MTB-MLE FRAMEWORK

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By: ErlindaAN (37 month(s) ago)

ma'am, i would like to download this presentation for my report.Thanks..

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The Mother Tongue – Based Multilingual Education (MTB-MLE) Curriculum

Objectives: :

Objectives: At the end of the two – hour session, participants are expected to: 1. relate the different theories and concepts to the goal of MTB-MLE curriculum, the standards, and the competencies; 2. understand the salient feature of the MTB curriculum; 3. explain the domains and the competencies and how these are treated in the curriculum; 4. realize the importance of MTB-MLE in the teaching-learning process; and 5. visualize new learning through the journal.

Anticipation Guide:

Anticipation Guide Directions: For each of the statements put a check under: AGREE or DISAGREE to show how you feel. AGREE DISAGREE 1. ______ MTB-MLE is the effective use of more than __________ two languages for literacy and instruction. 2. ______ Learning to read in the L1 develops skills that __________ transfer to reading any other languages. 3. ______ The end goal of the K to 12 Curriculum is to __________ produce a Functionally Literate and Holistically Developed Filipino Learners. 4. ______ There are 15 Domains covered in the languages _________ curriculum. 5. ______ These domains should be covered throughout _________ the student ’ s levels of schooling.

Using a chart, mark the group’s response to each statement. :

Using a chart, mark the group ’ s response to each statement. Item Group I Group II Group III Group IV Group V 1 2 3 4 5

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1. Each group is given an envelope with a question pasted in front. The group will brainstorm possible answers and write them on paper. At a signal, the group will pass the envelope to another team. The receiving team will write some more answers on another piece of paper and put it into the envelope, which at a signal will again be passed to another group. When the initial envelope goes back to the original group , the group reads all the answers and summarizes them. 5. After 10 mins . the group will make a presentation. 6. Rate the group performance using the processing symbols Activity – SEND – AN - ANSWER

Role Allocation:

Role Allocation Busy Bee, Task Manager Timely Owl, Time Keeper Quiet Mouse, Quiet Captain Eager Beaver, Resource Manager Huggy Bear, Encourager

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Processing Symbols Thumbs Up Thumbs Down So so

Questions: :

Questions: Group I – How does language contribute to pupils ’ learning? Group II – What factors affect the learning of a language? Group III – In what ways can children learn a language? Group IV – How is Mother Tongue used in the K to 12 curriculum? Group V – What are the salient features of the MTB curriculum?

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START The is…

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START The is…

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START The is…

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1 . How did you find the activity? 2. What literacy skills should a Grade 2 pupils learn? 3. What have you realized in doing the activity?

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STATEMENT FROM PRESIDENT NOYNOY AQUINO……… “My view on this is larger than just the classroom. We should become tri-lingual as a country; Learn English well and connect to the world. Learn Filipino well and connect to our country. Retain your mother tongue and connect to your heritage.

What is Multilingual Education:

What is Multilingual Education Mother tongue-based multilingual education (MLE) is education, formal or non - formal, in which the learner ’ s mother tongue and additional languages are used in the classroom. Learners begin their education in the language they understand best - their mother tongue - and develop a strong foundation in their mother language before adding additional languages.

The Domains :

The Domains 1. Oral Language Grammar Awareness 2. Phonological Awareness 11. Vocabulary 3. Book and Print Orientation 12. Reading Comprehension 4. Alphabet Knowledge a. Activating Schema/Prior Knowledge 5. Word Recognition b. Comprehension of 6. Fluency Literary Texts 7. Spelling 8. Handwriting 9. Composing c. Comprehension of Informational Text 13. Attitude toward Language, Literature and Literacy

Alignment of the Domains with the 5 sub-strands:

Alignment of the Domains with the 5 sub-strands Domains Listening Speaking Reading Writing Viewing 1. Oral language / / 2. Phonological Awareness / 3. Book and Print Orientation / 4. Alphabet Knowledge / / / / / 5. Word Recognition / / / / Fluency / / Spelling / / 8. Handwriting / /

Alignment of the Language and Domains with the 5 sub-strands:

Alignment of the Language and Domains with the 5 sub-strands Domains Listening Speaking Reading Writing Viewing 9. Composition / / / / 10. Grammar Awareness & Structure / / / / Vocabulary Development / / / / / 12. Reading Comprehension / / / / / 13. Attitude toward Language, Literature and Literacy / / / / /

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What literacy skills should the pupils be equipped with at the end of Grade 2?

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Domain At the end of Grade 2, the pupils should be able to 1. Oral Language have sufficient functional vocabulary to name and describe people, places, concrete objects and communicate personal experiences, ideas, thoughts, actions, and feelings in different context in a culturally appropriate manner.

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Domain At the end of Grade 2, the pupils should be able to 2. Phonological awareness use phonological skills and strategies to select sound patterns and know how to translate them into spoken language. Book and Print Orientation use book and print knowledge and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts.

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Domain At the end of Grade 2, the pupils should be able to Alphabet Knowledge use alphabet knowledge and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts.

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Domain At the end of Grade 2 the pupils should be able to 5. Word Recognition use basic knowledge on word recognition skills and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading. 6. Fluency use basic knowledge on fluency skills and strategies to select letter patterns and know how to translate them into spoken language by using phonics, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading.

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Domain At the end of Grade 2, the pupils should be able to 7. Spelling use basic knowledge on spelling skills and strategies to select letter patterns and know how to translate them into spoken language by using spelling patterns, syllabication and word parts and apply this knowledge to achieve fluent oral and silent reading. 8. Handwriting use basic knowledge on the features of handwriting to be able to write clear and coherent sentences and paragraphs that develop a central idea in different audience and purpose following the stages of writing process.

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Domain At the end of Grade 2, the pupils should be able to 9. Composing use basic knowledge, skills, and strategies on written composition to write clear and coherent sentences, paragraphs, short stories that develop a central idea in different context and purposes. 10. Grammar Awareness & Structure use basic knowledge, skills and strategies on basic grammatical rules to be able to speak and write correctly and effectively.

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Domain At the end of Grade 2, the pupils should be able to 11. Vocabulary Development use basic vocabulary knowledge, skills and strategies in both oral and written communications to express ideas, opinions, reactions in various contexts and language functions. Reading Comprehen- sion a. Use of context and prior knowledge use basic schema or prior knowledge skills and strategies to comprehend and appreciate grade – level – appropriate materials .

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Domain At the end of Grade 2, the pupils should be able to Reading Comprehen- sion b. Reading strategies be self-aware as they discuss and analyze text to create new meanings and modify old knowledge. Comprehen- ding literary text use literary texts to develop comprehension and appreciation of grade – level – appropriate materials.

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Domain At the end of Grade 2, the pupils should be able to Reading Comprehen- sion d. Comprehen- ding informatio-nal text use informational texts to develop comprehension of grade – level – appropriate materials. 13. Attitude toward language, literature and literacy develop love and appreciation towards the language and culture

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How will the transition of these languages be done?

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Kindergarten Grade I Grade 2 Grade 3 Build fluency in oral L1   L1 pre reading & pre writing     MT as Subject Build fluency in oral L1 Introduce L1 literacy Begin oral Filipino, (Second grading) Begin L2 literacy (Fourth Grading) Begin Oral English (Second Semester or Third Grading) Math Araling Panlipunan , Edukasyon sa Pagpapakatao , MAPEH in L1 MT as subject   Introduce Literacy in Filipino (L2)   Continue building oral English Introduce L3 Literacy in the 2 nd grading Math Araling Palipunan, Edukasyong sa Pagpapakatao, MAPEH in L1 MT as subject   Bridging to Filipino Literacy   Bridging to English Literacy   Math, Science, Araling Panlipunan, Edukasyon sa Pagpapakatao, MAPEH in L1 with bridging in language of learning L1 as LOI   L1 as LOI Begin introducing L2 & L3 Word Bank L2-reading & writing L3-oral L1 as LOI L1-L2-L1 as LOI L1-L3-L1 as LOI L2 – L1- L2 L3 – L2 – L3  

MTBMLE Bridging Plan in a 3 year program First Language as L1, Filipino as L2, English as L3:

MTBMLE Bridging Plan in a 3 year program First Language as L1 , Filipino as L2 , English as L3 Grade III L1 Math Sci MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Fil Eng Grade II L1 Math MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Fil LSRWV Oral then RW Eng Grade I L1 - L, S, R, W, V Math MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Oral Fil first literacy later Oral Eng K Mother Tongue – all domains

MTBMLE Bridging Plan in a 3 year program L1 as Filipino, L2 as English, another L3 :

Grade III L1 Fil Math Sci MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan L3 LSRW Eng Grade II L1 Fil Math MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Oral L3 Oral then RW Eng Grade I L1 - L, S, R, W, V Math MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Oral L3 Oral Eng K Mother Tongue – all domains MTBMLE Bridging Plan in a 3 year program L1 as Filipino , L2 as English , another L3

MTBMLE Bridging Plan in a 3 year program L1 as English, L2 as Filipino, another L3:

Grade III L1 Eng Math Sci MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Fil LSRW Oral then RW L3 Grade II L1 Eng Math MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Oral Fil Oral L3 Grade I L1 - L, S, R, W, V Math MAPEH Edukasyon sa Pagpapakatao Araling Panlipunan Oral Fil Oral L3 K Mother Tongue – all domains MTBMLE Bridging Plan in a 3 year program L1 as English , L2 as Filipino , another L3

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GRADE II – Learning Areas Learning Area Time Allotment Medium of Instruction Edukasyon sa Pagpapakatao 40 Mother Tongue Math 50 MT Araling Panlipunan 40 MT MAPEH 40 MT Mother Tongue 50 English 50 (Oral fluency- Literacy) Filipino 50 (Oral fluency-Literacy)

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Write in your journal at least 3 new learning about MTB -MLE?

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Maraming Salamat Po! Balbaleg Ya Salamat Ed Sikayon Amin! Daghang Salamat Sa Inyong Tanan! Dios Mabalos! Agyamanak Unay Kadakayo Amin! Madamo Gid Nga Salamat Sa Inyo Nga Tanan! Muchas Gracias! Sukran!

ASSESSMENT:

ASSESSMENT

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