When X Reveals Its Y to Z

Seminar-workshop for
Middle School Faculty

with Victoria Sarmiento Yoo, PhD

Aug.21,2017

Maranatha Christian Academy

Marikina City
 Purpose
*eXperience the 5R’s with our X’s: Re-wind, Reflect,
Reveal , Reconcile , Recreate;
*Meet Y with its 5 C’s and feel at home with its
(CHAllenges , CHAnges , CHAnces as the 21st
Century Coaches)
*Fill the gap with CHRIST’S ZEAL motivated by His
CHOICES:
2D’s [Directions or Distractions]
 First Activity: X’s of our life
Teamwork to Reflect on the X’s- for 15 Try to Rejoice at
minutes:
Rubric: assess your the success of
In one[1] min., list down as many X’s you
have experienced in your life . grp. others

In three{3} min. ,classify if they are actual or Clarity of

ideal, temporary or permanent , essential or
accidental purpose/message:
30%
In five[5] min., validate with your group your
findings: origin or cause, strength or
Creativity:30%
weakness
In three [ 3]minutes , determine what did Teamwork:40%
X’s REVEAL TO YOU. Collaborative effort
In three(3) min., prepare a 30- Respect
sec.presentation to symbolize your X’s. Refer to
the rubric. Ind. Involvement
Time-Management
 • eXcess luggage of
eX’s or eXcess the past?
• eX’s...the past that haunts
To brood or to move on?
or inspires?
What prevents US from
• an eXperience of JOY or
moving on? Forward?
defeat?
Where could our reservations
• Unfinished business?
come from?
• Unchangeable realities of the
past
Xtinction or Xtension
(Identity vs.Intimacy)

Xposition to His HEALING LOVE

 X= UNKNOWN
CHAllenges:Observing,Mirroring
Reflecting,waiting,hibernating,nesting

CHAnces:taking,grabbing or missing

• CHOIces:calculating,considering-deciding
• CHAnges :doing,becoming
Intimacy or Generativity?
 2nd Activity : Maintaining the equilibrium between the needs and readiness of the
learners with their coaches and the challenges of the learning environment
Group 7Reflect
In 15-20 minutes, reflect together and present your Groups 1&3 on slide3 8-
Groups 2&4
findings , observations, recommendations, etc. based Validate your 10:Afiirm or
Refer to YOUR
observation negate
on the following questions: with
SCHOOL
MISSION ,Vision
Slides#14&15
and Philosophy
1&3:Who are the learners ? the coaches or
educators?

2&4. What are the values do they both uphold?

Resist? Promote? justify? Group 8Present Group 5&6
your Analyze THRUST
observation/fin of DEPED/CHED
Group 9
5&6:Where could the real issues come from? dings on with slides 16- Clarify slide #
communication gap or value orientation conflict? SLIDE# 11 19.Are the school’s 12/compare
provisions enough with slides
Family or environment? to challenge the
16-19
learners? the
professional prep
Groups 7 to 9:Please refer to the slides and follow of the educators?

directions accordingly.
Student Traits

There are four student

traits that teachers must
often address to ensure
effective and efficient
learning. Those are
readiness, interest,
learning profile, and affect.
Student Traits

Interest refers to those topics

or pursuits that evoke
curiosity and passion in a
learner. Thus, highly
effective teachers attend both
to developing interests and as
yet undiscovered interests in
their students.
Tomlinson, 2003
Student Traits

Affect has to do with how

students feel about
themselves, their work, and
the classroom as a whole.
Student affect is the gateway
to helping each student
become more fully engaged
and successful in learning.
Tomlinson, 2003
 Differentiated Instruction
is
a teacher’s response to learner’s needs
guided by general principles of differentiation,
such as

ongoing assessment and adjustment appropriate degree of challenge

clear learning goals respectful tasks

flexible grouping

Teachers can differentiate

Content Process Product Affect

Readiness Interest Learning Profile

Carol A Tomlinson
Learning Style Differentiation
• How do I find out about students’ preferences?
• How do I keep an accessible record of this in
order to USE the information in instruction?
• How do I group students in either think-alike or
think-differently tasks?
• What are some possible strategies?
• Sternberg multiple intelligence lessons
• Learning modality preferences in lessons
• RAFTs (writing across the curriculum, differentiated by
learning preference)
• Learning contracts (differentiated by learning
preference)
 Learning Profile Factors

Group Orientation Learning Environment

Gender
independent/self orientation quiet/noise
& warm/cool
group/peer orientation
adult orientation Culture still/mobile
combination flexible/fixed
“busy”/”spare”

Cognitive Style Intelligence Preference

analytic
Creative/conforming practical
Essence/facts creative
Expressive/controlled verbal/linguistic
Nonlinear/linear logical/mathematical
Inductive/deductive spatial/visual
People-oriented/task or Object oriented bodily/kinesthetic
Concrete/abstract musical/rhythmic
Collaboration/competition interpersonal
Interpersonal/introspective intrapersonal
Easily distracted/long Attention span naturalist
Group achievement/personal achievement existential
Oral/visual/kinesthetic
Reflective/action-oriented
 EIGHT STYLES OF LEARNING
TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY
LINGUISTIC Learns through the Read Memorizing Saying, hearing and
manipulation of words. names, places, seeing words
LEARNER Loves to read and write in
Write
“The Word order to explain themselves. Tell stories dates and trivia
Player” They also tend to enjoy
talking

LOGICAL/ Looks for patterns when Do experiments Math Categorizing

solving problems. Creates a Figure things out
Mathematical set of standards and follows
Reasoning Classifying
Learner them when researching in a Work with numbers Logic Working with abstract
“The Questioner” sequential manner. Ask questions Problem solving patterns/relationships
Explore patterns and
relationships

SPATIAL Learns through pictures, Draw, build, design Imagining things Visualizing
LEARNER charts, graphs, diagrams, and create things Sensing changes
and art.
Dreaming
“The Visualizer” Daydream Mazes/puzzles Using the mind’s eye
Look at Reading maps,
pictures/slides
Working with
charts colors/pictures
Watch movies
Play with machines

MUSICAL Learning is often easier for Sing, hum tunes Picking up sounds Rhythm
LEARNER these students when set to Remembering
music or rhythm
Listen to music Melody
“The Music Play an instrument melodies Music
Lover” Noticing pitches/
Respond to music rhythms
Keeping time
 EIGHT STYLES OF LEARNING, Cont’d

TYPE CHARACTERISTICS LIKES TO IS GOOD AT LEARNS BEST BY

BODILY/ Eager to solve problems Move around Physical activities Touching
physically. Often doesn’t (Sports/dance/ Moving
Kinesthetic read directions but just
Touch and talk
Learner starts on a project Use body acting) Interacting with space
“The Mover” language crafts Processing knowledge
through bodily sensations

INTERpersonal Likes group work and Have lots of Understanding Sharing

working cooperatively to friends people Comparing
Learner solve problems. Has an
“The Socializer” Talk to people Leading others Relating
interest in their community.
Join groups Organizing Cooperating
Communicating interviewing
Manipulating
Mediating conflicts

INTRApersonal Enjoys the opportunity to Work alone Understanding self Working along
reflect and work Focusing inward on Individualized projects
Learner independently. Often quiet
Pursue own
“The Individual” interests feelings/dreams Self-paced instruction
and would rather work on
his/her own than in a Pursuing interests/ Having own space
group. goals
Being original

NATURALIST Enjoys relating things to Physically Exploring natural Doing observations

“The Nature their environment. Have a experience nature phenomenon Recording events in
Lover” strong connection to Do observations Seeing connections Nature
nature.
Responds to Seeing patterns Working in pairs
patterning nature Reflective Thinking Doing long term projects
 Sternberg’s Three Intelligences

Creative Analytical

Practical

•We all have some of each of these intelligences, but are usually
stronger in one or two areas than in others.
•We should strive to develop as fully each of these intelligences
in students…
• …but also recognize where students’ strengths lie and teach
through those intelligences as often as possible, particularly
when introducing new ideas.
 Creative Thinker

Attracted to novelty, likes to produce knowledge or ideas instead of

consuming them, sees the world from a unique perspective, often
prefers working alone, does not like to be rushed toward completion of
tasks, often works in “bursts,” with long periods of incubation (which
can look like unproductiveness) followed by quick, highly productive
working periods, often has unique sense of humor.

Needs: support with setting deadlines and timelines, open-ended

assignments with structure, assignments that allow for creative
thinking and novel products, support working with other students,
frequent outlets for creative thought, support with turning “ideas” into
“reality.”
 Practical Thinkers

Likes to see the real-world application of things, excellent at implementing plans, a “doer,” highly effective in
making things “happen,” organized, less interested in ideas than in action, likes to move and do when
learning, can be an excellent leader, may struggle with creativity-for-creativity’s-sake assignments, may
resist completing assignments for which they see no real-world purpose, can work very well in group
situations, may not be traditionally “book smart”
Needs: Hands-on activities, assignments that are connected to the real world, opportunities to share ideas
with practitioners and experts, experiences with more creative, open-ended activities, support with being
patient with activities for which they see no immediate application, opportunities to lead (even when they are
not the highest achievers, these students can be highly effective at leading groups and delegating
responsibilities)
 Analytical Thinkers

Likes to break things into its parts, likes to know how things work, enjoys facts as well as ideas,
likes to argue, attracted to logical thinking and logical ideas, likes to “think” as opposed to “doing,”
typically does well at school tasks, enjoys solving problems, can focus for long periods of time on
a single task, may balk at “creative” assignments, likes to find one, right “answer,” may see things
as black and white
Needs: assignments that require thought as opposed to rote memorization, extended
assignments that allow for focused, long-term study, “problems” to figure out, time to discuss
ideas with others, support with how to present ideas in a non-argumentative way, support with
listening to and accepting others’ ideas, opportunities to struggle with open-ended questions that
have no right/wrong answer
 Thinking About the Sternberg Intelligences
ANALYTICAL Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.

PRACTICAL Streetsmart – Contextual – Focus on Use

Demonstrate how someone uses ________ in their life or work.
Show how we could apply _____ to solve this real life problem ____.
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of ______________,
develop a plan to address the problem.

CREATIVE Innovator – Outside the Box – What If - Improver

Find a new way to show _____________.
Use unusual materials to explain ________________.
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
Make connections between _____ and _____ to help us understand ____________.
Become a ____ and use your “new” perspectives to help us think about
____________.
 Understanding Number

Analytic Task Make a number chart that shows all

ways you can think of to show 5.

Practical Task Find as many things as you can at

school and at home that have something
to do with 5. Share what you find with
us so we can see and understand what
you did.

Creative Task Write and/or recite a riddle poem about

5 that helps us understand the number
in many, unusual, and interesting ways.
Equations of Lines
• Know:
• Forms of the equations of lines: General, Standard, Point – Slope,
Vertical and Horizontal
• Understand:
• All forms of equations of lines represent the same line.
• Given an equation of a line in one form, any other form can be
generated.
• Do:
• Find other forms of equations of lines given one form.
• Find the strengths, weaknesses and applications of each form of
equation.
 Three States of Matter
KNOW: Three states of matter: solid, liquid, and gas
UNDERSTAND: All matter has both mass and volume.
DO: Distinguish one state of matter from the others.
Show how one state of matter changes to the others.
•Choose three items from out classroom that are all in different states of matter. Show how
each item is in a different state of matter in comparison to the other two items. Use terms like

Analytical
mass and volume to explain your answer.
•Use the idea of water, ice, and vapor to create a chart to show how these 3 things change
from one state to another. Include condensation, evaporation, melting point, freezing point,
expanding, and contracting in your chart.

•Create three imaginative items to demonstrate different states of matter. Make an illustration
of each item and explain why each one fit into the state it is in . Use mass and volume in your
Creative

explanation.
•Make a visually appealing poster to teach second graders how each state changes into the
other states. Be sure the way you teach is original. Show condensation, evaporation, melting
point, freezing point, expanding, and contracting in your poster.

•There are three mysterious objects in a box on a museum shelf. Their states of matter are
not yet identified. Your task is to figure out the state of matter for each one. Design a
Practical

museum exhibit for the 3. Use the terms mass and volume in your exhibit signs.
•There is a close friend of yours who does not understand how one state of matter changes
into another. You want to help your friend out. Write out how you would explain to your friend
using all this terms: condensation, evaporation, melting point, freezing point, expanding, and
contracting. Make your explanation as clear as you can.
3rdActivity: Designing or Designing teaching/learning activity and
its assessment based on the LEARNERS’ MILS or CAP: 15-20
minutes) Sample for each subject? or cross curriculum? You may use
the mnemonics device or Kagan’s organizational charts.
4thActivity: Demonstration Good for 5-10 minutes
[Alignment of TA w/ ASSESSMENT and provisions for MILS or CAP
Objective/s Teaching ‘Learning Activity Assessment

(Indicate the MILS or CAP)

 wh Y:your vision & goal
• YES to
your mission
&
Inspiration
 Yearnings of your HEART
to MAKE a DIFFERENCE
• ... to
recreate not to
destroy;to
rejoice not to
reduce;to
encourage not
to enrage...
 Yes to CHRIST
• For You have been ordained to Coach
others like CHRIST,the GREATEST
TEACHER FOREVER ...in the midst
of conflicts.
...to build His Kingdom of
love here on earth as His Children.
(teamwork-bayanihan)
Threats that can affect your Yearnings
 Coach not Reproach
Create a healthy atmosphere & equal
opportunities for coaching.
Observe their actual needs
& progress.
Accept differences & assess them
appropriately.
Cheer up the lonely & congratulate
the victor/y.
Honor your calling and ministry.
 ZEST to
challenge the learners?
endure whatever comes?
give in or to give up?
zip or zap for what?
Maranatha Middle School EDUCATORS are
challenged to be the Models of ZEST & ZEAL for
you have been chosen to make CHRIST’S COMING
A CHANCE to CHANGE human hearts and
minds to be His own.
 ZEAL
• What makes you zealous?
Or (selos?)
• Where does your happiness
come from?
• When does sadness wallow
into your system?
• How do you treat
yourself?
• How do you seek help?
How will you keep the flame
glowing?
• “ Being a teacher isn’t about
grades. It’s about WHO WE are!
• No book can teach YOU how to
cry with your students.No class
can teach you how to tell a family
that their children have failed.”
 “ No class can teach you how to
tell a father that his son has failed.
No professor can teach you how to
find dignity in giving someone
advice.
A teacher is not about the pen,or
the board.
It is about being able to LOVE
STUDENTS when they are at their
weakest moments.”
Concluding Reflection
Where were you when X
revealed its Y to Z? Which of the 5 R’s are achieved?
Your personal learnings and Which need deepening?
insight? Which of the 5 C’s do you find
worth-doing? Confusing?
Are you still waiting to Contradicting?
reconcile your X with Y
without Z?

Thank You so much for your

trust and patience . God bless
u!