Extensions of My Projects (TEA-ILEP Small Grant and Global Teacher Grant)

Paying Forward 

As an ILEP fellow, I was awarded with three grants. The first two were still under the TEA-ILEP Small Grant and both were for teacher-training initiatives. The first grant (2013 cycle) was my pilot attempt to spread awareness and advocacy for the NGSS (New Generation Science Standard) so I designed the project as a trainors' training for Math and Science teachers on how to integrate the Science and Engineering Practices in classroom instruction. For my second grant (2014 cycle), I facilitated a mentoring and coaching workshop for teachers and teacher-interns. For this project, I asked the two TGC fellows to share their expertise on Service Learning. Traditionally, service learning is considered as a pedagogical model but for my project, I tried to present it as an assessment tool. When the Philippines formally implemented the Senior High School, I applied for the third grant (2017 cycle) which was still on service learning. This third project was already under the Global Teachers Grant which I specifically designed to help senior high school students and teachers come up with service learning capstone projects. This time, service learning as both pedagogical model and as a summative assessment approach. Being a teacher leader is a great honor because more than the opportunities for professional advancement, it is a venue to extend help to others. Applying, winning, and implementing a grant project therefore, is my own way of paying forward. 

Together with another ILEP Fellow (M. Andrada, ILEP 2014 Fellow), I  shared about Science and Engineering Practices of the NGSS  (New Generation Science Standards) to high school science teachers last October 23, 2018. 

Brainstorming-in-action: Science teachers analyzing vignettes on Science and Engineering practices and thinking of ways how to integrated them in their own practice

Service Learning: Promising Initiatives 

Allow me to share three service learning projects that my senior high school students have completed. One project was made by a STEM group for their Science and Religion classes, while another was conducted by an ABM group for one of their elective classes. Another project that STEM students carried out was sponsoring a Physics class for a Grade 6 elementary class. 

A group of Grade 12 boys who were enrolled in STEM class made Physics fun for their   Grade 6 schoolmates.

"Mas malaki ka Juan, kaysa sa the Big One"

One of the student-facilitators explaining the "duck, cover, hold"

Grade 12-STEM students facilitated an earthquake emergency drill in one  adopted community

The real essence of a grant project is the impact that it leaves to the direct and indirect recipients and the sustainability of the target actions long after the project has been concluded. I always would like to think that my first project on service learning stirred the consciousness of teachers to align their course requirements to the call for social responsibility to the greater community. It is not just about making sure that students are able to achieve the learning competencies through their outputs but more importantly, the teacher becomes an instrument of change in the community. 

My second service learning project paved the way for reaching out for more beneficiaries and eventually a wider advocacy for giving back to the community through various forms of service. I am only sharing three student projects but there are 13 more that the pilot participants actually proposed. In the case of the ABM students who helped class treasurers in lower grade levels manage their class fund, the students themselves thought of calling themselves "mentors". This project is a concrete proof that students learn more when they teach another learner. 

Grade 12 - ABM students teaching class treasurers of elementary and junior high school classes how to record, budget, and monitor class fund

My only hope is that these grant projects would exemplify a ripple effect of the saying "be the change you want the world to be". 

NOTE: STEM and ABM are senior high school academic tracks in the Philippines. STEM is Science, Technology, Engineering and Mathematics while ABM is Accountancy, Business and Management. 

I am sincerely grateful to Ms. Marisol Andrada, Mr. Diego Contreras, Ms. Karen Belazon, Mr. James Esguerra and Ms. Alexandra Bacani for the photos included in this post.