https://hdl.handle.net/20.500.14353/217 2026-04-13T19:42:32Z https://hdl.handle.net/20.500.14353/288 EE use me wisely: A collaborative learning activity Mulig, Charity I.; Mordeno, Ivy Claire V.; Ello, Jerrold P.; Blasco, Mary Jane P. This study is a required output from a seminar-workshop on telle-collaboration sponsored by United Nation Educational Scientific and Cultural Organization (UNESCO) and funded by the Korean government. The whole problem-based learning (PBL) activity centered on how electrical energy (EE) can be maximized by households. The PBL activity was designed by six participating teachers from two schools and implemented by four teachers handling English, Economics and Physics classes in the Mindanao State University – Iligan Institute of Technology – Integrated Developmental School (MSU – IIT IDS) during the second year 2011-2012. This study investigates the effectiveness of the designed collaborative activity enhancing the students’ achievement in three subject areas and developing their collaborative skills. The subjects were 132 fourth year high school students of MSU-IIT-IDS. To test the effectiveness of the Collaborative Learning activity, the study made use of the Pre-test – Post-test One Group Design with qualitative support. The major findings of the study are as follows: (1) The designed activity effects cognitive gain among the student participants; (2) the students’ collaborative skills were enhanced as shown in the qualitative assessment tool; (3) the best features of the study are their practicality/applicability in the students’ households and that they provide a venue for fun and group interaction while the students and learning; (4) the portions of the activity that requires improvement includes: the time frame, guidelines to address uncooperative members and alternative method for monitoring energy consumption. Teacher recommendations include: designing collaborative learning activities for other topics and with other subject areas; incorporating points of improvement of the EE PBL activity; and including a more general population of high school students in the study. 2013-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/287 Developing future leaders for island sustainability Guzman, Jacqueline; Tyler, Elvie; Cordero, Myg; Crisostomo, Justine Guam’s rich, diverse culture and lifestyle are a combination of the traditional practices of the Micronesian Islands and the influence of western culture. The popularity of environmental concerns an issues continue to grow throughout the islands, but limited resources and information needed to address these concerns have proven challenging for islands residents. In an effort to address this issue, the University of Guam (UOG) created a Green Initiative that resulted in the launching of the Center for Island Sustainability in 2009. Within the program, a group of student interns – popularity known as the Green Interns – have worked to raise environmental awareness and productivity in the community. The Green Interns have worked closely with local businesses and organizations to offer services that are environmentally acceptable and sustainable. As Green Initiatives proliferate in the island community, the Green Interns provide educational outreach to local schools to raise awareness on environmental and sustainable practices. These presentations include the simple and meaningful environmental actions that Guam’s youth can incorporate in their homes and schools. Green Interns work hard to motivate and encourage youth to join the effort towards island sustainability. This paper focuses on the work and promotion the Green interns have put into raising awareness in the community, promoting future leaders for island sustainability in Guam and Micronesia. 2013-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/285 Using differentiated instruction to build schema of English Language Learners in Guam Rivera, Matilda N. Teachers are educating more diverse populations in general education classroom. With the cultural diversity that exists in classrooms today it is necessary for teachers to realize the pressures on the English language learners to perform at an acceptable level while learning the same district standards that all students are expected to meet. According to the school year 2007-2008 Guam Public School System Annual State of Public Education Report, students enrolled in the English as a School Language (ESL). Program made up 37.70% of the 20,815 students who participated in one or more special programs. For the School Year 2009-2010, the number of English language learners increased to 69%. With the rising numbers of students from the Federated State of Micronesia (Chuuk, Kosrae, Pohnpei, Yap), the Republic of Marshall Island (RMI), and the Republic (RP), Guam schools have been confronted with many struggles. One major challenge for teachers instructing such a high number of learners in teaching reading successfully. The students struggle in achieving reading level necessary to function at their grade level. This results in teachers and students becoming frustrated as they may not be able to achieve the desired reading results as fast as they would like to. This paper investigates the effectiveness of using differentiated instruction to build schema of English language learners in Guam. The use of differentiated instruction is culturally responsive, and has shown to be an effective strategy used in educational settings on the U.S, mainland. It could be used to build the schema of English language learners in the Pacific, in order to bridge the gap and increase optimal comprehension and student motivation to learn. Through critical analysis of existing theory and research related to literacy and differentiated instruction, the components of an effective differentiated instruction model program were identified in this study. 2013-01-01T00:00:00Z https://hdl.handle.net/20.500.14353/286 University of Guam - a case study in graduate online program development Stoicovy, Catherine E. The School of Education launched the University of Guam's first online program, the Master of Education with a specialization in Reading program during the 2012 Spring semester. Developed for students in Guam and the Micronesia region, the program prepares professionals in the field of reading/literacy who are interested in becoming highly effective teachers and reading specialists. The Senior Commissions of the Western Association of Schools and Colleges approved the program in August 2011. The program has become an example of how to develop a new online graduate program that meets student demand while addressing the institutions mission to serve its learners and the communities of Guam, Micronesia, and the neighboring regions of the Pacific and Asia. This paper describes the program, its development. and the challenges encountered in the process. 2013-01-01T00:00:00Z