to the stimulus okay the proximity of the stimulus to the response that should be the other way around also if you're teaching parts of the brain this one is better compared to this one based on the spatial contiguity principle they also tested whether students learn uh when corresponding graphics and spoken text or narrations are presented at the same time rather than in succession so the next experiment was whether the use of graphics uh together with the the next experiment was that they they investigated whether when graphics and and narration are presented at the same time will students learn better when uh they are presented at the same time or when the when the the graphic is present when the narration is presented after the graphic okay so presented in succession were presented at the same time results showed that students learn better when you present corresponding words and pictures simultaneously so if you have you present graphics you present as well simultaneously your narration it's not that you present the graphic then the narration after okay in another experiment the group tested whether students learn better from words and pictures than words alone so it's between words plus picture compared to just words or texts based on the result which is now known as the multimedia principle students learn better from words and pictures than words alone so this if this is a book no this page is better compared to this one the experiment actually that they did for multimedia principle was this one they had two groups of course control and treatment or experimental group and then for the control group they um for for one group they assign students to uh learn how lightning is made by reading a very textual summary like the one that you see in your screen well the other group was assigned to to to study or to learn about the same content know how lightning is made but using annotated illustrations or captioned illustrations and what was the result the result was that students who read the summary that contained sequence of short captioned illustrations were able to solve transfer problems better okay also taking away the captions in the next experiment when they took away the captions or annotated um illustrations there was an uh the the effectiveness of the material was reduced okay and well uh the the when they also conducted the third experiment they added additional text to the already textual summary they also found that it was further reduced the effectiveness of the material was further reduced okay so effectiveness by the way in these experiments were measured in terms of retention um how students remember what was presented to them and the other test was transfer no transfer this is an application of how the students are able to apply the knowledge or the concept that they learn there for example if your retention question is please write down a short explanation about how the lightning is made that is retention question your transfer question should be if you increase how do you increase the occurrence of lightning or how do you reduce okay the intensity of lightning that is produced from a cumulonimbus cloud okay so that is those are the the types of questions now that they asked the students as much as i want to to present all the principles of multimedia learning i i want to make this presentation as brief now as possible so i presented only five out of the twelve those that were highlighted were not presented in this presentation but you can read learn from them further in the book of richard mayer the title is of course multimedia learning there's still a lot to learn about ctml or cognitive theory of multimedia learning but i'll leave that now for you to read no further i have asked this again i have asked this again at the beginning of my presentation so maybe you can answer it now in the chat box i've asked this before in the beginning of the presentation i will ask it again no this time have you been doing magic in the we in the way you teach where have you been doing magic in your classes okay when you're typing your your your responses now right now i think you be i mean i think i believe you are doing magic we are doing magic magic lies in our capacity uh to make our students learn despite our limitations it lies in our capacity to make students learn despite their limitations despite their and our limitations be it in terms of time resources and cognitive abilities it lies in our ability to maximize the use of multimedia technology to promote learning indeed technology is not magic science and math teachers do the magic so that would be all not for this afternoon and thank you very much for your attention [Music] sir franco hello sir you and dr jun for um presenting us you know those uh important concepts and maybe reminders they know okay actually our teachers are very much appreciative of the reminders about the use no proper use of multimedia and i think uh that's also very relevant especially in the context of um the 21st century the post pandemic because we have been using a lot of multimedia materials and multimedia tools but we have i think the best reminder dr june mentioned earlier is that it's not about just the tools we're using it's also about how we're using them you might be using for example a powerpoint presentation but yeah you're not using it really well just for this using it yes it's not just like for the sake of using it i think it's because we're so comfortable at using the tool because it's so easy to use that we forgot to to ask the question whether this one is the best or the most appropriate for a particular topic because we cannot deny the fact that it's not applicable to all topics to all competencies that you have in your curriculum right so i mean it's so easy it's so [Music] it's easy to do you just go to google you copy and paste it in your slide then that's it present it to your class so i think that's it just basically as i mentioned earlier the teachers okay um i'll be asking asking some questions dr june though but at the same time we'll be waiting for some um questions from you as well uh in the chat and um we'll be asking them to dr jun as well okay and for me dr juno the first question that i have actually is that since stem is actually a more it's a different no well it's related to science definitely and mathematics now there's that integration that makes it a very distinct subject area okay so in uh for our science teachers and mathematics teachers maybe that are going to teach them what are the possible challenges that you think they will might encounter and what could be your your um i don't know suggestions and recommendations on how to navigate around these challenges okay the very challenge of of stem teaching in the philippines now let me see it is we haven't seen it as an integrated discipline okay so in other countries they were so successful in in promoting stem because they view it as an integrated discipline um the view science technology engineering and mathematics devices one so here in the philippines we view it as science separately from math this is engineering tips i mean that is a challenge though um because our our goal is to make learning more meaningful so if we can deliver stem the learning of stem or stem in that manner i think we our students will find more meaning to the discipline so [Music] at the moment that is that i guess no it's the most challenging thing to do uh when it comes to stem okay thank you dr juno i actually observed that no doctor compartmentalized mindset when it comes to uh the subject erasmus uh mathematics and even engineering no uh that's one thing that's very still hard not to integrate actually dr june and because if you think yes yes other countries actually are using engineering design process engineering design process integrate science math so that's it that's how that's one way where you can introduce them and many there are many other approaches that we can use in such a way that we can integrate these disciplines together as one yeah and thank you dr june okay um and i think we also have to start uh moving away from the conception that engineering is like a university level subject no okay uh i i i know dr young because there are some presentations before in my school and there have been like projects in other schools abroad we're in um grade two students grade three students okay are being introduced to uh the concept of engineering no um there was this project dr arjuna that was a shared with us in our school wherein students were asked to uh design a um a bridge um and these are great too and great three students and and they they applied not the basic concepts of engineering already so it doesn't need to be like the complex one at the university or college level teachers but definitely we can already apply in the concept of engineering and maybe also doctor juno if i'm not mistaken then please do correct me notice that stem is also an answer to exactly what the 21st century demands which is an integration of these three subject areas because when you go out there you will not only be using science okay so it's not just about uh knowledge in science no it's not just about knowledge in math um or knowledge and technology it has to come in full circle no uh together to make sense in the in the real world okay so very authentic actually newton stem subject catalan features something to embrace and something to look into okay so yeah um we have questions maybe another question um dr june is that um well well you already have like in a way no um provided sort of like a landscape of the stem subject in the country but um if there's that um that you mentioned also know how we can better teach stem as well okay i think that's also one of your main points earlier but aside from the educators okay uh because you you are you have i think now based on your experience and your background you have that macro view of um teaching stem in the philippines how else can we make stem come alive in the philippines as a subject area or uh what what kinds of programs may be policy skin uh or do we have like other stakeholders that needs to step in in order to make stem a more um i mean i'm more i don't know a subject that teachers would really want to teach and what really want to get to know more about okay um i think we still need to promote stem because at the moment whether we like it or not there is there are still stereotypes about them that this is a difficult discipline this one is for the nerdy people this one is for boys not for girls so we should accept now that we really have to address these stereotypes in fact i've been we've been doing some preliminary research on this now about stereotypes in stem particularly how senior high school students choose stem so we really have seen on from that study that they really are stereotypes uh this one is for whatever this one is for this so that should be the the that's the reason that i think it's the reason why we need to promote no the discipline further that this is not uh this is not that difficult okay this is not only for the the intelligent the top 10 they were the top students in a class uh it is something that of course it is something that our country needs it's something that perhaps will that perhaps will help this country move forward uh at the moment we really need to develop thinking filipinos no uh by saying that i i i mean thinking this our filipinos who can say yes when the answer is yes i know if the answer is no so yes informed decision makers and data driven people and that is what science or stem is capable of teaching to our youth so stem is important but we need to further promote stem uh start the countryside now because it is not i mean stereotypes are still there uh at the moment so we need to encourage more people to go to stem so at the moment we maybe we see that we have this a high inroad i don't think that the success rate is that high okay others are just forced to go there that's it another thing that will somehow help promotes them i guess is to enhance our teachers capacity to our teachers because most of the students right now who are pursuing stem are inspired by their science math teachers in high school so if you have a very good teacher in math or in science then more likely that you will pursue now to stem i mean stem disciplines so i think that's another thing that we should strengthen later on and that is where nokagapi teacher support can really help in building this community um giving trainings now as i've read in your website you're giving trainings capacitating teachers uh on many aspects of education thank you very much for that yeah thank you dr junior for those no i definitely sincerely agree on the second point now made by dr june capacitating our teachers will actually know one of the key steps in making sure that stem now comes alive especially in the philippine skin now dr june i still have like uh they have a question now from uh from the other and this one actually was an asked i said joel but i think this is more on your area okay because you talk about a stem and the question is uh what can you say about the constructivist approach in teaching stem helpful or not ah i don't i have not read that constructivist approach is effective i have not read as well that it is not effective i the reason why there is no so much interest about it at the moment in the literature is because uh it is a something noble prior to constructivist approach you already have discovery learning and then there are they are more early similar uh in a way but i don't uh but i will not say that this is not um helpful no because we know that students have to construct their own knowledge when you present the lesson students have to involve they may have have to be to be involved in in their learning and they have to construct their own meaning out of the lesson that you presented so i think the concept is there but i cannot tell whether really it's effective helpful or not because i have been traded a literature really that says so so but personally i can say that you can still do you know a constructivist approach in your teaching because we know that students have to make meaning of these things that are presented to them they have to construct their own knowledge their own meaning out of the material that you're presenting okay i think that is my answer to the question i hope i've answered that no yes uh please understand my dilemma that i cannot say it's still helpful okay or not okay well noted than that doctor juno and this one again is from the same person that has the constructivist approach to teaching stem and just like asking for like tips on how to chunk maybe because um again we talked about chunking lessons earlier again is how to integrate love session to lecture sessions um in in senior high school i think this is repairing as well too to stem subjects in senior high school dr june how to bet best uh chunk lecture sessions and lab sessions okay i am not teaching actually in senior high school i am teaching um undergraduate students not university students but more i think more or less senior high school students are first year or second year supposedly first and second year college students now but i don't think this is about chunking because it's about integrating the lab session to the lecture session such that every lesson or every two to three lecture sessions ah every lesson or every two to three lecture what sessions you mean by this last anna i think um she's asking if um lab sessions should actually be done in every lesson or should there be like gaps no in every like every two to three lecture sessions first okay my advice if that's the case my advice is you find you map your curriculum first these are the topics these are the competencies that you need to address you find a way that you can have a laboratory that addresses a laboratory activity that addresses three or five three to five competencies so that you can save time and learning is more meaningful on the part of your students you don't i don't believe that there should be one laboratory activity for every competency there in your curriculum so to save time to [Music] i mean but you but the mapping is a very tedious thing these are your competencies you have to find now some themes common to this competencies or i mean for a topic and then you design a laboratory activity that really addresses these competencies that you've identified that you've grouped as one okay so i think that is one strategy maybe there are more strategies out there okay yes thank you so much now dr june for that i agreed on the on curriculum mapping one of the hardest things that you always do every year this one is from um teacher gerald quito what is much efficient and effective in stem subjects problem-based learning or outcome-based education okay and this is quite a similar question to the one earlier like uh does it is constructivist learning helpful but prob for this one problem based learning outcome based education problem based learning is basically um grounding your lesson to a certain problem more specifically a real world problem that students can work on outcome-based education specifies that this is these are your this the outcome so a particular um um a particular competency for example now i don't think they are so different i don't think they are so different in in doing obe you can be doing as well problem based learning okay so in in an outcome based process because you are so concerned about the outcome there thereby for every um you you have your close taba so you can for every clo you identify the outcomes right so and these outcomes can be problem based so i don't think um that the these are entirely different things that really problem-based learning is different from outcome-based education my suggestion is you integrate problem-based approach to outcome-based education or outcome-based learning so maybe uh if okay but the question is what is much efficient and effective in stem subjects okay this is stem supposedly science math should be inquiry if a science should be delivered in an inquiry approach mathematics should be problem-solving approach but if you look at inquiry approach that is still problem solving you still give students problems okay a problem to solve they ask questions they conduct experiments to answer a certain problem inquiry-based or problem-based very much related so when you're doing outcome-based education you work when you when your administrators are telling you to do outcome-based learning outcome-based education for stem you can implement problem based learning because basically stem should be problem based whether it's science or math should be problem based okay i think that's my my question that's how i see you know the point of the question okay sir sir sir franco thank you dr juno for for answering that so i think that's the last question already that we have no and um teachers of course okay uh just like sir joe well no that's also um senator thanks of course dr juno for spending his time he's a very busy person by the way no a lot of engagement he had an engagement this morning okay i have not mistaken and still have a time to visit our community and to share our his time and expertise with us so let's send our thanks dr june uh for another um all his time and expertise know for today's session but of course okay just like sir joel now would also like to um present no this uh certificate of appreciation to uh dr jun cappa rosso okay for sharing his knowledge and expertise in the recently concluded webinar entitled 21st century education teaching science and stem awarded on august 13 2022 a signed by prank nicola p adon message for our teachers um anything that you'd like to share or as a message to our teachers as we continue in the post-pandemic era in education okay um this final message of course is related to my presentation now i hope that the next time you use your i mean you use um multimedia presentation any platform for doing or making developing a multimedia presentation i hope that you'll be asking whether i'm using this tool for the effective learning of my students so i think that that is just the the the main message that i'd like to convey to our teachers science and my teachers at the moment thank you sir franco thank you dr jun okay so now teachers we proceed with what we have been mentioning earlier and the surprise to all our teachers came um who are here and especially those who are looking forward to uh to engage in stem okay or have students know who might be interested in teaching stem and because um i don't know um this also to to promote a great program to all our um our teachers and students as well okay and um i'll we have now know um miss linki from the brothers foundation who will be explained to us not this scholarship that you might be interested when it comes to teaching stem okay miss lin good afternoon magenta [Music] brothers foundation yeah so miss lin uh you may now um take over and um please do explain to us this is a great opportunity for our teachers with pleasure sir franco thank you very much hello teachers and um i'd like to introduce myself again i'm lynn hernandez from the go hungry brothers foundation we are a stem scholarship foundation that was established 30 years ago and we were established with the purpose of building the future through education appealing to be in the company of great stem experts no i say the doctor see lester joelle seller dr june sister franco no and you know it's a pleasure being with them and um over the past year cgbf has tried to understand better education and to be able to come up with programs that address the educational needs both of the learners and the teachers know kayana manditus a discovery we found out the criticality of the role of the teacher so i come from my team and i we belong to a team called educators professional development and we focus on programs nakatullah diana sabine sir it's really um that's designed to capacitate our teachers and one of the key programs is our scholarship program called the teach them scholarship so i'm designing it develop stem champions among our educators so anubayou stem champion these are advocates of stem paradise system have attached certain stereotypes of this to this no and be able to be advocates of it in their respective communities especially in your heart to reach areas nothing so we hope for them to also be strong in their content knowledge um nc uh dr juno and also and through this we hope to equip our learners to later become nation builders it's with that long-term vision we hope for our educators to have your content knowledge and also guided by relevant values and with this we hope to be able to advance or develop and improve our 21st century learners with the skills that are applicable to them and also build a stem oriented culture i think programmable comes in four forms for different audiences the stem scholarship group the college degree scholarship program designed for those who would like to be future science or math educators no so these are these programs are for our pre-service and in-service math and science teachers for um the college degree this is for those who would like to enroll a bachelor in bachelor of education majoring in science or math and in one of our partner universities a master degree scholarship le mans gonna know this is for our in-service public school teachers from any level they're not just from the stem strand but from any level teaching math or science and also for our instructors at the tertiary level so they should be enrolling a master in education majoring in science or math in our uh partner universities in teacher certificate program this is exclusive for our public school teachers who are uh professionals in science or math but not necessarily licensed yet so it's a program that will support them to be able to get the teaching units and become licensed professional teachers tapas your master's research grant is very similar to the master's degree program except that this is for those who have already completed their coursework already passed their um their comprehensive exam and just need support for either their thesis for those in the research track or their capstone project for those in their professional development track and so this is designed again to support our pre-service and in-service teachers scholars have benefits that they enjoy they have an annual fixed financial grant per program and they also enjoy scholar development program so for example a financial grant parasitic manga college scholars is 65 000 for those in public 85 000 those in private and master's degree scholarship in manhattan offers 45 000 for those in public teis and then 65 000 for those in private and i think teacher certificate offers 30 000 for those in public 50 000 for those in private in the master's research grant regardless of where they enrolled they will receive a support of 50 000 for their research or capstone project and as mentioned they also get to enjoy scholar development programs and among scholars they serve back not with gbf but with our um depth at schools or tertiary institutions so a college degree nothing master's degree scholarship la hazilano they serve back as math or science teachers in the public schools paradigms applicable the master's master's degree and research into tertiary schools and then they serve for a period equivalent to the duration of their scholarship the semester's research grant an added service nila is sharing their research to the stakeholder community all these programs are coursed through our partner institutions at the moment we have 36 across the regions so we um we will have posted on our comment section partner institutions so you can find teachers institutions are also either centers of excellence or centers of development in our accredited by chad so how do they apply manga teachers para and math teachers you may go through this application process online first is going to the online eligibility screening where you submit your online application form also along with the recommendation form in the short um right up telling us about your teaching philosophy and and then those who will pass eligibility will be scheduled for a live online exam one is a comprehensive exam another is an essay and then those who will pass will be scheduled for a panel interview for the panel interview in the master's degree specially now we're usually joined by our representatives from our partner institutions so for example non last random and see dr june was one of our favorite panelists no so he helped us assess our applicants for us to be able to select those who will be definitely stem champions in their own communities and those who are selected are welcome into the gbf family as a teach them scholar august 31 2022 now we've extended our application so we really encourage you to send in your applications if for example your concern is you have pending documents that you need to produce i encourage you to still sign up and then have them to follow just coordinate with us and so we have been offering kanina guest denim and say dr juno the terra teach temna series where we feature a stem education expert and um talk about the new stem educator so we we also invite you to join us in these series one is on august 18th the next also the next one a month is on august 26th still with education experts now like see dr gina from rctq and also see dr monterola from eupena smith so anyone who would have questions you're welcome to please get in touch with us through our um through our email address teach them at gbf.com.ph or our number zero nine three nine nine one two five three four seven or you can find us on facebook as go hungry brothers foundation or visit our website naman for more information about these programs of teach them and other scholarship programs also of gbf at gohanwaybrothersfoundation.org so teachers those of you who are aspiring science and math educators or those who would like to um strengthen themselves with capacity themselves further with a master's degree you are welcome to apply for this scholarship my name is franco and teachers thank you we hope to receive also applications and welcome you as a scholar thank you miss linda for uh for giving us the overview on the stem scholarship okay for uh from the way brothers foundation okay and there are questions actually you know okay um and miss lin the first question is actually if the scholarship is just available for um public school teachers for those in basic education sir franco yes for those in the tertiary level among instructors in psychologists and universities who are yet to get their master's degree but miss uh if it's like basic editor teaching for example from grades um i don't know um nowhere in the basic education only public schools yes from grade one hong kong senior high school pune i offered to our public school teachers pedophile tertiary instructor nasa so that's i think that's the clarification i think uh some people were confused a little uh about that okay and um for those that are in the because there's a college degree scholarship as well i think you know where in what year level according to one of the questions that in what year level can a college student apply for this scholarship any level may apply sir franco foreign a fresh graduate from senior high they're welcome to apply foreign definitely not still a lot of opportunities because uh who knows uh things might get expanded so we'll we'll just wait for that game but anyway for those who are already in the public school system this might be a perfect opportunity for you to explore to expand you know being a stem teacher right now okay um any other question okay i think yes um some of the questions that if it's just um exclusive to science math and stem teachers no i think the answer to that you say no we also have other programs no um that's open to other but it's really mostly tempo no because he gbf we are mostly a stem foundation okay and maybe the last concern of our teachers then if ever they're going to apply miscellaneous that if they do apply they are forced to enroll in one of the part-time institutions well i wouldn't say forrester francona but those who are either um already enrolled or planning to enroll one of the questions can be if panopagindi enrolled no what if they are not yet officially enrolled in these schools the program is offered only to these 36 partners but we're also looking at expanding that sir franco but um for those who are not yet officially enrolled so long as you have already passed through the admission process enrolled you may apply for the scholarship and um just submit a letter of intent to enroll so high deepa officially enrolled okay thank you miss leno and maybe the last question i missed lin is that uh for those who might be requesting for grant for research grand scheme how do they know if their topics if their researchers are uh qualified for the grant it should be stem education related surface okay yes ma'am and if for example if it's time really i didn't stem related research um do they submit like an abstract of it yes yes but we provide them an outline for that not a format for an abstract that they do submitter franco okay thank you so much for that no i mislead i think uh there are also a lot of um um researchers know interesting interested about the uh the research grant as well okay so we're also going to wait for that so once again teachers um please do visit no uh their um their um their their contact their website uh brothers foundation uh you can visit them at http or you can email them at teachstem gbf.com.ph or you can contact them at 0939-912-5347 bringing us this very good news um for uh for our um aspiring math educators or science educators and of course stem educators in the philippines okay and of course to encourage you more teachers get like i would like to show you a um a video no um sort of like uh and then wrap up the discussion of michelin as well thank you very much sir franco thank you also for your initiatives thank you thank you gbf offers the teach stem scholarship for aspiring and in-service teachers science and math educators teaching any level in deaf ed schools or in tertiary schools may apply to any of the four programs under teach them delivered through our partner institutions reach your dream of becoming a math or science teacher through a college scholarship strengthen your knowledge and competencies through a master's degree in science math education acquire teaching units and become a professional teacher through the teacher certificate program complete your master's degree with a grant for your thesis or capstone project scholars receive an annual financial grant and access to scholar development programs upon completion they serve as math and science educators in debt bed or higher education institutions apply now to the teach them scholarship program and be a stem champion let's build the future today ta-da teach them now yeah and thank you so much um teachers know once again to miss lynne um uh to the goku uh brothers foundation and of course dr jun and uh sir joe well no howard for um being with us uh today and sharing with us this amazing no uh best practices strategies and pedagogies on teaching science and stem pitches now so teachers we're now down to our last one okay i would not want to take so much of your weekend no anymore okay so i'm now presenting with you our attend our evaluation link for this session okay so you may evaluate now the session at https column url dot com slash as22 part two okay so please also let me know if it's working so that i would know if i need to pick something or i need to get into that uh form uh as well okay so let me know it's working features if you can access the form now working according to sir allen teacher rexy jane saldivar by the way teachers okay and before i also go i'd like to remind everyone that tonight i'll be posting the details about our hybrid kit um that will be distributing to teachers to schools that contains vitamins mass thermal scanner and alcohol dispensers so please watch out make sure that your um brigade escuela coordinators or leads will be able to apply because they will be the one who needs to apply for uh for that particular program okay so uh watch out for that now we'll be posting that tonight or tomorrow morning teachers okay so barami salamat teachers have a nice day stay safe stay dry by the way it's uh very rainy right now okay and um stay uh negative from kobe 19 as well teachers and have a great evening and happy weekend teachers [Music] right [Music] [Music] foreign [Music] bye [Music] [Music] you

Channel: Franco Nicolo Addun

Views: 7,523

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Id: EIdXEzXfz8M

Length: 136min 49sec (8209 seconds)

Published: Sat Aug 13 2022