“Pungko-pungko Pagpaambit”: A Culture-Based CooperativeStrategy in Teaching G10 Philippine Contemporary Issues |DBCN2018™ 1

Cebu Normal University | Osmeña Boulevard Cebu City Cebu 6000

discipline. It is expected to build on basic education principles in which Filipino students are molded
into socially aware and responsible young citizens and members of their families and communities.
Republic of the Philippines Moreover, giving students the perspective on contemporary issues will allow them to think, read, and
write critically. This will also require them to critique, argue and synthesize and document and do
research. The provocative issues will let students make personal connections by applying the lessons to
Osmeña Boulevard, Cebu City Cebu 6000 their life [1].
College of Teacher Education
The country’s effort to address these challenges in its educational system by revising and streamlining
the curriculum is commendable. Being at the forefront in education, teachers should lend their
cooperation if the country were to attain a competitive edge. However, teachers should also be given the
extra support they need in order to successfully make the transition. Adequate reference materials and
“Pungko-pungko Pagpaambit”: A Culture-Based Cooperative Strategy in Teaching more meaningful training on strategies should be conducted to provide teachers the necessary tools to
G10 Philippine Contemporary Issues deliver what is expected of them [1].

It is within this context this Cooperative Learning Approach is designed and calls to respond, to assist
A Proposed Culture-Based Teaching Strategy
teachers in effectively meeting the desired goal on this new content in Araling Panlipunan 10 by means
In Partial Fulfilment for the Course of a Culture-Based Cebuano locale street-side eating tradition called “Pungko-pungko”.
SS4004 Advanced Pedagogy in Social Studies

presented by to 1.2 “Pungko-pungko Pagpaambit” defined

Danny Boy C. Nacion, LPT Genara B. Pacaña, Ed.D Filipinos has been gifted with a rich palette, as proven by the variety of food in the Philippines. In Cebu
Enrollee (MAED-Social Studies) Instructor (Advanced Pedagogy in Social Studies) a new culture of dining is emerging in the streets, “Pungko-Pungko”. “Pungko” in Cebuano vernacular
is understood to sit or crouch. As delineated by Word on Street (2012), “Pungko-Pungko”is the
vernacular term for the act of squatting for there were no chairs and tables handed in for costumers
unlike now. Tapia (2011) ascribes the basic “pungko-pungko” basket comprises of ginabot (deep-fried
“Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you pork intestines, similar to chicharonbulaklak), ngohiong (a fried spring roll stuffed with meat and
may be better able to discover with accuracy the peculiar bent of the genius of each.” – Plato vegetables), dila (fried pork tongue), bola-bola (fried meat balls), and chorizo (pork sausage)
[2].“Pagpaambit”is the vernacular of sharing or enjoying something jointly with others like food or
topic of common interest within the group.

1. Introduction Operationally, “Pungko-Pungko” in this teaching strategy means to sit in a group of five (5) or six (6)
depending on the number of students, teacher can apply heterogeneous grouping (grouped according to
same skill level) or otherwise. “Pagpaambit” does mean small group discussion to class deliberation to
The Department of Education (DepEd) has implemented the Contemporary Issues as the new content of
cross examination as it progresses depending on the contemporary issue assigned.
Araling Panlipunan 10 effective in the Academic Year 2017-2018 as part of the New Curriculum
Framework of Araling Panlipunan under the K to 12 Basic Education Program in order for the learners
to perceive the potential or existing problems and issues in our society and for them to be
1.3 Advantages of Cooperative Learning
knowledgeable of some recommendations and possible solutions in addressing those problems [1].
It is believed that cooperative learning can considerably improve students’ level of performance in the
Contemporary Issues are topics of interests, often controversial, and are relevant to Filipino life. The
subject compared to the conventional/traditional method of teaching [3].Cooperative learning (CL) is
shift is to make lessons relevant as teachers and students will be tackling real life topics from across the

DBCN2018™ 1
 “Pungko-pungko Pagpaambit”: A Culture-Based CooperativeStrategy in Teaching G10 Philippine Contemporary Issues |DBCN2018™ 2
Cebu Normal University | Osmeña Boulevard Cebu City Cebu 6000

based on Wittrock’s Generative Learning Theory and Vygotsky’s notion of the Zone of Proximal
Development [5][6]. It requires students to work together and help each other in achieving specific and
attainable learning goals. It is more than just simply grouping the students and assigning them tasks [7].
Instead, it requires the cooperation of students as well as their dependence on each other in relation to
classroom goals, tasks, and reward structures [8].
The method of cooperative learning is deemed better because it takes place through socialization by
working together and achieving common learning goal while developing the students well rounded
personality and longer learning retention [11].
2.The“Pungko-pungko Pagpaambit” CooperativeLearning Strategy

CL comes in many forms. Kluge (1999) identified five of the most common models of CL: (1) The
Structural Approach, which is based on the use of various distinct sequences of classroom behaviors; (2) PAGPILI PAGHUNGIT PAGTAGAMTAM PAGTULUN
(Select) (Sniff) (Savor) (Swallow)
Group Investigation, which incorporates four basic features: investigation, interaction, interpretation,
and intrinsic motivation; (3) Student Team Investigation, where students work together towards a
common goal and to structure interdependence; (4) Curriculum Packages, which involve sets of STAGES (Pick) (Partake) (Ponder) (Pacify)
cooperative learning material that are usually specific to a subject and age level, and (5) Learning
Together, which basically emphasizes the teaching and practicing of the social skills required to work STEPS Selection Group Discussion Presentation Generalization
together. These models are distinct on their own as they have unique qualities and different learning
goals [9].
EVALUATION
However, these models do have common elements that identify them under CL. These elements are
positive interdependence, where the learner’s success is dependent on other learners’ successes;
individual accountability, where each team member is accountable and responsible for their Figure 2 Nacion, DB (2018) Different phases of the “Pungko-pungko Pagpaambit” CL Strategy.
contributions; promotive interaction, where each team member is encouraged to interact through
problem-solving, supporting, and encouraging one another; interpersonal skills, where learners have
opportunities to communicate ideas and express them to the group, and lastly, group processing, where Teachers begin by preparing set of “Philippine Contemporary Issues”, allowing students to pick each for
learners develop their group dynamics [10] (see Figure 1). the group (Pagpili), followed by a group discussion. There are times when students feel so confused by
new concepts that they don’t know what questions to ask and tohow to formulate ideas about certain
phenomena that happens around, (Paghungit) or Group Discussion is the guided reciprocal peer
Positive Interdependence “sink or swim together” questioning stage which provide students with higher order open-ended questions to generate a focused
discussion in a small group setting. Teacher provide them questions that are generic prompts students
use to generate wholesome ideas about the issue assigned to them. The teacher gives a mini-lecture in
Promotive Interaction “promote each other’s success” the class and then provides a list of open-ended questions. Below is a selection of question formats,
including questions that encourage synthesis, comparison and contrast, and extrapolation to other
Cooperative
Individual Accountability “no hitchhiking; no social loafing” contexts to choose from - subject for selection depending upon its relevance.
Learning
Model
Explain why _______. How does _______ relate to what I’ve learned before?
Interpersonal Skills “ask clarifying questions to members” Explain how _______. What is the difference between _______ and _______?
What is the meaning of _______? How are _______ and _______ similar?
Why is _______ happening? How would I use _______ to _______?
Group Processing “ask what has been a success and What is the main idea of _______? What are the strengths and weaknesses of _______?
what can be improved” What is the solution to the problem of _______? What is another way to look at _______?
What if _______? What is a new example of _______?
Figure 1. Johnson, Johnson, and Smith’s (1998) Five Elements of Cooperative Learning (Neo et al.,2012) What conclusions can I draw about _______? What would happen if _______?
What is the best _______ and why? Why is _______ important?
What do you think causes _______? Why? How does _______ apply to everyday life?
How does _______ affect _______?

DBCN2018™ 2

Students are then given a few minutes to individually prepare several ideas aided by these open-ended
questions. The students take turns and ask questions and discusspossible answers within the group
(Pagpaambit). Minutes after, the Teacher may then ask each group to present their work to the class and
while the rest of each of the group within the presentation may interpolate, disagree, disprove, or express
their agreement(Pagtagamtam), until the rest of the group gets to present their work going towards
whole-class discussion, this time the teacher to generalize (Pagtulun), provide “pros” and “cons”,
vulnerability, cause and effect, recklessness of people involved, ways to eradicate and reform, alleviate,
etc. whatever is appropriate in addressing the “Contemporary Issues” assigned to each of group.
Alternatively, the Teacher can assign reading prior to class and provide the open-ended questions as a
take home worksheet. With this variation, it is helpful to set aside a few minutes at the beginning of the
next class for students to review the reading assignment and questions.
Additionally, in “Pungko-pungko Pagpaambit”cooperative leaning approach, it is very important to
inform the students of the criteria on how they would be rated by the teachers; therefore, rubric should
be formulated so that the learners are guided of their participation and the expectation on their academic
performance would also be enhanced.
2.1 The Crucial Link Between Education and Hunger
Pungko-pungko as earlier defined is a traditional street-side eating culture among Cebuanos. After all,
food is human’s basic need to survive, to be satisfied (Pagtagamtam)and ultimately to be pacified
(Pagtulun), when hunger is addressed and is believed to be in opposition of structural violence then
peace will prevail, fulfillment will be attained. In the same manner in teaching – the forefront in the
education – our teachers should feed the knowledge-hungry children their need to obtain wisdom,
courage, determination amongst many qualities and characteristics they need when they step out of the
four corners of the classroom. Knowledge, Skills and the right Attitude should be food we want to serve
to our students while in school.
“Pungko-pungko Pagpaambit”: A Culture-Based CooperativeStrategy in Teaching G10 Philippine Contemporary Issues |DBCN2018™ 3
Cebu Normal University | Osmeña Boulevard Cebu City Cebu 6000
2.2Relevance of Cultural Practices to the Teaching & Learning Process
RA 10066 also known as The National Cultural Heritage Act of 2009 mandates the Department of
Education, in coordination with the National Commission on Culture and the Arts’ (NCCA) Philippine
Cultural Education Program (PCEP), to “formulate the cultural heritage education programs both for
local and overseas Filipinos to be incorporated in the formal, alternative and informal education, with
emphasis on the protection, conservation and preservation of cultural heritage properties” (Article X,
Section 38).
Responding to the requirement set by law, the Department of Education utilized the data from the
National Cultural Mapping Project of NCCA PCEP to create the SAGISAG KULTURA NG
PILIPINAS (SKP), the essential Knowledge on Philippine Arts, Culture and Heritage in the then Basic
Education Curriculum (BEC) (NCCA,2014). With the shift in the new K-12 curriculum, steps in
developing a culture-based curriculum with emphasis on mother-tongue instruction and learning
approaches were encouraged to be utilized (DepEd 2013).
3. Conclusion
Culture-Based teaching helps students find commonalities with their own life and living situation while
in school, in order for curriculum and instruction to be effective students need to see similarities within
their own context. The inclusion of cultural practice within the curriculum can develop a sense of
belongingness. For some students it will be the sense of familiarity that they respond to, for others it will
be the age-old human desire to know where they come from that will attract them. Providing the
opportunity for a student to know oneself and one’s heritage will ensure that student develops a strong
sense of identity, leading to greater self-confidence.References made during lessons to culture and
heritage will serve to continuously enhance a student’s sense of belongingness and it will provide a
deeper meaning and understanding to the lessons.
In addition to this, when students view their cultures and language being promoted at school they feel
included in their school community empowering them and creating a sense of cultural heritage pride. As
a result, they grow up to be active community members who know they have a voice and can offer an
important contribution to their society.
Culturally appropriate education helps students reflect on social justice topics discussed in the classroom
developing critical thinkers and liberates them from ignorance and fear. Teachers need to take the time
to develop and modify their academic curriculum to include their students’ different cultural background
to create a more positive, and productive school experience for all children.
DBCN2018™ 3
 “Pungko-pungko Pagpaambit”: A Culture-Based CooperativeStrategy in Teaching G10 Philippine Contemporary Issues |DBCN2018™ 4
Cebu Normal University | Osmeña Boulevard Cebu City Cebu 6000

Teachers need to understand the learning styles of their students for them to be able to match their
teaching approach to that of the students’ approach in learning. On the other hand, the teachers also need
to understand that their teaching approaches should also match their teaching strategies, which I referred
to as classroom activities in this study. Incorporating cultural practices is one way to stimulate student’s
attentiveness in the classroom because of their familiarity aside from it being interesting. Creating a
culturally responsive learning strategy responds to the call of the declining Filipino cultural appreciation
and identity due to Western invasion. The “Pungko-pungko Pagpaambit” CL Strategy most likely will
encourage maximum participation among students as they work as cohesive groups to achieve shared
learning objectives; assist and interact with each other to solve the problem; take decisions
constructively to achieve common goal; and learn from the effectiveness of the individual contribution
of each member of the group.

References:

[1] Garia, Ann Margaret L. (Sun Star Baguio – PressReader.Com. August 25, 2017)
(https://www.pressreader.com/philippines/sunstarbaguio/20170825/281573765821220)
[2] Olivar, Rica et al. Pungko-Pungko Culture in Cebu City: A Social Convergence, Cebu Normal
University (https://msolivareconomics.files.wordpress.com/2018/01/technical-paper-
sample.pdf)
[3] Johnson, D.W., Johnson, R.T. and Smith, K.A. (2014) Cooperative Learning:
Improving University Instruction by Basing Practice on Validated Theory. Journal on
Excellence in University Teaching, 25, 1-26.
[4] Gonzales, W. D. W., & Torres, P. (2015). Looking at CIRC through quantitative
lenses: Can it improve the reading comprehension of Filipino ESL learners? Philippine
ESL Journal, 15, 67-98.
[5] McLeish, K. (2009). Attitude of students toward cooperative learning methods at
knox community college: a descriptive study. Unpublished Master Thesis. University of
Technology, Jamaica.
[6] Pan, C.-Y., & Wu, H.-Y. (2013). The Cooperative Learning effects on English
reading comprehension and learning motivation of EFL Freshmen. English Language
Teaching, 6(5), 13-27.
[7] Macpherson, A. (2015). Cooperative Learning group activities for college courses.
Surrey, BC Canada: Kwantlen Polytechnic University.
[8] Miller, C., & Peterson, R. (2002). Safe & responsive schools. Retrieved from
Indiana|University: http://www.indiana.edu/~safeschl/cooperative_learning.pdf
[9] Kluge, D. (1999). A Brief Introduction to Cooperative Learning. In D. Kluge, S.
McGuire, D. Johnson, & R. Johnson (Eds.), Cooperative Learning: JALT Applied
Materials (pp. 16-22). Tokyo: Japan Association for Language Teaching.
[10] Johnson, D. W., Johnson, R. T., & Smith, K. (1998). Active learning: Cooperation in
the college classroom. Edina, MN: Interaction Book Company.
[11] Doolittle, P.E. (1997) Vygotsky’s Zone of Proximal Development as a Theoretical
Foundation for Cooperative Learning. Journal on Excellence in College Teaching, 8, 83-
103)

DBCN2018™ 4