1 / 30

Dr. Nelia V. Benito Director III DepED-National Education Testing and Research Center

The K to 12 English Language Learners. Dr. Nelia V. Benito Director III DepED-National Education Testing and Research Center. Outline. A. What K to 12 Learners Ought to be. B. Profile of English Language Learners.

damon
Download Presentation

Dr. Nelia V. Benito Director III DepED-National Education Testing and Research Center

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The K to 12 English Language Learners Dr. Nelia V. Benito Director III DepED-National Education Testing and Research Center

  2. Outline A. What K to 12 Learners Ought to be B. Profile of English Language Learners C. Challenges of English Language Learners for the K to 12 Basic Education Program D. What Needs to be Done E. DepED Initiatives

  3. A. What K to 12 Learners Ought to be • Graduates will possess competencies and skills relevant to the job market. • They will attain Certificate of Proficiency, Certificate of Competency or National Certification in their areas of specialization. • Graduates will be better prepared for higher education.

  4. The potential annual earnings of a K to 12 graduate will be higher compared to the earnings of a 10-year high school graduate. • Graduates will now be recognized abroad.

  5. Senior high school will be in alignment with the 21st century skills and college readiness standards of CHED. • Graduates will be accredited in their areas of specializations which include Academics, Technical-Vocational, Sports and Arts.

  6. Holistically Developed Learners: • Learners who possess a healthy mind and body • Have solid moral and spiritual grounding • Have essential knowledge and skills for lifelong learning and self-actualization • Engage in critical thinking and creative problem solving • Contribute to the development of a progressive, just, and humane society • Appreciate the beauty around them and care for the environment for a sustainable future

  7. B. Profile of English Language Learners based on National Test Results The Performance Profile of Grade Three Pupils in the National Achievement Test (NAT)

  8. The Performance Profile of Grade Six Pupils in the National Achievement Test (NAT)

  9. The Performance Profile of Fourth Year High School Students in the National Achievement Test (NAT)

  10. C. Challenges of English Language Learners of the K to 12 • Learning Environment of Students • Teachers’ English Proficiency

  11. Factors Associated with the 2012 NAT G3 Performance

  12. Factors Associated with the 2012 NAT G6 Performance

  13. Teachers’ English Proficiency • In 2012, the pre-test of the Teachers’ English Proficiency Test (TEPT) was administered to the 1st Cohort • 1st Cohort: Grades 1 and 2 public school teachers with permanent positions (nationally funded) in all regions • Total Number of Test Takers: 117,728

  14. The Criteria for the Proficiency Level Standard Setting

  15. Teachers’ Mean Performance in the TEPT (Scope: Total Country)

  16. Test Performance of English Teachers in the Elementary Level Fifty percent of the Grades 1 and 2 teachers obtained low performance in the test. Percentage Distribution of Teachers by Level of Performance in the 2012 TEPT

  17. Percentage Distribution of Teachers by Subtest and Level of Performance in the 2012 TEPT

  18. Percentage Distribution of Teachers by Subtest and Level of Performance in the 2012 TEPT

  19. D. What Needs to be Done Policy Recommendations based on the NAT Results School Level • Provide remedial classes to poor readers. • Early detection of potential non-readers in the first grade should be a primary concern in each school. • Producing fluent readers in the third grade should form part of the crafted vision in each school. • Developing reading comprehension skills should permeate all learning areas not only in reading. • Maximize the implementation of ECARP at the school level.

  20. D. What Needs to be Done • Expose students to authentic learning activities using constructivist approach (learning by doing). • School-based assessment for learning (formative assessment) should utilize varied forms of assessment. • Conduct Parent-Teacher-Child Conferencing on the child’s progress in school. • Maximize the utilization of NAT results for intervention and remedial instruction.

  21. Division Level • Support sustainable implementation of programs geared towards raising learning outcomes • School commitment • R.O., C.O. support • Strengthen educational supervision at the school level. • Subject area specialists be made available to schools without specialists (twinning system). • Provide supplementary materials (modular form) to enhance the competencies of those in schools with more than one shift as an enabling mechanism to extend time on task.

  22. Capability Building for Teachers • Make developing genuine love for reading among children a part of the in-service training for teachers. • Provide training for teachers on developing children’s strategies in reading. • Provide formative assessment/evaluation training. Central Office • Reinforce the stipulations of the DECS Order No. 34, s. 2001, requiring all students to read two books a year and must show evidence of having at least read one book in the vernacular and one book in English per year before being promoted to the next grade or year level.

  23. Policy Implications based on the TEPT Results For the Department of Education • English Proficiency. There is a need to hone further the English Proficiency of teachers in the different components; specifically in Structure, Written Expression and Reading Comprehension. • Training Needs. Provide teacher trainings on the following topics: • Preparing instructional aids • Improving their speaking and writing abilities in English • Managing the classroom effectively • Integrating values in the basic subjects • Writing tests/test items • Diagnosing/identifying pupils’ difficulties 3. Provide instructional materials and digital learning resources to increase teaching effectiveness.

  24. For Teacher Education Institutions (TEIs) Raise the standards of admission into the teacher education programmes. Training on on-the-job action research aside from subject matter knowledge and pedagogy. TEIs’ competency levels should have a strong focus on scientific methods/skills. Conduct research on matching teaching styles and learning styles. Formulate a Career Development Plan for teachers from entry to in-service and future options.

  25. E. DepED Initiatives 1. Learning Environment Engaging broad stakeholders support through • Public-Private Partnership Programs • Philippines School Infrastructure Project (PSIP) • Local communities through Brigada Eskwela • Partnership with Local Government Units (LGUs) – Special Education Fund Utilization • BSP through Tulong Barya and other programs • DTI through Personal Computers for Public Schools • ADB computer donations • DENR, TESDA and PAGCOR through school seats • International organizations and AID agencies through various projects • Establishment of Library Hubs in partnership with LGUs • Legislative support through budget, education-related legislation and other initiatives

  26. 2. Teachers’ Proficiency • Partnership with Assessment Curriculum Technology Research Centre (ACTRC) of the University of the Philippines (UP) and Research Center for Teacher Quality (RCTQ) of the Philippine Normal University (PNU) for teachers’ training and research • School-level training based on assessment results

More Related