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Primer

Primer

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Published by puerile_28

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Published by: puerile_28 on Apr 03, 2010
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My most memorable experiencehas got to be the SAD Workshopexperience last 07-08. The whole5 days of the workshop provedfruitful as much as stressful as itwas. It showed how 2 minds cancollaborate to make the meat of the workshop (meaning the con-tent) ---> that would be Tan-tan and me! It showed how thevariation of facilitators (mean-ing having NSTP, Pathways Core,and PEERs personnel as facis)could not offset the matter beingtaught, and thus proved that any-one can faci in the SAD workshop.It also showed how willing, ready, 
pathways
an introduction
 
The computation for the nal grade is as follows:
Final Grade = (scores in the problem sets + quizzes, seatworks, etc + midterms +
nals)/5Grade Range: 100 > A ≥ 92 > B+ ≥ 86 > B ≥ 77 > C+ ≥ 69 > C ≥ 60 > D ≥ 50 >
Social Awareness Development Workshop
Course Description
The Social Awareness Development (SAD) Work-shopaims to develop the participants’ knowledge of theircurrent socio-economic situation through the useof a 3-day workshop and culminating proj-ect.Once that knowledge is brought out, the pro-gramaims to motivate the participants into devel-op-ing their own solutions to the current situa-tionof the country. Each of the 3 days of work-shoprevolves around discussing and expound-ing
on the issues of knowing (1) who the Filipi
-no is,(2) what problems the country is currently expe-riencing, and (3) how they can solve these prob-lems in their own concrete ways. For their culmi-nating
Grading system
1. Attendance = 10%a) Present Before the Breaks - 5%b) Present After the Breaks - 5%2. Participation = 40%a) Taboo (day 1) - 5%b) Make your Superhero (day 1) - 5%c) Spider Web (day 2) - 5%d) Ideal Community (day 3) - 5%e) If We Had Power (day 3) - 5%
f) Kapamilya, Leave or No Leave
(day 3) - 5%g) Group Discussions - 10%3. Creative Output = 50%a) Reection Paper - 15%i. Reection Paper 1 - 5%ii. Reection Paper 2 - 5%iii. Reection Paper 3 - 5%b) Pledges - 15%c) Panel Defense - 20%
In October 2000, a group of Ateneo college students taking upTheology under Mr. Harvey Keh wanted to do some concreteaction after learning about the concepts of social justice, equal-ity, and brotherhood. With the social problems they have beenexposed to, they came up with a program called Alay Ni Ignacio.Alay Ni Ignacio is a summer instructional program for ac-
ademically gifted but nancially disadvantaged students
from public high schools. It provides supplementary Math,English and Science classes, as well as spiritual mentor-ing, self-awareness workshops, career guidance and oth-er extra-curricular activities. These endeavors are aimedat increasing the participants’ chances of entering andobtaining scholarships to good colleges and universities.From this student-led organization sprung Pathways to High-er Education Program. In 2002, the Ateneo de Manila Univer-sity started Pathways with the help of the Ford Foundation.
To date, it has helped bridge over 500 deserving but nan
-cially challenged students to quality colleges and universitieswhile nurturing another 500 high school students to enterand complete college and contribute positively to society.
 Pathways to Higher Education
history 
 
overview 
The Pathways to Higher Education Program identies brightbut nancially underprivileged public high school students and
equips them with the necessary skills, both academic and non-academic, to ensure they get a fair chance at a college education.Pathways aims to help these participants to gain access tohigher education through working with individuals and insti-tutions that provide scholarship programs. Pathways assists
them as well with the major difculties that they face in their
pursuit of a college education. These are mainly the lackof academic preparation for college, inadequate family in-come, lack of self-esteem and lack of educational resources.These key considerations are often what drive today’s stu-dents to drop out of college even after they are given schol-arships. To address these issues, Pathways aims to pro-vide access to education by providing holistic formation notonly for the individual scholars but for their families as well.While maintaining good relationships with individuals andinstitutions that provide scholarships for the students, Path-ways engages their parents in support groups, values for-mation, and livelihood opportunities, giving them a stake intheir children’s education and augmenting the family income.The individual scholar and the participant family will also be
given values formation/education program, allowing them
to grasp and thus concretize what they are striving towards.To accomplish this crucial task, Pathways endeavors toengage academic institutions, government, the businesscommunity, socio-civic organizations, and individuals, tocome together and contribute to the effort. In the end,
society as a whole will benet from the pathways that it
provides for today’s students and tomorrow’s leaders.
 Chemistry 
course description
The general aim of the subject is to provide the pathways high school students a rm background
and understanding of general chemistry. The subject aims to be more than the usual 3rd yearhigh school chemistry by providing advanced lectures and problems; and interesting demosand activities. The subject seeks to develop the students’ critical and analytical thinking skills.
Coverage:
First SemesterI. MeasurementsII. Matter and its changesIII. Atom and the periodic table
IV. Chemical Bonds
Second SemesterI. Chemical reactions and equationsII. StoichiometryIII. Gas LawsGrading System
Workbook/Quizzes 30%Participation 20%Assignments 20%Midterms/Finals 30%100%Grade Range: 100 > A ≥ 92 > B+ ≥ 87 > B ≥ 80 > C+ ≥ 74 > C ≥ 68 > D ≥ 60 > F
Math
course description
The mathematics component of the Pathways Enrichment Classes aims to helpthe 3rd year participants of Pathways to Higher Education in their preparation forthe college entrance examinations. It follows a non-traditional format in that ittakes a problem-solving framework. In this manner, the solutions and approachesto the problems presented in class shall be generated through active discussionsand sharing of knowledge in mathematics of each and every student. On the otherhand, the tutors shall serve as facilitators in the development of the critical andanalytical skills of each student through problem solving.Grading System
The nal mark of the student will be based on the following requirements:Problem Sets (6 problem sets worth 25 points each) 150 ptsQuizzes, Seatworks, etc. 150 ptsMidterm Exam 100 ptsFinal Exam 100 pts
Total 500 pts

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