Lifelong learning more than Second Chances: The Story of the Miriam College Adult Education Unit

Cooperative Learning Strategies (CLS)

versus Individual Work (Non-CLS) in Teaching Reading
Jane Grace R. Villaseñor and Maria Corazon M. Lualhati
This study aimed to find out if there was a significant difference in the performance of students in reading using the Cooperative Learning Strategies (CLS) and Individual Work (Non-CLS). A focused group discussion was also done to find out students’ perceptions towards these strategies. Two sections of Grade One students from Miriam College Grade School participated in this study. The counterbalanced design was used to compare CLS and Non-CLS groups. Though there is a significant difference in the performance of students in reading, there is not enough evidence to show that this was due to the strategies employed. Both strategies elicited favorable and non-favorable responses from the students. In line with MCGS thrust of holistic development, both strategies are equally important in learning.
Jane Grace R. Villaseñor and Maria Corazon M. Lualhati are guidance counselors and researchers at Miriam College Grade School.


Extensive Reading Approach:

Providing Individual Reading Experience in a Large Class
Maria Teresa L. Manicio
This classroom-based research explored the workability of the Extensive Reading Approach in a large class by integrating extensive reading activities in the English class for high school. Day and Bamford (2004) described this as an approach to second language reading where teachers expose students to quantities of interesting reading materials, and students independently read materials of their choice. The informal reading inventory which served as pre- and post intervention test showed improvement in word recognition and comprehension. The outputs in the cognitive tasks reflected the recurring comprehension strategies students employed. Responses to self-assessment questionnaires expressed positive perception of improvement in reading ability and personal intentions to read. These results prove the workability of the Extensive Reading Approach in teaching reading in a large class.
Maria Teresa L. Manicio teaches reading and language education at the Philippine Normal University (PNU).


Challenges and Opportunities of Graduates

of the Alternative Learning System Accreditation and Equivalency Program

of the Schools Division of Cagayan de Oro City
Lourdes G. Tolod, Ph.D. and Saturnina B. Absin, Ph.D.
This paper documents and discusses how the five graduates/beneficiaries of the Alternative Learning System–Accreditation and Equivalency Program (ALS-A&E) survived the challenges and took advantage of the opportunities of the system. The five graduates were once drop-outs due to poverty or addiction to computer games and barkada (peers). Difficulties did not stop them from realizing their dreams for a bright future. Their personal inherent characteristics allowed the graduates to survive the challenges. A strong determination, deep sense of commitment, great desire to become fully functioning individuals, self-sufficiency, and positive and future-oriented thinking embody their will to survive. Moreover, the realization of having not only a “good life” but also a “great life” in the future and ultimate state of being gave them inner strength during challenging times. Finally, the graduates considered the A&E Program a great opportunity that really changed their lives.
Dr. Lourdes Gonzales Tolod and Dr. Saturnina Baylon Absin teach at the School of Education of the Xavier University – Ateneo de Cagayan in Southern Philippines.

Navigating the Digital Age:

Media and Information Literacy Mindsetting across Curriculum
Jose Reuben Alagaran II, Ph.D.
The use of media and information has dramatically changed the way learners do things at present. It has changed their lifestyle, work, and study habits in ways never before imagined. It is for this reason that students need to be trained how to be critical users and creators of media and information. This of course requires that teachers be equipped adequately with necessary competencies. Given such background, this presentation responds to the call for a new breed of learning providers by examining the UNESCO’s Media and Information Literacy (MIL) Curriculum for pre-service teachers. It offers five competencies that need to be developed among educators: comprehension, critical thinking, creativity, cross-cultural awareness, and citizenship. The presentation argues that this curriculum should be adapted in the Philippines to produce more media and information literate teachers who are attuned to the needs of today’s students, the digital natives.
Dr. Jose Reuben Alagaran II heads the Research, Publications, and Management Office of Miriam College. He is also the President of the Philippine Communication Society.
The Use of ICTs as Alternative for Learning and Teaching Technologies

in Higher Education Institutions
Restituta Thadeus Mushi, Ph.D., Ruth Hoskins, and Fiona Bell
The pedagogical and socio-economic forces that have driven higher learning institutions to adopt and incorporate information communication technologies (ICTs) in teaching and learning include greater information access and better communication and learning. In this study, the use of ICTs for teaching and learning by academic staff and postgraduate students in the Social Science Schools of the Faculty of Humanities, Development and Social Sciences (HDSS) of the University of KwaZulu-Natal (UKZN), Pietermaritzburg (PMB), South Africa is investigated. Both qualitative and quantitative methods of data collection were used. Two self-administered questionnaires and a focus group were used to collect data. The findings indicated that a majority of academic staff and postgraduate students used ICTs for teaching and learning.
The three presenters are from the University of KwaZulu-Natal, Pietermaritzburg, South Africa. Restituta Thadeus Mushi, Ph.D. teaches at the School of Information Systems and Technology. Ruth Hoskins and Fiona Bell teach at the School of Sociology and Social Studies.

Assurance of Learning Excellence in Higher Education

in a Learner-Centered Approach to Education
Usha Chander
The emerging need in the current globalized environment to provide quality education is leading to a sustained reform in classroom pedagogy with a shift, more towards learner centeredness. Under this shift, it is suggested that higher education course content should be oriented towards student learning outcomes, making the students more aware of what skills, knowledge and competences they can develop through their studies. In this paper, the Assurance of Learning (AOL) process is presented as a way to assess student learning against a set of goals and standards, either self defined or mandated by the institution of learning. It explains that employing AOL techniques will improve the quality of “student centered teaching and learning” in the classroom. In particular, the discussion focuses on using AOL principles to systematically explore the needs, expectations, experiences, and problems that students could face in a learner centered approach to education.
Usha Chander is an education specialist who works as Adjunct Faculty at the Asian Institute of Management. She is a member of the International Quality Assurance in Higher Education (INQUAHE).


Comparing the Incidence and Persistence of Learners’ Affect

during Interactions with Different Educational Software Packages
Ma. Mercedes T. Rodrigo, Ph.D. and Ryan S. J. d. Baker, Ph.D.
Information and communication technology interventions as carriers of curriculum-related content have been introduced and studied recently.  An increasing number of studies have investigated their effects on learner affect, including both the incidence of specific affective states and their persistence. In this study the incidence and persistence of learner affect as they interact with several intelligent tutoring systems and educational games were compared.  Quantitative field observations of student affect were conducted in Philippine private schools. The study established that engaged concentration was the most prevalent affective state, followed by confusion. Levels of boredom varied from environment to environment.  Game formats did not necessarily provide students with more engaged concentration than intelligent tutors.  The presence of agents also did not influence student affect.  Across seven learning systems, boredom tended to persist. Engaged concentration persisted in four out of seven of the environments, while confusion and frustration persisted in three out of seven.
Dr. Ma. Mercedes T. Rodrigo is the Head of the Laboratory for the Learning Sciences of the Ateneo De Manila University in Quezon City, Philippines. Dr. Ryan S. J. d. Baker teaches Psychology and Learning Science in the Department of Social Science and Policy Studies at the Worcester Polytechnic Institute in Massachusetts, USA.

CALL: A Call for Perspective Teachers for Improving Pronunciation
Mubasher Nadeem, Ph.D.
Nagata (1993) emphasized that Computer-Assisted Language Learning (CALL) is of interest to language teachers and learners because it can provide individualized instruction and immediate feedback on the correctness of a learner’s response to computerized tasks. This is true for computer-assisted pronunciation instruction. For such reason, this paper throws light on the benefits of CALL for improving pronunciation for prospective teachers enrolled in language teacher education programs. It reports the how CALL improved the selected teachers’ pronunciation of individual sounds, word stress, and intonation in connected speech. The study suggests that CALL be encouraged in the tertiary level and teachers teaching English must try to use technology frequently to make graduates enrolled in teacher education programs independent learners so far as English language learning is concerned.
Dr. Mubasher Nadeem is the Head of the Department of English, Division of Arts and Social Sciences at the University of Education, Lower Mall Campus, Lahore.

The Effectiveness of the Blended Learning Approach
Emelita Jane Manlangit Tan
This presentation cites actual cases to prove the effectiveness of blended learning using a web based platform called edu20.org. It considers blended learning as one of the effective tools in the teaching-learning environment, using a mix of face-to-face and non-face-to-face interaction between teacher and a group of students. Its application and relevance insofar as distance education, learning disability, availability of venue and contact time, class disruptions, and others are given emphasis. By demonstrating each tab in the website, the presentation explains the flexibility and effectiveness of the platform especially in view of the need to facilitate the systematic preparation of lesson plans, assignments, and resources when face to face interaction is not possible. It also discusses the challenges and opportunities presented by this dynamic, fast-evolving teaching medium of online learning.
Emelita Jane Manlangit Tan teaches computer applications and teaching strategies and techniques in ICT at Miriam College.

EARLY CHILDHOOD CARE AND DEVELOPMENT AND INCLUSIVE EDUCATION

The Total Communication Philosophy in Educating the Deaf
Carolyn C. Ui, Marical C. Ui, and Clarigel T. Cadiz
In consonance with the goal of special education of independent maximum fulfillment of a child with special needs, Miriam College offers an educational continuum for the deaf from pre-school up to graduate studies. To help achieve this goal, the school has adopted the Total Communication Philosophy of Denton and Holcomb (1967) in the basic education for the deaf. The philosophy implies the right of the deaf child to all forms of communication available in order that it may develop goals of language and scholastic success. The acceptance of this philosophy promotes the ideal physical, social, and academic integration of the deaf students with their hearing peers in the elementary, secondary, and tertiary levels. Deaf secondary school graduates are eventually included in the tertiary level with appropriate instructional support. This presentation reports that such approach has resulted in a significant number of successful alumni in their chosen fields.

Carolyn C. Ui is the Principal of the Miriam College-Southeast Asian Institute for the Deaf (MC-SAID). Marical C. Ui is the Coordinator of the Office of the Program for Learners with Special Needs. Both also work for an NGO for deaf people. Clarigel T. Cadiz is the Assistant Principal of MC-SAID.

Inclusive Education Practices of Saint Louis University:

Capturing the Experiences of Students with Visual Impairments
Jane K. Lartec, Ph.D.
This presentation highlights the impact of inclusion to students with visual impairments, with emphasis on the social practices of teachers and regular students towards students with unique conditions. It is also an attempt to describe the social relationships of students with disabilities as they interact or relate with their peers, classmates, and teachers in the regular classroom. The intensive interviews from four female students (three are totally blind and one is partially blind) enrolled in the School of Teacher Education of Saint Louis University were subjected to phenomenological analysis. Significant themes emerged from their responses as regards social behavior such as collocation, social networking, coordination, and support. Juxtaposed with their positive experiences in the regular learning environment are some struggles that affect not only their socialization but also their academic achievement. The study reveals that inclusive education is largely beneficial to students with visual impairments.
Dr. Jane K. Lartec heads the Filipino Department Head of the School of Teacher Education, Saint Louis University in Baguio City, Philippines. She is also a Board Member of the Philippine Association for Language Teaching, Inc.

Educating Learners with Specific Language Impairment (SLI):

A Classroom Scenario
Hannah V. Camiring
The presentation is focused on the analysis of the differences of first and second language learning of learners with specific language impairment (SLI) specifically among learners with hearing impairment and autism. It is an inquiry into most feasible teaching strategies to develop strategic competence in learning a language. Drawing from the theory of innatism and the universal hypothesis, it also focuses on how learners’ language identity and language condition made a difference in their language acquisition. Through participant observations and interviews with parents, a sample plan in response to the challenge of making language learning meaningful for these learners is proposed. It culminates into the presentation of a proposed model for the development of strategic competence among students with SLI.
Hannah V. Camiring teaches English and special education at the Saint Louis College in Baguio City, Philippines.

Policies and Guidelines of Special Education:

An Input towards an Inclusive Learning-Friendly Environment (ILFE) Model
Magdalena R. Japson
The UNESCO endorses the Inclusive Learning Friendly Environment (ILFE), a framework that aims to assist countries in strengthening the focus on inclusion in their strategies and plans for education, to introduce the broadened concept of inclusive education, and to highlight the areas that need particular attention to promote inclusive education and strengthen policy development. In light of this framework and the Education for All (EFA) initiative that intends to bring the benefits of education to “every citizen in every society”, this study was conducted to assess the implementation of policies and guidelines of special education in La Union. It was found out that SPED Centers of La Union are ready to implement ILFE even of the policies and guidelines of special education vary in implementation. A model was formulated to enhance the policies and guidelines of special education leading to an inclusive learning friendly environment.
Magdalena R. Japson is the Program Head of Teacher Education at Saint Louis College, San Fernando City, La Union.



Effective Educational Models and Strategies for Students

with AD/HD in the Local Setting
Ma. Paz Agcaoili-Manaligod, Ph.D., RGC, CDP
The analysis of Hallowell and Ratey (2006) reveals that children with ADHD are more likely to develop depression or anxiety, exhibit disruptive behavior, and have poorer school performance, and more learning disabilities than do unaffected children of the same age. However, when ADHD is effectively managed, the characteristics may be used to the person’s advantage, creating a significant contrast. Given this background, this study facilitated a descriptive survey to determine relevant policies, existing institutional programs, and existing intervention strategies of teachers for students with ADHD. It is an attempt to propose an emerging model in the education of children with ADHD on the basis of concrete measures that have been undertaken through ten institutional programs. The emerging model emphasizes, among others an inclusive environment and an individualized educational program.
Dr. Ma. Paz Agcaoili-Manaligod chairs the Special Graduate Programs of the College of Education of Miriam College. She is a member of the Board of Directors of the Psychological Association of the Philippines and head of its Committee on Developmental Psychology.

Accommodating Students with Special Needs in the Regular Classroom
Thea Sheila Ocheda – Alonto, MOH, OTRP
More students with special needs, particularly those with mild limitations, are being accepted in regular schools. Hence, there is a need to create relevant and practical accommodations that ensure their success in this setting. The Person Environment Occupation Model proposed by Law, et. al. (1996) provides a framework for such purpose. It features three components: (1) the student with special needs who has unique skills, knowledge, and attitudes, (2) the classroom setting which places demands and cues about appropriate behaviors, and (3) the tasks the student is expected to carry out effectively. A good fit between these components results in students’ optimal functioning. In this presentation, the functional independence of students with special needs in a regular school from grade school to college is explained as stemming from concrete forms of modification, accommodation, or adaptation based on the component/s in which breakdown has occurred.
Thea Sheila Ocheda-Alonto, MOH, OTRP is a pediatric occupational therapist who currently serves as Program Director of TW Community Enablers, a center which helps adolescents with special needs lead meaningful, purposeful, and productive lives.

Towards a Functional Framework for Teaching-Learning

for the Academic Units of Miriam College
Rosario Margarita A. Aligada, Ph.D.
This presentation articulates the need to create learning environments that are rooted in research-based best ideas and practices in light of specific institutional goals. In particular, it discusses the goal to offer a learning service delivery option that may be used by every teacher in every classroom of every academic unit of Miriam College. Three points of inquiry are highlighted in the presentation. First, can Gardner’s (1983) Multiple Intelligence Theory and Folsom’s (2009) Teaching for Intellectual and Emotional Learning Framework serve as viable tools for service delivery that address the fundamental aspects of schooling at Miriam College? Second, will the two tools enhance knowledge and skills across a diverse and broad range of students? Third, is the resulting delivery option a good basis for sound educational practice across all academic units?
Dr. Rosario Margarita A. Aligada is the Chairperson of the Special Education Department of the College of Education of Miriam College. She also runs a school for children with special needs.

The Seven Habits of Highly Effective People in Early Childhood Education
Joanne Trina Moreno-Javier
The Miriam College Child Study Center has recently adopted Stephen Covey’s Seven Habits of Highly Effective People in its curriculum. This presentation narrates how this academic unit has prepared itself in making the expressions of the Seven Habits visible and felt in the teaching-learning context. It explains the purposeful inclusion of the principles, elements, and activities that realize the Seven Habits in the operation and management of the unit. It also highlights the translation and interpretation of the principles that best fit the developmental needs of the preschool children. Specific practices and procedures that demonstrate the successful adaptation of the Seven Habits in this early childhood education context are also given emphasis. Steps towards continuous assessment and evaluation concerning the adaptation will also be discussed. Ultimately, the presentation underscores the ways by which this effort has expanded the unit’s mission to “develop a happy, healthy, and well-adjusted child leader”.
Joanne Trina Moreno-Javier teaches at the Child Study Center of Miriam College.
Towards a Vision of Inclusive Education for the Filipino Child with a Disability
Genevieve Rivadelo
Using a review of local literature, situational analysis, and consultations made with key stakeholders, this study analyzed the underlying beliefs and understanding of inclusive education and how have these influenced the current delivery of educational programs and services for children with disabilities (CWDs). It also characterizes “best practice” models of inclusive education. The analysis reveals that there is no common understanding of inclusive education. The greatest barrier to inclusion is attitudinal in nature, reflecting a lack of tolerance for student diversity in Philippine public and private schools. The majority of schools have also failed to promote organizational change supportive of inclusive education such as shifting to child-centered pedagogy, differentiating instruction, and providing accessible environments. Best practices of inclusion are limited to isolated examples of exceptional students from SPED Centers who succeeded in the mainstream without any adaptations and some initiatives involving the collaboration between the local government and civil society.
Genevieve Rivadelo is a faculty of the Special Education Department of Miriam College and Executive Director of ALRES-Philippines.


WORKSHOPS, DEMONSTRATIONS, AND POSTER SESSIONS

Becoming an Effective Teacher – Teaching Beyond Academics
Jerry J. Jurispridencia, Ph.D., RGC, CCLP
As teaching requires adapting, teachers need to continually reflect on their teaching role and be ready to make changes when appropriate. Knowing what and how to change requires teachers to examine relevant information on their own teaching effectiveness. Reinventing the role of teachers inside and outside the classroom can result in significantly better schools and better educated students. But though the roots of such improvement are taking hold in today’s schools, they need continued nurturing to grow and truly transform the learning landscape. In line with this, this workshop specifically engages participants into (1) deepening their awareness of self in relation to meaningful teaching, (2) identifying factors which inhibit, affect, or influence our personal teaching abilities, (3) empowering the self as an agent of change in the mentoring relationship, and (4) applying the basic psychological concepts that may lead to change.
Dr. Jerry J. Jurispridencia chairs the Department of Psychology in the College of Arts and Sciences of Miriam College.