ETV: The Plus Factor in K+12

Author’s note: A few years into K to 12, with the first batch of Grade 11 students, educational television (ETV) has yet to make a comeback to reflect the new educational system reality. With change finally here, perhaps the Department of Education under Secretary Leonor Briones can invest on these types of shows. It would be interesting to watch shows teaching math or science using the mother tongues of the different regions.

This unedited piece was originally submitted as a position paper for the English 10 (College English) course under Professor Maria Lorena Santos, Second Semester AY 2011-2, University of the Philippines Diliman.


Do the names Kuya Bodjie, Pong Pagong and Kiko Matsing ring a bell? How about the line “Bawat bata may tanong. Ba’t ganito, ba’t gano’n?” As the Internet meme goes, “If you remember these, your childhood was awesome.” For those who cannot recall or are unfamiliar with these, the first three are characters from Batibot, “the Philippines’ answer to the widely popular children’s program Sesame Street” (“Tayo na sa Batibot”) and as such was geared towards “[addressing] all aspects of early childhood growth and development” (Philippine Children’s). Meanwhile, the line above was taken from the theme song of Sine’skwela, which focused on elementary science and technology concepts and applications. It was one of the shows produced by the ABS-CBN Foundation using “curriculum-based scripts…under deep scrutiny of the Department of Education [or DepEd]” along with Math-tinik, Hirayamanawari and Bayani (“When Stars Help”).

These shows are just a few examples of children’s television. According to the Children’s Television Act Of 1997, children’s television refers to programs and other materials broadcast on television that are specifically designed for viewing by Filipino children, all persons below eighteen years old. These programs often serve educational purposes, which according to Senate Bill No. 1443, filed by Senator Loren Legarda and currently pending in the committee level, include the following:

1) Give positive influence on entertainment;

2) Promote social values;

3) Mobilize community support to, and wage information campaigns directed at parents to promote the importance of basic education;

4) Improve the image of technical education and skills training and to inculcate the necessary values needed for productive employment;

5)  Propagate culture, foster patriotism and nationalism and other values that serve as an instrument in the struggle for Filipino sovereignty, identity, national unity and integration. (Children’s Television)

Synonymous terms to children’s television with educational purposes include “education-oriented children’s television”, “educational programs”, “educational shows” and “educational television” or ETV.

Education-oriented children’s television, however, has suffered a decline in the past decade. Laurence Andrade, in his undergraduate thesis, interviewed several persons involved in the production of such shows. “[They] all agreed that there is a significant decline in children’s programming, particularly those with educational content, as compared to its condition ten to fifteen years ago” (Andrade 30). Foreign anime and cartoons, which are cheaper to import, now form a large part of children’s programming with only weekends allotted for locally-produced educational shows. The problem is not “with quality but on quantity” (Andrade 47).

Andrade’s study cited several reasons that have contributed to this decline. For example, sponsors prefer entertainment programs over education-oriented children’s television. “The writers and program managers explained that advertisers do not look at children viewers as an important market for their products” (Andrade 30). The government does not also see the value of tapping television in advancing children’s education. Mag Hatol Cruz, secretary-general of the Anak TV Foundation, lamented that his organization has been appealing in vain for support:

First, they tried to convince the government to formulate implementing rules and regulation for [the National Council for Children’s Television or] NCCT to be able to serve its purpose. [He] also shared that they appealed to be given programming slots to even just one government station. (Andrade 39)

Despite the rising popularity of social media and the Internet, television is still the most popular media platform in the Philippines according to the 2010 Nielsen Audience Measurement report (“Filipinos Still Glued”). Furthermore, in 2006, two to twelve year olds spent the most time watching television, with 3.7 hours a day (AGB Nielsen Media Research). Yet, the government does not realize this. It must therefore be made aware of the power of using television in order to promote the education of Filipino children.

Consequentially, the present Aquino administration needs to forge partnerships with local television networks and producers in order to facilitate a revival of educational television. This comes at a crucial time, as the DepEd is keen on pushing through with the K+12 educational system. In a span of four years starting this June, a transition period will take place, with the addition of two years of senior high school to the current 10-year cycle. During this period, students are allowed to specialize in either of the following: science and technology, music and arts, agriculture and fisheries, sports, business and entrepreneurship (Hernando-Malipot) as well as technical and vocational education under the Technical Education and Skills Development Authority (Crisostomo). Thus, instructional materials need to be updated in order to address this and other changes in the curriculum.

In addition, educational programs improve students’ academic performances. A thesis by Miriam College students in 1995 involved grade three and six pupils of Project 6 Elementary School in Quezon City, which were divided into two groups, with one group exposed to Sine’skwela. Over the course of the study, four five-point evaluation exams were given to both groups and the scores were compared. The researchers found out that “There was a significant difference between the acquisition of learning between the experimental group [those exposed to Sine’skwela] and control group [those who were not]. There was [also] a significant relationship between the exposure of the experimental group and the control group” (Aranas, et al.). In other words, Sine’skwela was an effective instructional material for science and technology.

Similarly, children’s television with educational purposes also has a positive effect on teachers. Leo Larkin, who studied its feasibility in Greater Manila during the 1960s, believes that ETV “[frees] teachers [from] extra class preparation [in order to perform] further duties such as guidance counseling, teaching special groups of slow learners or gifted students, or taking extra-curricular activities” (qtd. in “Practicability of Educational Television”). Additionally, a thesis by Katherine Balite in 1999 surveyed 112 Math teachers from various public and private elementary schools in Metro Manila, “99 percent of [whom] have positive opinion[s] on the program [Math-tinik]” (qtd. in Andrade 10).

Educational shows also maintain a certain teaching standard. According to Wilbur Schramm, in his book “The Impact of Educational Television: Selected Studies from the Research Sponsored by the National Educational Television and Radio Center [of the United States]”, “[Such shows] can supply the best teaching demonstrations. [Their] self-instructional materials can conduct lessons professionally, and [they] can give the student the freedom to work at his own desired pace. Television can display an event or activity that would otherwise be spoiled for direct observation. This is especially true for Science classes, which deal with many fragile specimens” (Schramm 5 qtd. in “Practicability of Educational Television”).

A crucial problem with education-oriented children’s television is that prolonged television viewing weakens the left hemisphere of the brain, which controls language and speech functions. According to Kate Moody, “The eye and brain functions employed in TV viewing are likely to put demands on different parts of the brain than those used in reading, causing incalculably different kinds of cognitive development” (67). Neil Postman wrote in his “Teaching as a Conserving Activity” that fast-moving, concrete and discontinuous television imagery requires emotional responses, and not conceptual or logical processes. For Postman, “the TV curriculum poses a serious challenge, not merely to school performance, but civilization itself.” Thus, solely relying on television as a medium of instruction is disadvantageous. Its use must be balanced with other learning experiences and materials so that students get a full understanding of the lessons taught in class.

Critics may also argue that it is impractical to produce local educational shows since they would only rehash the content of their foreign counterparts, and that it would be cheaper to import these instead. On the other hand, Filipino children may have a hard time grasping Western concepts and values and applying them in the Philippine setting. Only home-grown programs can provide elements that are close to home.

In a nutshell, a resurgence of children’s television with educational purposes can only take place through the participation of all stakeholders involved, the most imperative of which is the partnership of the government and local television networks. (Experts from different fields of study such as the sciences, languages and history should also be consulted. Quantity should not be at the expense of quality.) The benefits of educational programs outweigh its shortcomings. Truly, ETV is the plus factor in K+12.

Works Cited:

AGB Nielsen Media Research. “Luzonians Are TV Addicts, AGB Nielsen Media Research Study Reveals.” Nielsen Television Audience Measurement. 15 Nov. 2006. Web. 4 Mar. 2012.

Andrade, Laurence Joy. “Sine’skwe…Wala Na?: A Descriptive Study On The Decline Of Children’s Educational Programs On Free Television.” Diss. U of the Philippines Diliman, 2010. Print.

Aranas, Juliet, Ann Margaret Dumlao, Ma. Luisa Madamba, Estela Mesina, Lalaine Verba, and Lorren Viay. Effect of Scientific Ideas Embodied in Sineskwela on the Performance of 3rd and 6th Grade Students in Their Science Exam. Diss. Miriam College, 1995. Quezon City: The Authors, 1995. Print.

Balite, Katherine. “Teachers’ Perspectives on the TV Program “Math-Tinik” as a Learning Aid for Elementary School Children: A Survey.” Diss. U of the Philippines Diliman, 1999. Print.

Children’s Television Act of 1997. Republic Act No. 8370. 28 Oct. 1997. Official Gazette. Print.

Crisostomo, Shiela. “Tech-Voc Eyed Under K+12.” The Philippine Star 29 May 2011: n.pag. Print.

Department of Education Naga. “The Practicability of Educational Television in the Philippines.” Educational TV (ETV) Program. n.d. Web. 4 Mar. 2012.

“Filipinos Still Glued to the Tube, Nielsen Survey Says”. Philippine Daily Inquirer 10 Mar. 2011: n.pag. Print.

Hernando-Malipot, Ina. “Are You Ready for K+12?” Manila Bulletin 13 May 2011: n.pag. Print.

Larkin, Leo. Towards Educational Television for a Greater Manila. New York: n.p., 1960. Print.

Moody, Kate. Growing Up on Television – The TV Effect. New York: Times Books, 1980. Print.

Philippine Children’s Television Foundation, Inc. “Batibot Profile.” Batibot. Internet Archive, 1997. Web. 2 Mar. 2012.

Postman, Neil. Teaching as a Conserving Activity. New York: Delacorte Press, 1979. Print.

Schramm, Wilbur Lang. The Impact of Educational Television: Selected Studies from the Research Sponsored by the National Educational Television and Radio Center. Urbana: Illinois UP, 1960. Print.

“Tayo na sa Batibot As It Returns on TV.” Red Carpet Entertainment Magazine 23 Apr. 2010: 2. Print.

“When Stars Help Teach Children.” Manila Bulletin 8 Sep. 2009: n.pag. Print.

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On Peace and the Bangsamoro – How the UP Graduate Can Advocate for Peace and Excellence

Author’s note: I am gradually posting all the speeches I had the opportunity to deliver in various events from the first half of 2015. This was the most difficult speech I had to deliver.

Theme: How the UP Graduate Can Advocate for Peace and Excellence

Joint convocation of the three honor societies of the University of the Philippines: Phi Kappa Phi, Phi Sigma, and Pi Gamma Mu

Delivered in behalf of Phi Kappa Phi

20 April 2015

(Non-verbatim transcript)

Sa mga opisyal ng mga honor society na narito ngayon: ang Phi Kappa Phi, Pi Gamma Mu, at Phi Sigma, sa iba pang mga tagapagsalita at opisyal ng Unibersidad ng Pilipinas, at sa aking kapwa mga mag-aaral na binibigyang-pugay ngayon, magandang hapon sa inyong lahat! Sumaatin nawa ang kapayapaan at pagpapala ng Mapagmahal na Panginoon.

Dalawang buwan na lang mula ngayon, makakamit na natin ang ating pinag-sumikapan at pinaghirapan sa loob ng siguro’y higit pa sa apat o limang taon dito sa kolehiyo. Sa wakas, maisusuot na natin ang sablay, makakapagpa-picture na tayo kasama ang Oblation at mga sunflower, at masasabi natin sa ating sarili: “I survived UP!”

Subalit, kasabay ng ating pagtatapos ang paglisan mula sa Unibersidad ng Pilipinas at pagharap sa panibagong hamon ng buhay. Marami sa atin ang kailangan nang magtrabaho nang full-time para makatulong sa mga gastusin sa pamilya at makapag-ipon. Patuloy namang mag-aaral ang iba sa atin sa mas mataas na antas o kurso tulad ng medisina, abogasya, edukasyon, siyensya, pamamahala, atbp. Pinapangarap natin ngayon, na sa pagdaan ng panahon, matatamo natin ang mga personal at propesyunal na layunin, ang kagustuhan ng ating mga mahal sa buhay, at ang ating mga adhikain para sa bayan at sa ating mga kababayan. Sa puntong ito, hawak natin ang ating kapalaran. Tayo ang susulat sa mga pahina ng ating kwento. Nasa kamay natin kung ipagpapatuloy man o hindi ang tagumpay na ating natatamasa ngayon.

Sa lahat ng ating gagawin, ipagpatuloy natin ang tradisyon ng dunong at galing. Paghusayan natin sa anumang karera na ating papasukin. Pero kailangan ay hindi lang galing sa isip, kundi galing din sa budhi o konsensiya. Ngayon pa lang, tinitingala na tayo bilang susunod na mga lider ng ating henerasyon. Paano pa kaya kung ipinagkatiwala sa atin ang kapangyarihang pamunuan ang ating bayan? Mahalagang tanggapin natin ang hamong maging tapat na lingkod sa lahat ng mga Pilipino. Nasa pamahalaan man tayo o hindi, tutulan at iwasan natin nang walang pag-alinlangan ang mga gawing tinutuligsa natin ngayon. Huwag tayong matakot na ibalita ang mga mali sa sistema. Tandaan na dala natin hindi lang ang sariling pangalan kundi pati ang pangalan ng ating minamahal na Unibersidad ng Pilipinas.

Matatayog pa ang ating mga pangarap. Sa pagsuot ng ating sablay at sa pag-abot sa atin ng ating mga diploma, palapit na tayo ng palapit sa mga pangarap na dati’y hinuhulma lamang natin sa ating mga isipan. Mas maliwanag na para sa atin ang tatahaking landas.

Subalit, para sa marami sa ating mga kababayan, nagdilim na ang daan tungo sa hinahararap.  Kasama po diyan ang ating mga kababayang nasasadlak sa kahirapan. Hindi na nila kayang tustusan ang pang-araw-araw na pangangailangan at ang pagtaguyod sa kinabukasan ng kanilang mga anak. Paano pa kaya kung araw-araw kinakatakot nilang mawawasak na ang mundong kanilang kinagisnan? Kung saan hindi sila makabalik sa kanilang mga tahanan sa takot na baka malagay sa panganib ang kaligtasan nila at kanilang mga anak? Kinamkam na nga mula sa kanila ang pagkakataong mangarap at umunlad, pilit pang inaagaw sa kanila ang pagkakataon tungo sa kapayapaan.

Noong 2012, lumagda ang pamahalaan at ang Moro Islamic Liberation Front o MILF sa Framework Agreement on the Bangsamoro, na sinundan pa ng ibang mga kasunduan, kabilang na ang para sa decommissioning o pagbubuwag sa hukbo ng MILF noong Enero 2014. Tila abot-kamay na ang kapayapaan nang mangyari ang trahedya sa Mamasapano. Simula noon, nagkaroon na ng pag-aalinlangan sa pinapanukalang Bangsamoro Basic Law at sa bisa ng prosesong pangkapayapaan. Ang ilan nga sa ating mga namumuno, tila ginagamit ang kawalan raw ng tiwala at ang paggamit ni Ginoong Mohagher Iqbal chief negotiator ng MILF ng alias o ibang pagkakakilanlan para buwagin na ang kasunduan. Oo, dapat may managot sa pagkamatay ng 44 kasapi ng PNP Special Action Force at sa iba pang mga biktima ng diumano’y “misencounter” noong Enero 25, 2015. Pero kailangan bang madiskaril ang prosesong pangkapayapaan dahil dito? Ano ang magiging resulta kung babalik ang lahat sa all-out war? Walang mananalo, sa halip, talo tayong lahat: ang mga kababayan nating Moro, mga Kristiyano, at mga lumad sa Mindanao at lahat ng Pilipino, pati tayong naririto ngayon. Hindi makakamit ang kapayapaan gamit ang karahasan; bagkus, sasapit lamang ito sa pamamgitan ng pang-unawa.

Mga kapwa kamag-aral, laban rin natin ang pagsisikap ng ating mga kababayang nasasadlak sa kaguluhan na manatiling buhay sa kabila ng karahasan at digmaan. May paniniwala ang ating mga kababayang Aeta na hindi mo pwedeng sabihing gumiginhawa ang buhay mo kung nakikita mong nahihirapan ang iyong kapwa. Pero hindi pa huli ang lahat. May magagawa tayo. Tila imposible, lalo na’t bata pa lang tayo. Sabi nga ng mga nakatatanda, sila pabalik na habang tayo’y papunta pa lang. Pinalad tayong makapagtapos mula sa pinakaprestihiyosong unibersidad sa buong Pilipinas. Maraming bintana ng oportunidad ang bukas sa atin, at mataas ang pagkakataong makamit natin ang minimithing tagumpay. Pero kaakibat ng pagiging UP graduate, responsibilidad nating ipagalaban ang karapatan ng ating mga kababayan tungo sa ligtas at maginhawang kinabukasan. Nasa ating mga kamay na palawakin ang kanilang mga opsyon tungo sa mas maunlad na buhay.  Bilang iskolar ng bayan, ipinagkatiwala sa atin ang kapangyarihan  para makisangkot sa prosesong pangkapayapaan, para maiparinig sa ating mga pinuno ang pagtutol sa patuloy na paghahari ng lagim, at para itaguyod ang tunay na tiwala at kooperasyon tungo sa kapayapaan at kaunlaran.

Nagawa nga nating higitan pa ang ating mga hangganan at limitasyon habang tayo’y nasa loob ng Unibersidad. Ngayon naman, higitan natin ang ating magagawa para sa Pilipinas, tungo sa kabutihan, kapayapaan, katarungan, at kaunlaran. Ano pa’t tinawag tayong Iskolar ng Bayan kung hindi natin pagsisilbihan ang mga mamamayang naging dahilan kung bakit tayo narito lahat ngayon? Itaguyod natin sa ating personal at propesyunal na buhay ang pagtatayo ng mapayapa at sumusulong na lipunan, kung saan maaari nating makamit ang ating mga personal na pangarap at maaari ring makamit ng mga kababayan nating nasasadlak sa kaguluhan ang kanilang mga adhikain. Mga kapwa kong magsisipagtapos, iparinig natin ang ating mga tinig. Ipaglaban natin ang kasunduang pangkapayapaan tungo sa katarungan, tungo sa kaunlaran!

Wika nga ni Bb. Norombai Utto, nagtapos na valedictorian sa Hji. Salik National High School sa Mamasapano, Maguindanao, gawin nating pundasyon ang kaalaman at karunungan para sa kapayapaan ng ating bayan. Tulungan nating bigyan ng pagkakataon ang mga tulad niya para sa maginhawa at maliwanag na kinabukasan. Dahil karapatan nang bawat isa sa atin ang mamuhay nang malaya at mapayapa ano man ang ating paniniwala. Noong isang taon, isa ako sa inatasan sa induction ng Phi Kappa Phi na sindihan ang kandila na sumisimbolo sa pagkakaisa. Ngayon at sa hinaharap, sama-sama nating sindihan ang ilaw tungo sa pagkakaisa at kapayapaan hindi lamang para sa iilan kundi para sa buong sambayanan.

Maraming salamat po sa tiwalang ibinigay niyo sa akin na makapagsalita ngayong hapon at sa inyong pakikinig. Nawa’y isabuhay natin ang kabutihan at kapayapaan! Mabuhay tayong lahat!

Further reading:

* Framework Agreement on the Bangsamoro including links to annexes, 2012

House Bill No. 5811, substitute bill of House Bill No. 4994 (draft Bangsamoro Basic Law) in the House of Representatives

* GMA News (Marrian Ching), “Valedictorian from Mamasapano tearfully pleads: Invest in education, not war“, 30 March 2015

Paano mag-apply ng university clearance at transcript sa UP Diliman kung bagong graduate ka

Kung binabasa mo ito, congrats at natapos mo ang apat (o mahigit) na taong pagsisikap, pagpupuyat, pagkabigo, at sa huli pagtatagumpay! Pero bago sumuong sa mundo ng mga samu’t saring pagsusulit, trabaho, at muling pag-aaral, kailangan muna nating makuha ang ating transcript, at para makuha iyon, kailangan nating makakuha ng university clearance. Pupunan ko lang ang mga gap o puwang ng proseso ayon sa CRS.

Ano ang dapat dalhin:

1) Clearance application form mula sa CRS

2) P30 para sa clearance fee/Diploma Authentication o ang official receipt nito kung nabayaran na (Kung nagdududa kayo na pareho sila, ikumpara lang ang account number na nasa gawing kaliwa ng resibo [9774711] sa nakalagay sa clearance form).

3) P300 para sa graduation fee o ang official receipt nito kung nabayaran na

4) P600 para sa tatlong kopya ng Transcript of Records (Pero ganun din ang siningil sa kaibigan kong dalawang kopya lang ang kinuha, kaya hindi ko alam kung paano i-bre-breakdown ang bayaring ito).

5) Optional: Certificate of Graduation, P30 bawat kopya

4) Pasensya

5) Optional: Tubig at snacks, pamasahe sa Toki

Paano mag-apply ng clearance at transcript:

* Kung may accountability, hindi pwedeng mag-apply. Ayusin muna sila.

1) Mag-apply sa clearance module sa CRS (https://crs.upd.edu.ph/clearance_mgmt)

2) I-print ang form, i-fill up yung year graduated at degree sa baba ng Last enrollment in UP (kung hindi pa nakalagay), at pirmahan.

Sample clearance application form

Sample clearance application form

3) Dalhin ang form sa clearance section, 1st floor, OUR at ibigay sa person-in-charge. Ipiprint niya sa likod ng “I promise to check my clearance application at CRS” (non-verbatim). Kailangan pirmahan yun. Kung nabayaran na ang clearance at graduation fee, ipakita sa kanya ang official receipt at isulat ang O.R. Number, amount, at date, sa clearance application form.

4) Pumunta sa 2nd floor ng OUR, Transcript section, at kumuha doon ng application form para sa Transcript at Certificate of Graduation. Pagtiyagaan ang mahabang pila at ipa-assess kung magkano ang babayaran.

5) Pumunta sa Cash Office gamit ang Toki, sasakyan, o paa para bayaran ang mga dapat bayaran.

6) Bumalik sa Clearance section, 1st floor, OUR para ipakita ang resibo ng clearance at graduation fee (kung di pa nabayaran bago ang step 3) at para print-an sa likod (kung di pa na-print-an sa step 3).

7) Umakyat ulit sa Transcript section, 2nd floor, at i-file ang application sa TOR kasama ang resibo. Magtiyaga ulit sa pila habang naghihintay.

8) Bumaba ulit sa clearance section at ipasa ang clearance application form.

I-check lagi ang status ng clearance application sa CRS module (https://crs.upd.edu.ph/clearance_mgmt).

University Clearance module sa CRS

Cleared status. Tawag na lang sa (632) 981-8500 loc. 4561, 4562 o (632) 927-3422 (Transcript section) para malaman kung nai-forward na yung clearance certificate niyo sa Transcript section.

Samanatala, makukuha pagkatapos ng 15 working days ang transcript at ibang request. Kung ibang tao ang mag-cla-claim ng transcript, maghanda ng authorization letter, ID mo, at ID ng representative. Ganun din ang gawin kung ibang taon ang mag-a-apply ng transcript.

Congrats muli at good luck!

UPDATE (10 Hunyo 2016): 

Oo nga pala, hangga’t hindi pa nagaganap ang pagtatapos o graduation, hindi pa pwede mag-apply para sa transcript.

Halos isang buwan din ang lumipas mula nang mag-apply ako hanggang sa makuha ko ang aking transcript.

IMG_0098 - Copy.JPG

Claim stub. Paki-tignan ang mga nakapaloob sa mga rectangle.

Karagdagang tips para sa preenlistment

Disclaimer/Paunawa: Hindi po bahagi ng CRS team ang may-akda. Isa lamang siyang di hamak na Isko.

Tingin mo ba lagi kang malas sa CRS? Naka-ilang post ka na ba ng “I ❤ CRS” sa Facebook para lang makuha ang inaasam mong sched? Sinunod mo ba lahat ng payo ni Bb. Mary Macapagal tungkol sa “preenlistment at pag-ibig”  pero bigo ka pa rin? (Kung di mo pa nababasa, basahin mo rin yun.)

Huwag mawalan ng pag-asa, pagka’t may magagawa ka pa. Narito ang ilang mga tip pagdating sa preenlistment:

1. Wag balewalain ang Available Slots / Demand

Image

Nakikita niyo ba yung mga numero sa ibaba ng bawat subject na desired niyo/gusto niyong makuha? Yan ang “Available Slots / Total Slots / Demand.” Halimbawa, sa Socio 11 THX, 83 estudyante kayong naglalaban-laban para sa 30 puwang/slot. Sa Socio 11 WFX naman, 70 kayong pumupusta para sa 30 slot.

Pwede niyong gamitin ang probability na makukuha niyo ang inaasam na slot. I-divide lang ang “Demand” sa “Available Slot”. Pwede niyong gawin sa Excel o sa kahit anong spreadsheet program yan:

Image

Sa Socio 11 THX, may 0.36 kang pagkakataon na makakuha ng slot. Malaki nang kaunti ang iyong tsansa/chance sa Socio 11 WFX. Gawin yan sa lahat ng iyong mga desired subject:

Image

Pwede mo ngayong gamitin ang mga probability sa pagsasaayos ng iyong mga subject. Pwede mong i-bold lahat ng mga subject na gusto mong makuha sa darating na sem at swak sa minimithi mong sched. Ang ginagawa ko, inuuna ko yung mga subject na kailangan kong makuha, tapos aayusin ko sila base sa probability na makuha ko sila. Tapos iaayos ko yung ibang hindi ko pa kailangan base sa probability na makukuha ko siya at sa oras ng subject na yun.

2. Move on, move on din habang may time.

Image

May mga pagkakataong mas mabuting umasa. Meron ding mga pagkakataong mas mabuting wag nang umasa. Halimbawa, sa STS THX, 655 kayong nagpapatayan sa 100 slot. May 0.15 kang tsansang makakuha ng slot. (Sa bagay, mas malaki pa yan kesa kung 1000+ yung nagsasagupaan.) Hindi lang puro “Regular” na priority ang naglalaban diyan. Meron ring mga “Freshman” o “Graduating” sa 655 na yan. Mas malaki ang pagkakataon nilang maka-bingo ng slot. Paano pa kung hindi mo natapos ang SET?

Siguro oras na para bitiwan ang mga ganitong subject sa pre-enlistment pa lang. Lalo na kung second round na ng preenlistment, kung saan 1 o 2 slot na lang ang pinag-aagawan.

3. Laging bantayan ang estado ng mga subject na gusto mong makuha.

Di mo lang alam, baka nagbukas ng bagong section 30 minuto lang bago magsara ang preenlistment. O kaya na-dissolve ang isang section at nagbukas ng panibago pero hindi nalipat yung mga nag-desire sa na-dissolve na klase, tulad nito:

Image

4. Wag ipagpilitan ang hindi talaga meant to be.

Sayang lang kung i-de-desire mo pa rin yung mga klase na kailanma’y hindi pwede sa iyo. Gaya nito:

CRStips6

Kung non-Psych kayo, wag niyo nang i-desire yung klaseng sa mga Psych major naka-assign lahat ng slot. Ganyan din para sa mga Psych major: wag nang i-desire ang klaseng hindi naman para sa inyo.

Tignan din kung may prereq ang isang subject, pero di mo pa yun nakuha. Kunin mo muna ang prereq.

5. Tignan ang “Grades Viewing” module para makita ang resulta ng batch run.

Hindi mo na mabuksan ang CRS. Yun na ang hudyat na nagaganap na ang batch run. Pero pagbalik ng CRS, sarado pa rin yung preenlistment module. Malamang, nagtatago yung mga resulta sa Grades Viewing module, sa ilalim ng nakaraang semstre.

BAGO! 6. (Pagkatapos ng first batch run) I-“desire” ang mga subject na kailangan/gusto mong makuha kahit na wala (“0”) nang available slot.

Tapos na ang first batch run. Di mo nakuha yung major, prereq, PE, o GE.  Pagkakita mo sa CRS, wala nang available slot para sa subject na yun. Huwag matakot, pwede mo pa ring makuha ang mga yan. I-desire niyo lang sila at bigyan ng pinakamataas na rank. Diskarte mo kung alin sa mga subject na yun ang ilalagay mo sa number 1. Pwedeng depende sa kahalagahang makuha mo yung subject (baka ma-delay ka pag di mo nakuha yun), sa demand, sa oras, sa propesor, atbp. Ganito ko nakuha yung Psych 101 noong isang taon.

PAALALA: Hindi nagkakasalungat ang tip na ito sa tip #2. Kung 700+ ang naglalaban para sa isang klaseng hindi naman sigurado kung may mababakanteng slot pagkatapos ng second batch run, huwag na muna kayong tumaya. Saka na lang, pag may priority status ka na.

Tignan din: Bakit hindi pwedeng magkansela ng klase pagkatapos ang pangalawang batch run.

Yan na lang muna. Antabayanan ang mga karagdagang tip. Gudlak! 🙂

It’s more fun in Orienteering/Camping!

It’s more fun in Orienteering/Camping!

Preenlistment for Summer 2012. I was sure that I wanted to take up a Physical Education 2 course. [Lubus-lubusin ko na yung “Freshman” priority ko. Mahirap makakuha ng PE kapag “Regular” na ‘yan.] But I was undecided what I should pre-enlist. I had already taken Duckpin Bowling and Scrabble, so they’re definitely off the list. I am also a morning person, so as much as possible, I wanted to have a 7 or 8:30 AM PE class [with a RGEP course in the afternoon]. So I checked the list when I chanced upon these: PE 2 OR W1 and PE 2 CP W2 & W3 under Prof. Ronualdo Dizer. (UPDATE 6/6/12: Dean na pala siya ngayon.) I had read about Orienteering/Camping under him as a chill class, in which the only requirements are attendance on two camp-outs. Para makapaglakwatsa ako ngayong summer dahil nakakasawa na rin yung pagtambay lang sa bahay, I decided to list all three classes. I got the 7 AM class.

The first camp-out I attended (Level I-B) was held at the Crystal Beach Resort, San Narciso, Zambales. Here are some pictures.

The second (Level II-A) was at the Pacific Recreational Kamp (PaRK) in Real, Quezon. Unfortunately, my non-waterproof camera finally decided to die on me. So, I had no pictures. Boo-hoo for me and for you, my dear reader. 😦 Basically, we “hiked” to a river, went swimming there, and then went back to camp for surfing lessons. That was the first time I ever stepped on a surfboard. I was able to surf the waves on my second try after slipping off on the first. My group and I spent the night getting to know each other, telling ghost stories in campus [with Sir Lee occasionally popping up our tent’s entrance and screaming =))] and playing games. We were supposed to have an adventure race the following day but a majority of my classmates wanted to go swimming instead. Some of my group mates and I decided to play lawn bowling [which apparently is a real game].

This course made me realize the importance of presence of mind [nasigawan pa kami ni Sir noong unang campout namin dahil sa tent] and preparations. I had fun with the activities that were carried out [kahit na medyo haggard, especially after the first camp-out] and with the company of my group mates from both camp-outs. Finally, I was able to unleash my hidden side, very different from my usual reserved self. [You had to be there to find out. :)]

Masaya ang camping o orienteering, kaya kunin niyo na!

<!– P.S. Sir, kung mababasa niyo man po itowala pa rin akong grade. O hindi lang ako ang wala? (UPDATE 6/6/12: Lahat po yata kami wala pang grade.) –>