INTERPRETATIVE REPORTING

INTERPRETATIVE REPORTING A PROJECT PROFILE

Basic Education Curriculum MAKABAYAN ENGLISH FILIPINO MATHEMATICS SCIENCE JOURNALISM

Campus Journalism • strengthens ethical values • encourage critical and creative thinking • develop moral character and personal discipline of the Filipino youth ICT provides numerous channels to report the news and provides copious news sources

The Project • Students research on an issue that concerns the youth and report it in the form of an interpretative news. • The report should be published in a website.

General Objectives • Develop students’ research skills through various data gathering strategies like research, interviews and surveys • Hone students’ writing and editing skills as gathered data are transcribed into an interpretative report • Enhance lay-outing and designing skills in publishing reports in the web • Inculcate among students positive values like resourcefulness, diligence, creativity and teamwork

Nature of the Learners • Fourth year high school students • Attending Journalism class • Majority of the students have not attended computer classes in the lower years, however, they have acquired basic computer skills in their journalism class which is taught using ICT.

Pedagogical Concepts • Learning is an active process wherein the learner is an active participant. • Knowledge is not situated in an understanding on how to follow particular rote activities but focuses on building conceptual understanding which includes a much richer and flexible array of knowledge. • No student enters the class as an empty vessel.

Pedagogical Concepts • Learning is best acquired if students can see the connection between the school and the outside world. • Learning becomes more effective if students know how to take responsibility for managing and monitoring their own thinking and learning activities.

Methodology Inquiry Approach and Project-Based Learning were used in teaching the different phases of Interpretative Reporting • As students underwent the different phases of interpretative reporting they performed the following activities: • researched varied materials (e.g. websites, books, magazines, newspapers)

Methodology • Interviews (on-line and personal) • Survey (on-line and personal) • Students use these information to write their interpretative report • Students publish their report in the web

GBOX The GBOX Authority Output

Results • Evident in the outputs, the students employed various research strategies to enable the intensive discussion of the issue • Students were able to create their conclusions and recommendations to help solve these youth related issues. • Students were able to apply journalistic skills in writing their reports and creating their websites. • In the conduct of the project, the learners displayed resourcefulness, creativity, diligence and teamwork.

Conclusion It is the desire of every teacher for her students to learn as much as they can in every teaching –learning situation. All teaching and learning innovations should always be regarded as opportunities for better acquisition of knowledge. Computers shouldn’t be viewed as teacher replacements but as aids to meet the ultimate goal of education.

REFERENCES Regional Science for Mathematics and Education http://ra.terc.edu/ Project for Excellence in Journalism www.journalism.org/resources/tools/reporting/watchdog/interpretative.asp INTEL Teach to the Future Version 3 (Master Trainer’s Module) Journalism for Filipinos By: Alito L. Malinao

INTERPRETATIVE REPORTING