Group Work: A New Way of Learning

Desiderata in Cebuano

Taga Cebu

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Mga Kalab-uton (Desiderata)

Hinubad ni Chris D. Malazarte

Panaw's kahamugaway taliwa sa ka-alingisig og pag-apura

Og hinumdumi ang kalinaw diha sa kahilum.

Kutob sa mahimo og sa wala'y pagtalaw,

Magmabinati-on ka sa tanan.

Ibutyag sa tumang pagmatngon og katataw ang imong kamatu-oran;

Og manalinghog ka sa uban,

Bisan sa ilang pagka wa'y kabanka-agan og kawang sa kaalam

gani, naay mga kada-iyang sugid.

Likayi ang mga banha-an og mahuwabon;

kay makadagmal sila sa galamhan.

Kung itandi nimo ang kaugalingon sa uban,

Mahimo'ng mapasigarbohon ka o kaha masakitan ka lang,

kay sa kanunay adunay mas labaw og mas uyamot pa kanimo.

Ikalipay ang kalampusan ingon man ang imong mga laraw.

Pabili'ng magkanunayon sa imong mga tinguha hinunoa'ng mapahiubsanon;

kini'mao'y labawng bahandi sa nagkalain-laing haguros sa panahon.

Mag-amping sa imong mga kalihoka'ng patigayon,

kay ang kalibutan puno sa lingla.

Sanglit dili ka magpakabuta sa mga maayong mithi;

dagha'ng nanglimbasog sa taas nga tingusbawan,

Og bisa'g asa, ang kinabuhi puno sa pagkamabayanihon.

Magmatinud-anon sa kaugalingon.

Hilabi na ayaw pagpakaarun-ingnon sa pagpangga,

Lakip ang pagkatahap sa gugma;

atubangan sa iyang pagkamala og kapu-ol,

maluntaron pa kini sa mga kasagbutan.

Kalawata ang mga pagtulun-an sa katuigan,

og itugyan na lamang sa panumduman ang mga butang iya sa kabatan-on.

Ugmara ang kalig-on sa kalag isip taming sa kalit nga kalautan.

Ayaw budlaya ang kaugalingon sa mga mangi-ub nga paghanduraw.

Dagha'ng kahadlok ang nahimugso sa kalapoy ug pag-inusara.

Gawas sa bug-os nga pagpantol,

Magma-aghopon sa imong kaugalingon.

Ikaw nilalang sa kalibutan.

Labaw pa sa mga kakahoyan og kabitoonan;

katungod nimo ang mahimugso.

Ug tataw o dili man gani kanimo,

Wala'y limod ang pagpadayong paghikyad sa kalibutan sama sa naandan.

Busa, magmalinawon diha sa Ginoo

og unsa man gani ang imong paghulagway Kaniya.

og unsa man kining mga pagpanglimbasog og mga pangandoy,

sulod sa alingog-ngog nga kalibog sa kinabuhi,

Bat'ni ang kalinaw sa kalag.

Uban sa iyang mga limbong og kabulos,

ug mga nahugno'ng damgo,

Matahum pa gihapon ang kalibutan.

Pagmaya. Tinguhaa ang magmalipayon.

Teacher’s Prayer

Lord please help me to strength their voices, bodies and minds to express their feelings and control them sometimes to explore what’s near and venture a far but most important to love who they are.

Electrical Workshop

 

 Unit Plan

Unit Author
First and Last Name					Renie T. Cavales
School District					Cebu City
School Name					CITE Technical Institute, Inc.
School City, State					Cebu City, Philippines
Unit Overview
Unit Title
Electrical Workshop
Unit Summary
In this unit, the students will learn about the electric circuits, conductivity and electric circuit works. Specifically, the relationship of resistance, voltage, and current in ohm's law. It is also found in this unit, the series and parallel circuits, insulator and conductor materials, basic electrical hand tools and components, and electrical safety.
Subject Area
Electricity
Grade Level
Third Year High School
Approximate Time Needed
4 hours per week
Unit Foundation
Targeted Content Standards and Benchmarks (BEC COMPETENCIES)
Teacher must be able to: Explain the electron theory Determine the source of electricity Discuss basic electrical safety Discuss the two types of circuit: series and parallel circuit * Presentation: Series and Parallel Circuit Discuss the Ohm’s Law: voltage, current and resistance         * Presentation: Ohm's Law Identify the electrical conductors and insulators Identify the electrical components and hand tools
Student Objectives/Learning Outcomes
Students should be able to: Define electricity Solve the given problems using Ohm’s Law formulas Enumerate the electrical conductors and insulators Install the circuit connection with the use of circuit diagram in series and parallel connection
Curriculum-Framing Questions
		Essential Questions		What makes a light bulb light? How electric current produces energy?
		Unit Questions		What is an electric charge? What is Ohm’s law?
		Content Questions		What is the difference between series circuit and parallel circuit? Why electricity is an important?
Assessment Plan
Assessment Timeline
First Grading- Knowledge with Understanding Students should be able to demonstrate knowledge and understanding of electricity, electric circuits and technology, including: 1. Facts, principles, natural laws and concepts, theories; 2. Electrical terminology, formulae, conventions (including symbols,     quantities, units of measurement); and 3. Electrical measuring and test instruments and tools (including     techniques of operation, safety aspects, care and use). Second Grading- Analytical and Problem-Solving Skills Students should be able to: 1.Interpret, evaluate and manipulate data and values available to    calculate electrical \ quantities or solve problems; 2.Apply knowledge acquired in the subject to analyze requirements    of technical problem or application; and 3.Recommend and virtually construct and test, with the aid of a    computer-based control circuit design software, control circuit for    technical problem or application.
Third Grading – Test Procedure and Designing Circuit              Students should be able to:          1. Follow a sequence of instructions or test procedures;          2. Draw and read circuit diagrams;          3. Use correct tools and systematic techniques;          4. Practice to connect electrical components and circuits with reference to diagrams and drawings; Fourth Grading - Practical Skills         Students should be able to:            1. Evaluate and test operation of electrical components, equipment and circuits;          2. Obtain, record and/or interpret observations, measurements and test results; and           3. Adopt safe working habit and practices in handling of equipment and tools and when   working with electricity.          4. Install board wiring and residential / building wiring.
Assessment Summary
In this unit allows students to develop an awareness of the importance and benefits of electrical technology in modern life. It provides the foundation for further studies in electrical workshop or related fields at post-secondary level.  The subject seeks to unlock the science and technology that underpins the operation and control of lighting, power, security, communication systems etc for residential, and commercial and industrial applications. Students will learn, through a combination of theory lessons and hands-on practical training, principles and laws of electricity and electric circuits.  Students will also learn how to integrate and apply their knowledge to devise solutions for real-life project electrical and control applications.
Assessment Rubrics
Written Test : Analytical and Problem-Solving Skills (30%)                   : Circuit Designing  (10%)  Performance Test : Practical Skills (40%)  Interview (Individual / Group): Knowledge with Understanding / Circuit Operation (20%)   Unit Test 1. Written Test - Analytical and Problem-Solving Skills 2. Circuit Designing 3. Performance Test
Unit Details
Prerequisite Skills
The students should be able to: To know the electricity concept or theory. To familiarize the two circuits: series and parallel. To identify the conductor and insulator.
Instructional Procedures
1. This unit studies the documented changes in student-held electrical concepts the development of meaningful learning among students with both low and high prior knowledge within a problem-based learning (PBL) to third year students. 2. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. 3. During the term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected concepts during problem-solving and practical exam. 4. Significant to PBL research, each subject’s body of meaningful learning changed with each new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four-grading were a predictor of final knowledge, but not of problem-solving success. 5. Differences in success seemed related more to mathematical ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute significantly to problem-solving success. 6. The assessment is constructed as clear and simple as possible but then it requires them to think practically in each laboratory activity. 7. The Teacher should acquire the topic’s objective for a given allowable time with correspond to student’s learning needs. 8. The Teacher should adopt the real classroom/laboratory situation, available of facilities and make initiative for the improvement of learning and discipline for the students.
Accommodations for Differentiated Instruction
	Special Needs Students		There are seven steps in special needs of the students on how to approach to considering adaptations to meet diverse learning needs in a strategy: STEP 1: Identify classroom environmental, curricular, and instructional demands. STEP 2: Note student strengths and needs. STEP 3: Check for potential areas of student success. STEP 4: Look for potential problem areas. STEP 5: Use information gathered to brainstorm instructional adaptations. STEP 6: Decide which adaptations to implement. STEP 7: Evaluate student progress.
	Nonnative Speakers		Lesson Planning 1. Provide a clear outline or plan of the lesson at the beginning of class. 2. Build predictability into instructional routines such as opening and closing activities, directions, and homework assignments. Activities and Assignments 1. Involve nonnative speakers in some manner in all classroom activities. 2. Learn as much about your nonnative speakers as you can. The more you know about these students and their backgrounds, the easier it will be to incorporate them into your classroom. 3. Discuss your personal experiences and encourage students to discuss theirs, as they relate to the course content. 4. Use cooperative learning groups to encourage peer language teaching and learning. Include pair, small group, and full group activities in your class sessions. 5. Suggest or even require that students form study groups. If they protest that they do not have enough free time to meet, start them off with an initial meeting during class time, at which they can develop an agenda and a schedule. Study groups can be conducted in person or on-line. 6. Make your expectations clear. Whenever possible, provide examples of what you expect student to do in the writing as well as speech assignments. 7. Do not just give assignments orally. Put them on the blackboard, or better, distribute them in writing. 8. Encourage students to do outlines and early drafts of presentations and papers so that they can improve with practice and create better final products. 9. Feedback on drafts can be given by peers or the teacher. One way to ensure effective feedback processing is to require revise-and-resubmit letters.
	Gifted/Talented Students		"Children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment when compared with others of their age, experience, or environment." - US Department of Education, 1993. Characteristics/Signs of Gifted Children Here are some characteristics of Gifted Students that parents should use to see if they think their child is gifted:  Gifted students may experience heightened sensitivity to their own expectations and those of others. Gifted students are often perfectionist and idealistic. Gifted students are asynchronous. Some gifted students are "mappers" (sequential learners), while others are "leapers" spatial learners. Gifted students may be so far ahead of their chronological age mates that they know half the curriculum before the school year begins! Gifted children are problem solvers. Gifted students often think abstractly and with such complexity that they may need help with concrete study and test-taking skills. Gifted students who do well in school may define success as getting a "100%" and failure as any grade less than a "100%". Gifted students usually have unusual talent in one or occasionally two areas. Below are six areas where we will find giftedness. No child will be gifted in all six, but some may be in more than one area. Within specific academic ability, students again usually have one or two subjects that they are best in and passionate about. Creative Thinking General Intellectual Ability Specific Academic Ability Leadership Psychomotor Visual/ Performing Arts
Materials and Resources Required For Unit
Technology – Hardware (Click boxes of all software needed.) Camera Computer(s) Digital Camera DVD Player Internet Connection Laser Disk Printer Projection System Scanner Television VCR Video Camera Video Conferencing Equip. Other       Technology – Software (Click boxes of all software needed.) Database /Spreadsheet Desktop Publishing E-mail Software Encyclopedia on CD-ROM Image Processing Internet Web Browser Multimedia Web Page Development Word Processing Other       Printed Materials Curriculum Guide, Laboratory Manuals, Electrical Circuit and Installation Book, Reference Handouts for Electrical components and hand tools Supplies Electrical hand tools and components, equipment and installation boards. Internet Resources www.teachersnet.com www.nsgt.org/articles/index.asp Other Resources Electrical laboratory exercises Electrical power plant tour Programs of the Intel® Education Initiative are funded by the Intel Foundation and Intel Corporation. Copyright © 2007, Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.