Unit2: Developing Specific Types of Marais als ocimrovea wing ss | 87 ‘Task 9. Writing Program Design a Writing Program for a specific grade level with the following details: Program Title Program Background Objectives Target Participants Program Duration Activity Matrix coc eee Note: Present this section comprehensively. Consider the scope and sequence of the topies to be included. Be guided. by the learning ‘competencies in the English Curriculum Guide. © Budgetary Requirements 1 1 ' ' 1 1 1 ' 1 1 1 1 ' 1 ' #4 Internalization Now that you have acquited the knowledge and skills in. selecting, adapting, and using materials necessary in improving your students’ writing skills, come up with a list of challenges and identify ways to address them. Be creative in presenting your answer.88 | Language Learning Matrials Development Materials for Developing Viewing Skills “Artis literacy of the heart.” ~ Elliot Eisner The inclusion of viewing as a language macroskill is due to the dominance of visual media. In this highly visual world, majority of the texts we encounter and create are multimodal. Kress (2010) defined multimodal texts as those where the meanings are communicated by more than one mode-c.g. still or moving pictures, written text, gestures, use of space, etc. There are also digital multimodal texts like e-posters, videos, digital stories, slideshows and web pages that may include hyperlinks, while theatre, storytelling and dance can be classified as live multimodal texts. The aforementioned types require us to perceive, examine, interpret and construct. meaning; hence, viewing has been considered as an added macro skill. Meanings obtained from http:/etee.ctlt-ube.ca/5 1 0wiki/ Visual_Literacies the visual images are crucial to improving comprehension of print and nonprint materials.Unit 2: Developing Specific Types of Materials |g Lesson 6: Materials for Developing Viewing Skis, Task 1. Print and Nonprint Work with a partner and fill out the table by listing all print and non-print materials that a teacher can use in developing students’ viewing skills. Indicate your level of familiarity: 1 (not familiar), 2 (somewhat familiar), 3 (very familiar) } Print Materials Level of Familiarity Teachers are. at the forefront in attaining DepEd’s goal of producing graduates equipped with 2ist Century skills including ICT skills. Barrot (2016) concurred that these skills need to be taught as students are exposed to multimedia every single day. To make it possible, they should have strong media and visual literacies to understand both print and nonprint materials With the right teaching pedagogy coupled with relevant materials, teachers can help students think about the images they are seeing, train them on how to analyze and evaluate texts which are multimodal in nature. Donaghy (2019) succinctly explained what viewing is, why it’s important and how you can implement it in the classroom maintaining that it is about ‘reading, analyzing, evaluating and appreciating, visual texts and images. As a productive skill, it requires students’ active engagement as they attend and comprehendvisual media, such as those presented in advertising images, television, films, diagrams and symbols, videos and drama, and sculpture and paintings.90, | Language Learning Materials Doveloprnent ‘Task 2. I think... Explain in what way the combination of print text and image enhances understanding of the text YouTube videos inforrephics, websites, blogs, social magiasites ‘A number of the texts our students access within and outside the classroom and at home are visual and multimodal texts which use images. This reality has a huge impact on how teachers design teaching-leaming to provide opportunities for the students to develop their viewing skills. As part ofthe integrated language srs Program, viewing supports oracy and literacy, thus, students need to understand that Viewing Process is as important as understanding the listening and reading process, Like any other processes, there are distinct steps before, during and after viewing, ‘Generally, teachers: * begin by asking students to look quietly for a moment at the work of art; * open the discussion with questions that allow students to make thet share multiple observations, inferences and interpretations; * ask the students to support their observations, inferences and interpretations by citing evidences * can ask more leading questions; + can ask whether new information can affect their interpretations; and + ask the students to summarize the discussion. In other words, language teachers provide assistance to their students as they construct meaning. through creating or adopting materials that require the latter to analyze, infer, evaluate visual images. In the process, teachers serve as facilitators and initiators of discussion as they recap observations, model vocabulary and generate additional thoughts.—___——— Unit 2: Developing Specife Types of Materials | gq Lesson 6: Materials for Developing Viewing Sk (eae ‘qask 3. My way... Given the viewing comprehension skills to be developed, identify what material/s to use and what to do before, during and after the viewing session. Learning Competency Materials Needed Before Viewing During Viewing After Viewing the meaning of given signs and symbols (road signs, prohibited signs, etc.) EN7VC-I-e-11 Narrate events chronologically/ Arrange ideas logically based on a material viewed ENTVC-IV-2-6.1 ENTVC-IV-b-6.1 Differentiate reality from fantasy based on a material viewed TENSVC-Ila-1.3 Predict the gist of the material viewed based on the title, pictures and excerpts ENSVC-Illd-18 Determine the issue and stand presented in the material viewed ENOVC-Ia-3.8 Infer thoughts, feelings and intentions in the material viewed EN9VC-IIh-19 Judge the relevance and worth of ideas presented in the material viewed. ENOVC-Iild-4.3/5.3, Interpret the message conveyed in a poster ‘Analyze the information contained in the material viewed92 | Lenguage Learning Materials Development aA Here are what both teachers and students most likely do in the process. Pre-Viewing White Viewing Post-Viewing © Prepare to view. © Predict the message [0 Organize and © Acknowledge what is] and meaning, ‘summarize key points Known and need to be] Connect what is being | 494 important details. Known about the topic. said with personal Jo Associate what was © Prepare guide experience and make | viewed with one’s questions before associations. experience or needs. viewing © Determine the main | Evaluate what was © Identify thegoal for] Points. seen. each type of viewing}o Take down notes © Arrive at conclusions situation, When necessary, based on the details © Differentiate between | Shown. fact and the message }o Justify personal that lie beneath reactions or opinions visuals and between | of the presentation. real orimaginary | gentty the images. techniques used to influence the audience. © Look for other information from various sources as needed or desired, Task 4, How to List ways on how students can monitor their understanding of the viewed materials, QRQQAAQE| | Unit 2: Developing Spectc Types of Materials. Lesson 6: Materia for Developing Viewing Skis | 93 ‘Task 5. What do I see and wonder Practice ‘the “I see and I wonder” framework as a pre-viewing activity by enumerating all that you see in the pictures, There after, complete a “I wonder” statement Picture A Tsee... | oa o@- o- | @- @s o- @ - | 1 Wonder | Tse, o- | oe | o- | o- | | o- | o- | | o- | | T Wonder | | | | To learn more about Viewing Frameworks, visit_https:/www.onestopenglish, | com/professional-development/advancing-lcaming-the-ffth-skill-viewing 587571, article to learn about Viewing Frameworks and httpsi//vishome.org for Visual Thinking Strategies. ‘Task 6. My Dossier | ww is a list authentic materials that can be used in your class. Prepare/ Belo i ize/present your collection in a form of a dossier. gather samples of each and organi animated short films ‘book covers commercials/advertisements computer graphics ooo,94 | Language Learning Materials Development a eee MO Re ee Seeks, 5. 0, un 12, 1B. 14, Is, 16. 17. 18. 19. drawings fine arts, interviews (live or recorded) performances (live or recorded) maps movie trailers news clip online magazines paintings Photographs podcasts ost cards and posters signages songs/music videos video clips Task 7. What else? With the authentic materials listed in Task 6, list what your students can do with them. The first three items are provided as your guide, 1 2 5, ‘My students can make predictions and guesses about the text/material viewed. My students can identify connections with ideas and questions about the topic of each authentic material, My students can list what they have known about the topic of the authentic resource. My students can My students can ... (On Critical Viewing Just like reading, writing and speaking, viewing requires focusing on the facts, establishing relationships, making inferences and doing critical analysis Messaris (1994) in Leonardo (1996)synthesized research and practice in order to identify four aspects: Comprehension of visual media requires visual literacy. Visual literacy has general cognitive significances, Viewers have to be conscious ofthe skills required for visual manipulation. Aesthetic appreciation necessitates visual literacy. Lie nee call aUnit 2: Developing Specific Types of Materials 8800 6: Material for Developing Viewing Skits | 95 In order to help the students acquire critical viewing skills, teachers may provide, aside from authentic materials, some worksheets and activities. Samples of these are the following: A. Cloze Activities Cloze tests are done when words or phrases are omitted from the text read or material viewed, ‘The task of the students isto fill in the missing word/s and phrase/s after listening or viewing. B. Fact and Opinion Chart Fact and opinion chartis used when teachers want their students to identify and distinguish between fact and opinion, In the chart, the main topic or Subject is written on top, the facts on and opinions are placed on the tight column, C. Graphic Organizers Graphic organizers are of varied styles and formats depending the purpose, nature of the material and information required. D. Picture Description Frame The prompts are written in the frame while the picture is placed at the center of the frame,aul 96 | Language Loaming Matarits Development Ee ee ee EN E, Picture Book Studies ihe teacher selects various picture books or illustrations for viewing, Elements and interesting details pertaining tothe pictures will be discussed such as the author's style and artwork, EF Puppet Plays Students may watch or perform puppet shows using the target language, Puppet, plays are powerful vehicles for developing students” critical viewing skills. G. Film Vewing Films help students analyze the visual texts that they experience outside the classroom. They extend students’ vocabulary and experiences as they + Associate what has been seen with their personal stories. HH. Talking Chips Students talk about the materials shown-e.g. picture. 1.What does the picture show? 2. What is happening? 3.What do you think this could be? 4, What could have happened before this picture was taken? 5. What do you think will happen next? 6.How did the picture make me feel? 1. Pause Button Teachers can use the “pause function” in a video and’ encourage students to share their predictions and their ‘what ifs? and critically evaluate key points shown in the video clip. Task 8. Our Big 4 List four ideas you have about the instructional materials that can help the students in developing their viewing skills Talk to your partner and share your list. Together, ist four things that are not found in each other'sN Unit2: Doveloping Spocite Lesson 6: Mato T¥p08 of Materials ls x Developing Veweg as | 97 ask 9. According (0 research, ; Read the research findings that follow and write ich details the implications ofthe research findings to tench oY Substantiate your answer by citing theories and principles, Follow the panne ‘SPA format in your essay prescribed esearch Paper Title: “Instructional Strategies and Materials Utilized in Tea Macroskill by English Teachers” Authors Carl John C. Carotino and ching Viewing as Degree of Utilization of Instructional Materials in Teaching Viewing This section of the study is concerned with how much is the degree of utilization of instructional materials by the teachers- respondents in teaching viewing as a macro- skill. The materials are hugely classified into two: print and nonprint materials. The respondents were asked up to what degree they 1use the materials in previewing, during viewing, and post-viewing activities. Inaddition, the degree of the utilization of gadgets and facilities were included in the study. Table 3 Summary of Degree of Utilization of Instructional Materials in Teaching Viewing Instructional Materials WM DR Print Materials (drawings, visual aids, still pictures, 4010 Infographics) Blogs and categorized websites BIS S Social networking sites and news/information sites 3730 Video sharing sites 369 0 Digital materials and writers websites 417 0 Gadgets (laptops, smartphones, televisions) 4310 Facilities (audio-visual room, e-classroom) 317 Grand Mean98 | Language Leaning Motors Development Legend: WM ~ Weight Mean DR —Descriptive Rating A-always 0 - often S — sometimes R-rarely N-=never Table 3 shows the weighted means of all instructional materials and the grand mean. All the instructional materials are often utilized by the teachers except blogs and categorized websites and facilities that are being described as sometimes. itilized. The figures support this idea as the former registered weighted mean of 3.15 while the latter recorded a weighted mean of 3.17. The figures entail that there is a need to maximize the usage of blogs and categorized websites and facilities. Blogs and categorized sites are serving as a compendium of ideas that teachers can use in teaching lessons, Meanwhile, facilities are needed as some equipment cannot be utilized inside the classroom. And, teachers should be trained well in using the said facilities to make them adept and reliable as assistance needed by the learners arises. It is observable that the respondents are doing a variation in terms of using print and nonprint materials. Drawings, visual aids, still pictures, and infographics are often utilized by teachers despite the tremendous number of laptops, smartphones, and televisions present in schools. On the other hand, the figures show that schools have teachers who are using computers and other electronically - powered machines and gadgets in teaching. It is also noticeable that they are doing their best to make smartphones aid in learning and not a distraction. Overall, the grand mean of the degree of utilization of instructional materials in teaching is 3.70.Unit 2: Developing Specific Types of Materials ‘Lesson 6: Materials for Developing Viewing Siile | 99 Task 10. Our Roles Given the learning competency, design/develop/select appropriate materials to use and indicate teacher’s and students’ tasks in each of the viewing phase. Leaming Competency : Draw generalizations and conclusions from the material viewed Code EN9VC-Ih-1.5/2.5 Instructional Materials @ Pre-viewing ®D while viewing @ Post-viewing100 | Language Learning Materials Development What bebavior mst pre-service teacher have o mame the ering oft competencies required of a beginning teacher? Outline your answer by completing the acrostic, where each line begins with V-I-E-W.101 —_— REFERENCES Abu-Snoubar, T. (2017). 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(2018) The relationship between receptive and productive vocabulary knowledge: A perspective from vocabulary use in sentencewriting. The Language Learning Journal46 (4), 357- 370, DOI: 10.1080/09571736.2015. 1127403About the Authors ia ETHEL DE LEON-ABAO, EdD ss a tut-tedged professor tnd cureny the Dean of the College of Teacher Education al the Cebu Normal iverty, Cebu Ci. Phippnes. Along se her leadership rl, she ihewse {enches ProlessinaEdveaon courses tho undergraduate sts an English {Enguoye Teaching as wel as Educational Management courses inthe graduate ides, Cognizant of the demands of fe 2tst century, she is assertive the feoleaton of er vanous responsible, Shes aboard of doctor of he Phippne Fssosohon fr Teachers and Educators (PAFTE),regonal vce president of he Prine Associaton for Gradual Edvcaton (PAGE, regal fer of the Sate UUwersies and Coleges Teacher Education Assozaton(SUCTEA) She aso an ‘uo of cera wosktexs in some professional edoatin courses, regional iar inthe Ko 12, resource ‘fuoler io puble and pate academic insituonsloganzatins, accedior af the Aaceding Agencies of tered Caloges and Unversiies inthe Phigpnes and an assossr ofthe Regional Quay Assessment ‘earn (RQUAT) Benga thes and Sssetaton ade, she f everconscous of conducng research hese ‘Shuus presented an published ber papers both in natoral ar niemaionlreered ural which some Fave eared clabons, Moreover taking 2 berchnak on leadership practices and eduesbnal ovations in {me repuabie Unverses ouside the county made her baame par ofthe gobalacademisconmunty ‘Se aus tore bh SEAMED - Regal English Language Gener and on Excelence i ntti {Soseatip, especie, Sho to, a SEAMED EAicabn fr Sustanate Development (ESO) Felon ‘these ld to her realeaton fat sucess in education happens when oe is able to crete irene inthe hes of thers a of the wo RIVIKA C, ALDA, EdD is an Associate Professor 1 in Csbu Normal University (CNU}_ She fhed Bachelors Deseo in Education majo in Ergish (Qiogna Cum Laude), Masie's Dagiee n Educaton (Bes! Thess) and Docrte Degree in Educaton (CHED scholarship granee) maj in Englsh Language “eachng (ELT) nthe same univers. She was dasqrated a the Cha of he rograne Bacelr of Secondary Eavcabon (BSED) and Dora for Profesional Education (OPE) fom 2018-220 and sponte Secretary ofthe Researen Ets ‘Commie of CNU trom 2017-2078. She cuenty handing sibets bath inthe ndargadate and graduate slices and has taught subjects ke Developments) Readng, EducatonalTecnoiogy and Technaogy for Teachng and Leamng, The Teoching of Coreruricaton At, English Systm of Phonemes, and Pines, Mafods and Moers ELT. ‘She ha also coauthored a book m Buidng and Enhancing New Lisacesacoss the Cuscum. ‘She sot uta leacher bu also a research adie, researcher, resource speaker, ine, wining eco an wet Shs has publsed researches onthe use of echnlgial fouls in ELT and disseminated ‘hese mdiferent national nd itrsatona research fra were she was aso one amaded a3 Oustndna) ‘est Pape Pesener She sls resource speaker and natonl vane in varais seminars and rinngs inthe Depstmont of Education anda prtaype sya water in Pre Senice Teacher Education REMEDIOS C. BACUS, PHD is an Associate Profesor IV at Cebu Normal Urivrsty(CNU). She shed her Doctor of Phicsopy n Education major in Curiculum and Intucton a the Unversity of San Cas, Doctor of Education im Englsh Language Teaching at CNU and Mester of Education in Engi a the Unversty of tha PhipinesGebs, Sho was a ecpent ofthe Best Dissertation Award n 2016, CHED Graduate Education Scholarship Grant in 2018, and Gebu Gly Goverment Scholarship Grant n 2003. As on eivocate ol ‘ually, she an acredior ofthe Acceding Agency of Chartered Cleges and Uwe a the Phppnes (AACCUP), an ISO Inia Quay Austr of ONU and a Curiclum Quay Aud Specs She is also © wre, researche, research advser and tainer She co-authored books in Reading and Vting for Senor High School, Bing and Enhancg New Literacies Across the Cui and The “each andthe Soo! Cursedum and designed prototype sy for BSED Englsh major courses, She has publane he researches inlematoalyteereed and ndexed ourals ani ha been a resource sper many seminars and workshopsinvarous Teacher Education Institons andthe Depanent of Educaton Curent, sh is designated as Lead Menor and Progam Chao Coleg of Teacher Educate. Crasuate Sudes, whee se aso handles English Language Teaching courses along wih Profesional Edcaton courses in fe undergraduates, ISBN 978-621-451-009-2 Published by ©2021