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In one of my recent Facebook posts, I posted this picture of a brain [called as Albert]. I jested that “when you were able to see and touch a real brain in the classroom, the experience will make you wonder how your own brain functions.”
Here’s the picture of the brain I’m refering to. The right one was magnified for you. 🙂
So, why do we have this in our ELE701 (Second Language Acquisition) class? Well, because we were studying the brain features, functions, its processess and how it works, and its implication in Language Learning.
Based on the foregoing, it is best to say that there is a massive relationship and strong tie between language learning and the brain. This perceived relationship is studied in the field of Psycholinguistics. Technically, it is the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language.
As we have learned in the class, language and the brain are intricately related; and in order to gain a deeper understanding of Psycholinguistics, we must examine this palpable relationship. Moreover, in order for us to understand the nature and dynamics of language, we must understand how it relates to the brain. Through the lectures in our class, we have gleaned and understood how language is learned through the human brain and how several brain regions have been identified with linguistic capabilities.
In a simple sensible term, I could say that no one would be able to learn a language without his brain. Therefore, our brain is essential in language processing and learning.
It is truly satisfying to note that through the advancement of technology, the farfetched theories of great sciencists and psycholinguists have been brought into clearer form. Like what was presented in our discussion, modern technology has made it possible to watch the brain during language learning. This gives us the idea that certain parts of the brain are related to each other and that one part simultaneously works with another during language learning.
In light of this, we can say that the brain holds a paramount importance when it comes to psycholinguistics. Somehow, this brings me to a realization that one needs to protect, enhance, and take care of one’s brain for it plays a vital role not only in language learning but also on learning in a holistic concept.
It’s worth to note the new concept I learned in class like that of Broca’s Aphasia and Werneke’s Aphasia which was conceptualized through their founders. These scientists discovered parts of the brain found in the temporal lobes. When damaged, these parts will result to malfunction in language learning.
Going deeper, the human brain is measly divided into two hemispheres — the left and the right. Each has different functions. What’s interesting is the presence of the CC (Corpus Callosum) which is a bundle of nerves that allows each side of the brain to communicate with each other. Therefore, it is safe to say that there is a relationship between the two hemispheres and this supports my earlier claim that technology has made it possible to show how the different parts of the brain works simultaneously in relation to learning a word, phrase, etc.
The functions of the brain hemispheres are summarized through the images below. 🙂
To sum this up, I can say that there is no doubt on the importance of the brain in language learning. Following our definition of psycholinguistics earlier, if one one wants to grasp the factors that enable humans to acquire, use, and understand language, one can’t get away studying the human brain.
As a wrap, remember that “no matter how complicated psycholinguistics and other field of studies are, the brain remains as a complete wonder and puzzle for those who want to explore it (Hark Sarmiento, 2017).”
MARJORIE “Heart” TINAO
She vouched for and made me one of her dances during her debut. I was late. But she still managed to dance me… Oops! I managed to dance her, rather. Hehe.
She knows that I am forgetful. She bought me a planner as a Christmas gift.
She wanted to make my birthday special. She bought me cake and waited for I-don’t-know-how-long with Edward (the one that got away) at the Plaza. Time was short but I appreciated her even more.
She was disappointed with a guy. She asked me to just dine at The Beanery. For that reason we got the picture posted here. 🙂 Maybe after tonight, she will get disappointed of me, too, for not greeting her properly for her birthday today. :p
I wrote this character sketch because I can’t think of a gift for her birth anniversary today. Hope she won’t get mad after reading this or embarrassed.
Marj and I met in TDel in 2009. She told me that there is a proper date but I really can’t recall anymore. As I said, age has made me forgetful. Hehe.
I used to call her Heart. It’s a nick I gave her after an afternoon show featuring Heart Evangelista as Marjorie. Hope you got the play of names.
Anyway, she was one of the prominent and promising young girl in TDel when we were there. She has a nice smile and a really friendly aura. She’s easy going and fun to be with. I feel comfortable around her.
What made me like her more is her sincere interest to know me. I love people who wants to be with me and stick with me. If that’s the case, I stick with them too and become their friend. So I did. We became close friends. Even up to now, I consider her as my closest girl friend.
Marjorie is the kindest, prettiest, simplest, and brightest girl I know.
Marjorie’s sincerity and trust in me is very moving. She’s interesting. She’s adorable. I even tell my students, “She’s beautiful.” Yes. I tell her in my class. Sorry Marj, well at least now you’ll know I talk about you. But rest assured that I only say what’s best about you and all are positive and to your best interest. Hehe. 🙂 You’re free to scold me after reading this.
Moving on, I think she’s thinking that I will not greet her today because I forgot her birth date. Honestly, I don’t memorize dates. I only know two dates now – my own birthday and my sister’s death anniversary.
And by the way, to prove to you Marj’s sincerity and heartfelt warmth, she was there at my sister’s wake. She was not one of the people who failed my expectations.
Marjorie is someone who will always surpass your expectations. People who know her, know it.
Waah! Now, I want to say more things about this girl, but I’m running out of time. So let me wrap this up with a request. Since she’s too busy with work (GOSH! I USED TO BE THAT!), I’ll let her decide on the date and time and place where we can meet up again and eat together, and drink together, and talk a lot about our lives and catch up. I’d be waiting. She knows all the means to reach me.
HAPPY BIRTHDAY MARJ!
This beautiful poem which has a lot to say about human relations was featured at a best-selling book entitled “How to Win Friends and Influence People” written by Dale Carnegie in 1937.
Teachers, Parents, and other people and institutions who handle youth and children ought to read this fascinating piece of literature.
Listen, son: I am saying this as you lie asleep, one little paw crumpled under your cheek and the blond curls stickily wet on your damp forehead. I have stolen into your room alone. Just a few minutes ago, as I sat reading my paper in the library, a stifling wave of remorse swept over me. Guiltily I came to your bedside.
There are the things I was thinking, son: I had been cross to you. I scolded you as you were dressing for school because you gave your face merely a dab with a towel. I took you to task for not cleaning your shoes. I called out angrily when you threw some of your things on the floor.
At breakfast I found fault, too. You spilled things. You gulped down your food. You put your elbows on the table. You spread butter too thick on your bread. And as you started off to play and I made for my train, you turned and waved a hand and called, “Goodbye, Daddy!” and I frowned, and said in reply,
“Hold your shoulders back!”
Then it began all over again in the late afternoon. As I came up the road I spied you, down on your knees, playing marbles. There were holes in your stockings. I humiliated you before your boyfriends by marching you ahead of me to the house. Stockings were expensive‐and if you had to buy them you would be more careful! Imagine that, son, from a father!
Do you remember, later, when I was reading in the library, how you came in timidly, with a sort of hurt look in your eyes? When I glanced up over my paper, impatient at the interruption, you hesitated at the door. “What is it you want?” I snapped. You said nothing, but ran across in one tempestuous plunge, and threw your arms around my neck and kissed me, and your small arms tightened with an affection that God had set blooming in your heart and which even neglect could not wither.
And then you were gone, pattering up the stairs. Well, son, it was shortly afterwards that my paper slipped from my hands and a terrible sickening fear came over me. What has habit been doing to me?
The habit of finding fault, of reprimanding‐this was my reward to you for being a boy. It was not that I did not love you; it was that I expected too much of youth. I was measuring you by the yardstick of my own years.
And there was so much that was good and fine and true in your character. The little heart of you was as big as the dawn itself over the wide hills. This was shown by your spontaneous impulse to rush in and kiss me good night. Nothing else matters tonight, son. I have come to your bedside in the darkness, and I have knelt there, ashamed!
It is feeble atonement; I know you would not understand these things if I told them to you during your waking hours. But tomorrow I will be a real daddy! I will chum with you, and suffer when you suffer, and laugh when you laugh. I will bite my tongue when impatient words come. I will keep saying as if it were a ritual: “He is nothing but a boy‐a little boy!”
I am afraid I have visualized you as a man. Yet as I see you now, son, crumpled and weary in your cot, I see that you are still a baby. Yesterday you were in your mother’s arms, your head on her shoulder. I have asked too much, too much.
I have found this over YouTube and I’m sharing it here. I disclaim ownership of the video. Credits to the rightful owner.
Lesson learned from here: I will always try to understand other people and see things on their perspective.
- Answer the questions that follow.
- Format: Times New Roman, 12”, justified aligned, 1.15 line spacing, normal margin, letter size bond paper.
- Answer with brevity and precision.
- Acknowledge your sources by applying the APA Style of citation.
- Do not plagiarize.
- Date of submission: August 3, 2016 (3:40PM)
- Enumerate the Types of Qualitative Research and discuss each briefly in 1-3 sentences.
- Explain the concepts you have learned about the Types of Qualitative Research by answering the following questions.
- What comes to your mind the moment you hear Qualitative Research?
- If you want to conduct a research study about your favourite restaurant in town, what method of qualitative research is appropriate for your study? Explain your choice.
- Differentiate subjectivity from objectivity.
- Explain the connection between subjectivity/objectivity and your research work.
- How is grounded theory different from other qualitative research methods?
- Is the researcher himself the data gathering instrument? Why? Why not?
- Can all research methods be used in one research study? Give reasons for your answer.
- Pretend you are the subject of a phenomenological study. How will the researcher obtain data through you?
- Given the chance to research, would you right away choose qualitative research? Give reasons for your answer.
- If you will do a qualitative research about the area in which your house is situated, what could be your research problem or topic?
That is the affirmative response of Mr. Joselito B. Mariano, principal of Saint Peter of Verona Academy (SPVA) when asked if the school will offer Senior High School (SHS) this school year 2016 – 2017.
Mr. Mariano explained with enthusiasm that the Department of Education (DepEd) has already issued permit to SPVA to operate senior high school next year.
Students and parents alike, not only from Saint Peter but also from other schools, have expressed their interest in enrolling at the Academy for senior high.
In addition, the school offers Academic Tracks: General Academic Strand (GAS), Science, Technology, Engineering and Mathematics (STEM), Accountancy and Business Management (ABM), Humanities and Social Science (HUMSS), also Vocational Track: Computer Hardware Servicing was also included.
A three-story fully-air-conditioned building is currently under construction to house the students enrolling for SHS. Other workshop facilities and edifices are also being expanded to cater students’s needs.
Along with these renovations are some minor inconveniences that other school staff must endure in a while. For instance, offices like those of the principal, cashier, registrar, guidance counselor, and school nurse, had to be transferred into a temporary location to give way for the construction of the edifices.
“All developments entail few inconveniences at the start. We are confined in these smaller offices now, but we know that this is just temporary. We are assured that better offices await us,” Ms. Mila S. Tioson, school registrar, said in an interview.
Moreover, more than the physical facilities, the school has been preparing its faculty members for the SHS. Professors and instructors have been being lined up and determined to ensure that “highly competent individuals with the appropriate qualifications and specializations are hired to teach” as prescribed by DepEd Order No. 03, series of 2016.
The school is very positive that current grade 10 students are going to patronize the school for their SHS. Even now, more than 90% of the school’s junior high school completers enrolled for reservation. Students from other schools who wished to enroll in SPVA for SHS have also inquired. By the end of March and beginning of April, the school will determine how many students will be catered from other schools to enroll.
“We’ve [already] expected that there will be more enrollees in senior high school; and the school is helping… or collaborating with the program of the Department of Education (DepEd) in helping the students in their senior high. The students and parents alike must rest assured that the school remains true to its promise of total quality education.” – Mr. Joselito B. Mariano
Below is a link to the exercise for the Basic Sentence Patterns. Click the link and it will direct you to the Activity. Enjoy answering! 🙂
(LECTURE FOR ABM STUDENTS)
Reference: Baraceros, E., 2016. Practical Research 1. Manila: RBSI
Types of Research
- Based on Application of Research Method
This type of research deals with theoretical issues and aims to increase one’s understanding about certain concepts, principles, or abstract things.
This type of research seeks to find ways in answering practical issues, solving certain societal problems, and making positive changes in the society.
- Based on Purpose of the Research
Aims at defining or giving a verbal portrayal or picture of a person, thing, event, group, situation, etc.
Shows relationships or connectedness of two factors, circumstances, or agents called variables.
Elaborates or explains not just the reasons behind the relationship of two factors, but the ways by which such relationship exists.
Its purpose is to find out how reasonable or possible it is to conduct research study on a certain topic.
Studies an ongoing practice of a school, organization, community, or institution for the purpose of obtaining results that will bring improvements in the system.
- Based on Types of Data Needed
Requires non-numerical data, which means that the research uses words rather than numbers to express the results, the inquiry, or investigation about people’s thoughts, beliefs, feelings, views, and lifestyles regarding the object of the study.
Involves measurement of data. It presents research findings referring to the number of frequency of something in numerical forms (i.e. using percentages, fractions, numbers).
Obtained through direct observation or contact with people, objects, artifacts, paintings, etc.
If the data have already been written about or reported on and are available for reading purposes
For my Grade 10 students, here’s the promised PowerPoint Presentation of my discussion of The Legend of the Virgin’s Jewel by Nick Joaquin.
Don’t forget to answer the activity I asked you to work on. Thank you!
by HARK HERALD C. SARMIENTO
Tablets, according to its proponents, are supported by most teachers, parents, and students as they are proven to be more efficient tools in the learning process than textbooks. The media has elated the public with the fact that tablets can hold hundreds of digital textbooks while remaining much lighter and cheaper than print textbooks (“Tablets vs. Textbooks,” 2013). However, there is much more to tablets than a mere light and nifty electronic book (e-book) reader (“Better reasons,” 2011). Tablets pave the way to a wider and unlimited source of learning which improve students’ cognitive capacity and increase their interactivity and creativity. As the use of tablets has been proven effective in facilitating and improving students’ learning, schools must take advantage of this advanced learning tool. Thus, the Philippine K-12 classrooms should switch from using print textbooks to utilizing interactive, digital textbooks and other educational applications on tablets.
The most obvious benefit of using tablets in schools is that it solves the problem of backpack-related injuries. Backpacks, which are bags loaded with varied books for school use carried by a strap on the back or shoulder, has developed spine problems to school children at such a young age (“Avoid bad back,” 2012). Thus, the use of tablets in the K-12 classroom solves the dilemma, as a tablet filled with 3,500 e-books weighs only around 1-2 pounds. The same number of physical books would weigh about two tons – four thousand (4000) times heavier than the weight of a tablet. But this is only the tip of the ice berg. There is more to tablets which makes it worth procuring.
In the continuous effort of the government to address the problems the education sector faces, it is aiming to eventually use tablet-based reading materials in place of traditional textbooks (Aquino III, 2012). Apparently, the government recognizes the efficiency of tablets in making learning in the classroom more engaging. Tablets can also solve the patent lack of books and resources in the Philippine education system.
This innovation in education gained support from publishing houses, organizations, and other firms around the country. Vibal Publishing House, Inc. for example, has partnered with Microsoft Corporation to run open source applications for secure, fast and flexible delivery of digital learning tools (“Vibal Publishing chooses Microsoft”, 2013). Vibal also introduced two low-cost tablet models which will be loaded with interactive Math and Science application modules as part of the initiatives of the Department of Science and Technology (DOST) to improve public education in those areas (Villavicencio, 2012). Lifeware Technology, another digital service provider, launched an Android-powered tablet for children aged 3 – 8 called as the Enlight KiddieTAB. The KiddieTAB is preloaded with 100 educational applications like language and literacy, math, art and music, and Filipino which children can learn with fun. (Magdirila 2013; Bernabe 2013).
The effective impact of learning from interactive applications and digital textbooks loaded on tablets is discussed in an article written by Janet Maragioglio (2012) entitled “IPads Boost Math Scores, Benefit Education.” The article explains the claim of publisher Houghton Mifflin Harcourt that students who used iPad (one of the many tablet brands) in learning Algebra 1 scored extremely higher on all math class and standardized tests than those who used print textbooks. Thus, it is a proof that the use of tablets enhances education by engaging, motivating, and making students eager to learn.
However beneficial tablets may appear, there are others who are not convinced with its effectiveness. Pessimists claim that using tablets is more expensive than using print textbooks. Others even argue that tablets have too many distractions for classroom use. Finally, they claim that it is an additional task for the teacher to learn using these devices which is most of the times difficult for them to master (especially the old ones).
The opposition argues that “implementing tablets in K-12 schools requires purchasing hardware (the tablet) and software (the textbooks), setting up new wi-fi facility, and training teachers and administrators how to use the technology. Implementation costs for e-textbooks on iPad tablets are 552% higher than new print textbooks in an average high school (“Tablets vs. Textbooks,” 2013). This concern was raised with optimism by President Aquino (2012) when he said at the launching of K-12 educational program that the government is just waiting for the prices to go down; and as it is, they’re already close to target. It appears that tablets’ price is inversely proportional with the demand for it, thus increasing its favorability for classroom use.
The opposition argues that tablets have too many distractions for classroom use. Students may pay attention to applications (more commonly known as “apps”), e-mail, games, and websites instead of their teachers and the lessons being discussed in the class. (“Tablets vs. Textbooks,” 2013). Fortunately, in Buffalo, New York, it was found that the best solution was to implement device management software… (Sheridan 2013) By the use of software management, educators (teachers) can manage the programs that students use and access through the tablets – the educational applications installed at tablets provided by Vibal and Lifeware as it has been discussed earlier (Villavicencio 2012; Magdirila 2013; Bernabe 2013). Thus, proper management of the devices will ensure that the aim and purpose of providing them in schools will be maintained. In addition, in case errors are found in the materials, information can be easily corrected through internet servers (Aquino III, 2012).
PNoy (2012), as we call the Philippine president, is well aware of the situation teachers will face in this era we live in which we call the digital or information age. Teachers must be in possession of a wider range of knowledge to cope with the innovations the modern technology provides. As the government aims at providing today’s youth with better opportunities to acquire information and to learn, educators must be adept with these technologies and continuously update themselves with the latest trends. In response, the government will provide teachers the proper training aside from the personal studies they must undertake to fully grasp this leap on our education system. Thus, the success of the program relies on everybody’s hands and concern. Teachers must attract the interest and sustain attention of the students by carefully facilitating or utilizing interactive and engaging learning materials in the classroom – learning tools that are provided by the government and other institutions.
Looking at the current situation of education in the Philippines, one might argue that the Philippines is not yet ready for replacing textbooks with tablets due to the cost it may incur for the government. The readiness of teachers in using the innovative device is also in question. However, our stand is that it is the proper time now to start the changes in the Philippine classrooms. We have already taken the first step of changing the educational curriculum by introducing K-12. Soon, books should be provided for the students of K-12. Therefore it is the proper time to introduce the use of tablets in the classrooms which can foster and contain the new book editions for the K-12 classes which are more interactive and best facilitate learning.
The replacement of textbooks with tablets addresses not only the financial capability of the Philippines to purchase these digital devices for learning but also the readiness of the teachers in utilizing them. However, whether you’re a technologically adept teacher with all the latest devices or a stereotype who barely manages to keep up with a vintage mobile phone unit, technology has proven itself to be a force for change. Therefore teachers of this milieu must learn to adapt and be adept with the use of these innovations brought by the advanced technologies. As today’s classrooms undergo a technological makeover and computer programs become fundamental to the learning process, we foresee students of the Philippine K-12 program spend less time turning printed book pages and more time tapping tablet screens.
ProCon.org. (2013, September 20). Tablets vs. Textbooks ProCon.org. Retrieved from http://tablets-textbooks.procon.org/
Aquino III, B. S. (2012, April 24). Speech of President Aquino at the launch of the K to 12 Basic Education Program (English translation).
The Official Gazette of the Republic of the Philippines. Retrieved from http://www.gov.ph/2012/04/24/speech-of-president-aquino-at-the-launch-of-the-k-to-12-basic-education-program-april-24-2012-english-translation/
Maragioglio, J. (2012, January 31) IPads Boost Math Scores, Benefit Education. Retrieved from http://www.mobiledia.com/news/126150.html
Better reasons for using tablets in Philippine schools. (2011, June 14). Once an Educator. Retrieved from http://teacherhoney.blogspot.com/2011/06/better-reasons-for-using-tablets-in.html
Avoid bad back, check backpack. (2012, May 29). The Philippine Star. Retrieved from http://www.philstar.com/health-and-family/811380/avoid-bad-back-check-backpack
Vibal Publishing chooses Microsoft’s Windows Azure for more efficient delivery of digital learning tools. (2013). Microsoft Philippines. Retrieved from http://www.microsoft.com/philippines/pressroom/Vibal-chooses-Microsofts-Windows-Azure.aspx
Villavicencio, P. (2012, May 9). Vibal outs low-cost education tablet, cloud servers for digital classrooms. InterAksyon. Retrieved from http://www.interaksyon.com/infotech/vibal-outs-low-cost-education-tablet-cloud-servers-for-digital-classrooms
Magdirila, P. (2013, August 29). KiddieTAB, the 8-inch tablet tailor-made for children’s education. TECH IN ASIA. Retrieved from http://www.techinasia.com/kiddietab-8inch-tablet-tailormade-childrens-education/
Bernabe, Kirstin. (2013, August 19). A tablet designed for kids and step-ladder learning. Philippine Daily Inquirer. Retrieved from http://newsinfo.inquirer.net/469319/a-tablet-designed-for-kids-and-step-ladder-learning
Sheridan, K. (2013, July 11). Textbooks To Tablets: The Progression Of Classroom Technology. Information Week Education. Retrieved from http://www.informationweek.com/education/mobility/textbooks-to-tablets-the-progression-of/2401579111