• Broadening Access to Education (April 18, from 9:00AM to 4:00PM)
• Improving Planning and Management (April 19, from 9:00AM to 4:00PM)
• Enhancing Quality of Learning (April 20, from 9:00AM to 4:00PM)
• Enhancing Quality of Teaching (April 21, from 9:00AM to 4:00PM)
• Sustainability (April 29, from 9:00AM to 4:00PM)

The said round table discussions will be held at the Seminar Room,
National Computer Center, C.P. Garcia Avenue, UP Diliman, Quezon City.

(from Marvin Pascual):
By the way, this event is not exclusively for people who are into
academe only as what I was expecting before. Everyone is encourage to
join us to fight and promote Linux and Open Source for the ICTs in
DepEd. Please send your name, e-mail and contact numbers to me
privately if you are willing to support and help DepEd in their ICTs and
quality education to students.

Darn! Wish I could go. Anyway, it's for basic education; I can wait to get into that.

“Learning Links Center for Alternative Education, an NGO with SEC Reg.
No. A20000-8543 housed at Stalls 7 and 8 Sanvil Center, Katipunan
Avenue, was founded by Ateneo alumni in the year 2000. Its mission is
to help 7 to 14 year old Katipunan street kids and at-risk children
get access to supplementary educational activities so they can achieve
their fullest potentials and integrate more easily into mainstream
society.

Currently, Learning Links is in need of volunteers who can join their
twice-a-month Saturday afternoon Ate-Kuya program. Volunteers will
have the opportunity to share around two to three hours of their time
per session with a group of kids – swapping stories, playing games,
engaging in creative tasks or taking a stroll in the Ateneo campus
-and act as buddies or even role models to these little ones.

Interested parties may call or text 0917-8269108 (Kuya Froy) or
0917-6939831 (Ate Julie).

Together, let’s bring learning back to the kids.”

E-Mail from Ateneo Alumni Affairs Office

2http://northonline.sccd.ctc.edu/eceprog/bstprac.htm603

Guided Lecture: Students listen to 15-20 minutes of lecture without taking notes. At the end, they spend five minutes recording all they can recall. The next step involves learners in small discussion groups reconstructing the lecture conceptually with supporting data, preparing complete lecture notes, using the instructor to resolve questions that arise.

Immediate Mastery Quiz: When a regular immediate mastery test is included in the last few minutes of the period, learners retain almost twice as much material, both factual and conceptual.

Individual Task With Review: Problems to solve that apply the concepts presented. Students complete a worksheet or other task and compare the results with their neighbors before the whole class discusses the answers.

Intrinsically-Phrased Reward Statements: Positive expressions about emerging learner performance and achievement highlight internal feelings of self-worth and self-satisfaction (without praise, which is an extrinsic judgment). Enjoyment “That was fun!” “I get pleasure from that, too.” Competence “You did it!” “That is mastered!” Cleverness “That was tricky.” “Creative.” Growth “You’ve taken a step forward.” “Change has occurred!”

Construction Spiral: Ask a sequence of questions, beginning at a reflex level, in a three-step learning cycle—(1) individual writing for 3-5 minutes, (2) small group sharing in trios or pairs, and (3) whole class, non-evaluative compilation. Used to construct understandings and concepts.

Peer Teaching: By explaining conceptual relationships to others, tutors define their own understanding.

– Question Pairs—learners prepare for class by reading an assignment and generating questions focused on the major points or issues raised. At the next class meeting pairs are randomly assigned. Partners alternately ask questions of each other and provide corrective feedback as necessary.

– Learning Cells—Each learner reads different selections and then teaches the essence of the material to his or her randomly assigned partner.

CS21A.Teaching604

reach the interested people first (at least for _this_ talk.)

subexercise – evolving code

lots of students
problems because of few resources
frustrating to be a teacher and not be able to teach properly
what's holding them back?
you want to be able to teach better
you want to be able to get the message across
because the worst thing you can face each day is a classroom of bored, unmotivated, uninterested students who aren't learning
and it's painful to check exams and see a lot of failing marks
it hurts because you feel inadequate. you're not getting the job done.

if it's just a living
if the results of their teaching are good
other people will notice
there is a direct benefit
if they perform better in future classes

if we teach well the first time around, less need for reteaching
good recommendation letters
develop creativity and problem-solving (for teachers)

• reasons for pursuing graduate studies at this time
• reasons for choosing your program of study
• personal qualities, abilities or special skills which you feel will help you do well in your chosen program of study
• constraints or difficulties that you anticipate to encounter while taking graduate studies
• potential contribution of an ateneo graduate education to your profession and larger society.

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