The Professional Regulation Commission (PRC) announced yesterday that 17,816 elementary teachers out of 58,471 examinees and 18,801 secondary teachers out of 53,195 examinees successfully passed the Licensure Examination for Teachers (LET) conducted by the Board for Professional Teachers on Sept. 28, 2008 in 24 testing centers nationwide.

Want to discover the teachers who passed? Just click the blackboard to know who they are.

The Top 10 examinees on the elementary level are:

Elisse Adrianne Hilario Regala, Philippine Normal University-Manila, 91.80 percent; Rudolf Tamangen Vecaldo, Cagayan State University-Tuguegarao, 91.60; Melisande Cabacungan Juan, University of the Philippines-Diliman, 91; John Wilbert Raymundo Aretaño, Polytechnic State College of Antique, 90.40; Sheilamarie Cabugon Cachero, Mariano Marcos State University-Laoag College of Education, and Iris Culanculan Duhaylongsod, University of the Philippines-Diliman, 90.20;

Roderick de la Cruz Marbella, Philippine Normal University - Lopez, 90; Dorothy Joann Lei Osog Labrador, Ateneo de Zamboanga, and Estefanie Salcedo Vargas, Ateneo de Naga, 89.80; Richelle Alday Steigerwald, University of the Philippines-Diliman, 89.40; Princess Raymunda Guzman Gatan, National Teacher’s College, 89.20; and Catherine Gimang Capilla, Negros Oriental State University (CVPC) Dumaguete, 89.

Meanwhile, the Top 10 examinees on the secondary level are:

Ma. Cleofe Nicolas Tabangin, University of the Philippines-Los Baños, 92.20 percent; Romina Ann Soon Yap, Ateneo de Manila University-Quezon City, 91.80; Angela Dimalanta Carreon, University of the Philippines-Diliman, 91.60; Ma. Elena Fermin Ferrer, University of Santo Tomas, 91.20; Johnny Abellera Esmilla Jr., University of San Agustin, and Lucille Virtudazo Gandionco, University of San Carlos, 91;

Tony Dane Bugarin Quetulio, Ateneo de Manila University-Quezon City, and Ma. Nenita Silang Se, Philippine Normal University-Manila, 90.40; Ariel Dangcalan Co, University of Sto. Tomas, 90.20; Ryan Oliver Danganan Bautista, University of the Philippines-Manila, Carl Jestoni Bariquit Dakay, University of San Carlos, Elexor Torres Damasco, University of the Cordilleras (Baguio Colleges Foundation), Audie Dacumos Laudencia, Philippine Normal University-Manila, and Felizardo Nicodemus Pulumbarit Jr., University of the Philippines-Diliman, 90;

Oliver Vallejo Aromin, Mindanao State University-Marawi City, Miren Amale Mendezona Jopson, Ateneo de Manila University-Quezon City, and Rochell Casia Miguel, Philippine Normal University-Manila, 89.80; and Pamela Cristina Parciso Crisostomo-Tumang, University of the PhilippinesManila, Israel Cruz Cruz, University of Sto. Tomas, and Von Ryan Gasmena Pangwi, University of Baguio, 89.60.

On the Board for Professional Teachers which gave the examination are Dr. Brenda B. Corpuz, officer-in-charge, Dr. Josefina T. Cunanan, vice chairperson, and Dr. Flordeliza P. Mayari and Dr. Norma A. Adamos, members.

Registration for the issuance of Professional Identification Card (ID) and Certificate of Registration will be announced later.

Oathtaking tickets are available at the Office of Professional Teachers, 3rd Floor, PRC Annex Building, in Manila for Metro Manila and Region 4 passers, and at the PRC regional offices for the passers from the other regions.

The schedules for the oathtaking ceremonies in each testing center are:

NCR, Cuneta Astrodome, Dec. 16, 2008 (Tuesday), 9 a.m.

Tuguegarao, St. Paul University Auditorium, Dec. 7, 2008 (Sunday). 9 a.m.

Baguio, University of Baguio, Dec. 14, 2008 (Sunday), 9:30 a.m.

Cebu, USJ-R Coliseum, Basak Campus, Dec. 20, 2008 (Saturday), 9 a.m.

Region 4, Cuneta Astrodome, Dec. 16, 2008 (Tuesday), 1 p.m.

Palawan, Gov. Alfredo Amor Abueg Gymnasium, Palawan National High School, Puerto Princesa City, Dec. 13, 2008 (Saturday), 9 a.m.

Lucena, Sacred Heart College Gymnasium, Dec. 6, 2008 (Saturday), 9 a.m.

Region 6-Iloilo, Iloilo Grand Hotel, Iloilo City, Dec. 8, 2008 (Monday), 9 a.m.

Region 6-Bacolod, Colegio de San Agustin Gymnasium, Bacolod City, Dec. 19, 2008 (Friday). 9:30 a.m.

Cagayan de Oro and Butuan, Capitol University Auditorium, Dec. 14, 2008 (Sunday), 8 a.m.

Ozamiz, Ramiro Gym, Dec. 13, 2008 (Saturday), 2 p.m.

Region 5-Legazpi, Albay Astrodome, Dec. 8, 2008 (Monday), 9 a.m.

Region 3-Pampanga, Paskuhan Village, Dec. 22, 2008 (Monday), 9 a.m.

Zamboanga, Pagadian, Tawi-Tawi, Jolo, Sulu, Don Pablo Lorenzo Memorial High School, Dec. 6, 2008 (Saturday), 9 a.m.

Region 8-Tacloban, Leyte Park Hotel Gym, Dec. 7, 2008 (Sunday), 9 a.m.

General Santos and Cotabato, Notre Dame of Dadiangas University, Dec. 13, 2008 (Saturday), 9 a.m.

Davao, University of Mindanao, Dec. 14, 2008 (Sunday), 9 a.m.

Reports of rating will be distributed to successful examinees on the day of the oathtaking ceremonies, except for NCR and Region 4.

Classical Music can Stimulate young minds

Music teachers in the cities of Oroquieta and Ozamiz City have urged the return of music lessons in the curriculum of public schools to help stimulate young minds.

The teachers issued the call after learning from Professor Reynaldo Reyes that listening to classical music produces more brain cells and makes young minds more active and intelligent.

Reyes, a full-time professor at the Towson University in Baltimore, said he was saddened that music was no longer part of the public school curriculum. He said scientific studies showed that making or listening to classical music developed more neurons.

The Batangas-born Reyes, who graduated with top honors from the Paris Conservatory, noted that Korea, Japan and Singapore used classical music to produce better citizens and promote their countries.

Our brain or mind with music

Research on listening to music has shown an increase of activity in the brain's temporal region, which is the auditory center responsible for transferring sound and music. According to J.M. Flohr and D.C. Miller's (1999) research on children's brain waves based on EEG (electroencephalogram).

The EEG shows that the left temporal region of the brain responds to music. Flohr and Miller also found that children's EEG appear differently with different types of music after the age of five.

Human brainwave activity also increases when listening to music of particular amplitude (loudness). They found that music helps to improve cognitive functioning, increase the size of brain neurons, and assist a person to achieve higher mental performance. According to Bower (2004), children who listen to music show average IQ increases of about 7.0 points each school year.

Figure 1: Brainwaves without music.

Figure 2: Brainwaves with music.

Effect of music on academic and work

Researchers also tackled the question of whether listening to music while doing homework or studying or performing a task or job would affect the particular performance. Different music has different effects on the brain—it is possible that we each tend choose music based on our individual emotions at a particular time. Music may create a positive learning environment.

Researchers, Flohr and Miller (1999) found that when students listening to classical music in the background scored higher in math than students who were not listening to any music. At the same time, researchers discovered that listening to soft rock, jazz or fast pace background music in the work place can enhance worker productivity and performance efficiency.

All in all, researchers have not identified what fits best in all situations and have no proof whether background music is really the cause of better academic or work performance.

Music varieties

There is a lot of music to choose from as a background music while performing a task. What suits you the best and which can bring out your best performance? Turn on your stereo and try it out in different situations and find out for yourself. Make sure to record your results. Try these variations:

• Instrumental music vs. vocal music.
• Music with familiar vs. unfamiliar lyrics.
• Slow vs. fast pace.
• Light and easy vs. hard rock.
• Classical music vs. pop music.

Some research indicates that when doing math problem solving, it's better to have background music such as classical music or music without lyrics or with unfamiliar lyrics. However, when performing routine tasks such as cleaning a room, it can be advantageous to have music with lyrics, especially familiar ones.

All in all, "music or background music actually provides great positive learning environment" (Malyarenko et al., 1996).

Benefits of music

According to Strickland (2001), a doctoral student of marriage and family therapy from Florida State University, Tallahassee, young children who received musical instruction show enhanced academic development. This may be because playing a musical instrument has beneficial effects on cognition.

According to Mary Ann Davies (2000), an associate professor of education at Northern Arizona University in Flagstaff, music also helps reduce stress, increase productivity, regulate energy, set an appropriate mood, and stimulate creativity. For instance, filmmakers use music to create the mood for a movie in order to brings out the feelings of actors or actresses. Without the background music, the movie may be boring, dull and lifeless.

References

Bower, B. (2004). Tuning up young minds. Science News. Education Module, 165; 25. pg 389.

Davies, M. A. (2000). Learning... the beat goes on. Childhood Education. Research Library Core, 76 (3). 14-153.

Flohr, J. W. (1999). Recent brain research on young children. Teaching Music. Education Module, 6 (6). 41-54.

Strickland, S. J. (2001/2002). Music and the brain in childhood development. Childhood Education, 78 (2). 100-103.

Viadero, D. (1998). Music on mind. Education Week, 17 (30). 25-30.

Beyond Cut-and-Paste: Engaging Students in Wrestling with Questions of Import

By Jamie McKenzie, ©2008, all rights reserved.

We are suffering here and there from a cut-and-paste culture bred by the ease with which any of us can locate and save information. Sadly, Google and its relatives give us all a false sense of security and wisdom as we can search for something as elusive as "the truth" and Google delivers an answer in less than ten seconds.

Enter "the truth" in Google, elect "I'm Feeling Lucky" and with little hesitation or needless strain or effort we have our answer. You can find "the truth" at http://www.thetruth.com/ according to Google.

Would that it were so easy!

Schools and districts committed to 21st Century Skills as well as the standards of AASL and ISTE must confront this cut-and-paste culture head-on, eliminating those classroom practices that encourage and promote such lazy thinking and research, replacing them with activities that are more challenging and more worthwhile.

Eliminate Topical Research Rituals

The first step in fighting against simple cut-and-paste thinking is to gather all teachers together to discuss and adopt a school-wide policy outlawing the assignment of topical research projects.

"Students in this school will conduct research on questions of import that require they make answers rather than find them. We will no longer assign topical research or accept papers that are little more than a rehash of other people's ideas and thinking."

This policy means an end to long scrolling lists like the one below:

Go find out about . . .

Captain James Cook

Captain Matthew Flinders

Captain George Vancouver

Captain William Bligh

Fletcher Christian

Breadfruit

The mutiny on the Bounty

Tahiti

New Zealand

Australia

Navigation

Discovery

The Pacific Ocean

The Admiralty

This kind of list is an invitation to copy-and-paste, scoop and smush. The lack of defining and challenging questions to shape the research permits a HUGE range of activities. The mere gathering of information is pretty much guaranteed by going topical. The implied value of such gathering is the mistaken notion that one gains in understanding as one's piles of information grow in size. Sadly, it is possible to lose ground and find oneself fogged in by such collections - the "poverty of abundance."

Replacing Topical Research with Questions of Import

Questions of import usually require that students wrestle with difficult challenges and build their own answers rather than relying upon the thinking of others.

Example: Which of the following captains was the best at navigation?

• Captain James Cook
• Captain Matthew Flinders
• Captain George Vancouver
• Captain William Bligh

The above question requires the collection and weighing of evidence to substantiate a well-considered judgment. Such comparison challenges the student at the top of Bloom's Taxonomy - the skill of evaluation. It mirrors the type of demanding reading comprehension questions found on the NAEP Test (National Assessment of Educational Progress.)

What causes the main character to do _____? Use evidence from the story in your response.

How do you think the character’s actions might be different today? Support your response with evidence from the story.

For students to build an answer to this question about the relative navigational skill of the captains, they must go past the simple judgments and opinions to be found in Wikipedia, so-called professional encyclopedias and even some national library sites. Reliance upon secondary sources means the student need not wrestle with evidence and judgment.

According to material written about Captain James Cook on the Canadian National Library site . . .

"Many believe that James Cook was the greatest ocean explorer ever to have lived, and that he mapped more of the world than any other person. It cannot be denied that he combined great qualities of seamanship, leadership and navigational skill."

If the student copies and pastes this section, it is unsubstantiated opinion, strongly worded but weakly supported.

To build their own answers, students must collect specific examples of the navigational challenges each captain faced and ultimately passed or failed, checking historical records such as ship's logs and records from the Admiralty. For example, when Bligh was abandoned in a small boat by the mutineers and managed to sail more than a thousand miles across the open Pacific, what does that prove?

For each captain, the student must consider the following questions (among others), gather the facts and then compare and contrast the records of each:

Did he know how to use all the best instruments of his time?
Did he keep a careful log?
Did he usually know where they were?
Did he ever get lost?
Did he seem to know what he was doing?
Did his ships have to wander around very much?
Did he stay clear of known hazards?
Did he know how to make the best of prevailing winds?
Did he know when to ask for directions?

This type of research is much more demanding than copy-and-paste research, but ultimately more rewarding and more empowering because it equips students to wrestle with the real issues of their own lives.

21st Century Skills

Schools and districts that have adopted the 21st Century Skills model for schooling will find this kind of research on target, especially for the sections on Information Literacy, Media Literacy and ICT (Information, Communications & Technology) Literacy:

• Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate, and create information in order to function in a knowledge economy
• Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental understanding of the ethical/legal issues surrounding the access and use of information

Standards from AASL and ISTE

New standards from the American School Librarians and ISTE both call for students to do more than gather information when they research. They set the expectation that students develop good new ideas, not just scoop and smush, copy and paste.

Learners use skills, resources and tools to:

1. Inquire, think critically, and gain knowledge.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

3. Share knowledge and participate ethically and productively as members of our democratic society.

4. Pursue personal and aesthetic growth.

AASL Standards for the 21st-Century Learner

the educational technology journal

Vol 18|No 1|September 2008