SESSION GUIDE

FOR CHAPTER 3

ON BECOMING A GLOBAL TEACHER

Presented to:
Mrs. Mary Mae Torres

Presented by:

Cheryl Aban
Estela Bao
Janice Cabañero
Jasmin Inhog
Jermaine Joan Olasiman
Rodelyn Reyes

I. Objectives
A. Determine the different educational system around the world.
 B. List down the similarities and differences of the educational system in the
Philippines and other selected countries.
C. Participants activity in the discussion.

II. Topic
 Chapter 3: On Becoming a Global Teacher
 Lesson 1: Global Education and the Global Teacher
 Lesson 2: A Closer Look at the Education Systems of Selected
Countries of the World
 Lesson 3: Multicultural Diversity: A Challenge to Global Teachers
 Lesson 4: Broadening Teaching Perspectives: Teacher Exchange
Programs
 Lesson 5: Bringing the World Into the Classroom Through
Educational Technology

 References
 21st Century Skills. www.21st century skills.org Retrieved May 2012.
 Global teacher shortage threaten progress. www.guardian.co.uk/global
development/data blog/2011.
 Hicks, David (2003) Thirty years of Global Education: a reminder of
key principles and precedents. Education Review. Routlege.
 Integration
 Collaboration among members of the group.

III. Procedure
 Awareness
 Present a short clip that can give an idea to the students on what should
be the topic all about?
 Activity
 Ask the following questions:
What do you observed after watching the video?
 Introduce the activity to the students/participants.
 Form into two groups and have each group do the following:
Distribute the materials to the students: manila paper and
marking pens.
 Give the instructions on what they are going to do?
Write the possible challenges to become a global teacher.
Choose a representative to present in front.
 Analysis
 After viewing, ask the following questions:
Why is it necessary to change our curriculum?

 Abstraction/Generalization
 Present the power point to introduce the key understandings, skills,
knowledge and attitudes developed.
 Allow a discussion of each presentation and direct the attention of the
students.
 Perform a short icebreaker.
 Continue the presentation.
 Application
 What are the differences and similarities between our curriculum and
the educational system of other country?
 How can we live in a global village school?

 Concluding Activity
 What have you learned?

www.citejournal.org

To function as a tutor in some subject, the computer must be programmed by “experts” in

programming and in that subject. The student is then tutored by the computer executing the
program(s). The computer presents some subject material, the student responds, the computer
evaluates the response, and, from the results of the evaluation, determines what to present next.
At its best, the computer tutor keeps complete records on each student being tutored; it has at its
disposal a wide range of subject detail it can present; and it has an extensive and flexible way to
test and then lead the student through the material. With appropriately well-designed software,
the computer tutor can easily and swiftly tailor its presentation to accommodate a wide range of
student differences.

Tutor mode typically requires many hours of expert work to produce one hour of good tutoring,
for any or all of several reasons. (a) As intuitive beings, humans are much more flexible than any
machine, even a computer. (b) Creating a lesson to be delivered by a human tutor requires less
time because it omits much of the detail, relying upon the spontaneous improvisation and
performance of the instructor to fill in both strategy and substance at the time of delivery. (c)
Computers are still relatively crude devices and the only means we have of programming them
are awkward and time-consuming. (d) Human instruction rarely aims to accommodate individual
differences because the normal classroom situation prohibits such accommodation; hence lesson
preparation and design are simpler and swifter. Because such accommodation is possible with
the computer as tutor, the substantive and strategic details needed to individualize the lesson tend
to get included, thus often greatly lengthening lesson design and preparation time.
In this age, we are bombarded with so many technologies that can really help us which may even
reach to the point of replacing us in the working areas. Computers are among those techs which
offers a big help in doing works in the corporate, industrial or educative aspect.

Computer in the teaching and learning process is of great help in the sense that it assists the
teacher in instruction with the advent of Computer Assisted Instruction (CAI). With CAI,
teachers are relieved from some of their works although computers really cannot replaced
teachers. CAI ensures that knowledge and skills are acquired by the students in any computer
activity. It helps the teacher decide on the appropriate learning objectives and plan the
corresponding activities for the attainment of the objectives. It also evaluates students by
providing tests. Students in the process learn and apply their learning. Specifically the computer
in “CAI” acts as tutor providing the information and reinforces learning by providing feedback at
the end of the activity.

Further, CAI provides individualized learning. It enables the students to learn at their own pace.
Lessons that are supposed to be taught by the teacher or learned inside the classroom are
integrated in the computer. Drills and practice activities are provided by CAI such as simulation
programs which teaches students for real-life applications. It enables the students to develop
higher-order thinking skills because they get to decide on matters. It also develops students
manipulative skills (example laboratory skills, only that it is virtual) since it allows students to
manipulate models in a virtual manner. However, activities that are provided by CAI should
conform to the lesson that are supposed to be learned by the students. Moreover, aside from
simulation programs, instructional games are also provided by CAI providing an avenue learning
basic skills such as spelling or math skills. Another, problem solving soft wares which are a bit
higher than simple drill and practice exercises, allows students to learn and improve problem
solving skills. Lastly, multimedia encyclopedia and electronic books from which students access
any information be it multimedia (video, audio, photo) or textual (Ebooks) in form, are provided
by CAI.

Computers have become an important tool of teachers in making learning for students fun and
less burdensome. However, computer’s various functions becomes a concern when
appropriateness starts. No matter how sophisticated or updated or new a computer or computer
program is, its usage and function still depend on the lesson and the expertise of the teacher.

I have experienced how it is being instructed by computer and then learning. Virtual
DNA Laboratory was one of those. I experienced how it is working in the lab because
that software lets anyone experience laboratory works such as isolating DNA and
examining it. In high school, our computer teacher would just allow us to do our own
thing with the computer because she was confident that the software is enough for us to
comprehend. Well, it was, and she guided us all the way but I think my experience with
CAI would have been better if she has guided us more all along.
Since CAI can be found in the Internet, I sometimes visit sites which have that and play
along. I can’t remember what site was that but I was able to practice DNA isolation on
that site. I think games installed in the computer are also CAIs because users can learn
and something from them – strategic skills for example.

No matter how good CAI is, its effectiveness still depends on the lesson the teacher wants the
students to learn. The teacher has to be present when employing CAI because there will really be
some things that will not be clear to the students. Though the teacher will just act as a facilitator
and not the main tutor, the teacher’s presence is still very important. The teacher is the
TEACHER, and computer is just and aid in making the lesson easier to learn and more fun for
the students. Many people fear that later in the near future, teachers will be replaced by CAI or
any tech that is programed to teach. But this should not happen because it is really different when
someone REAL teaches you. CAI only provides the virtual avenue for learning but the classroom
with the teacher provides the learning for the real scenario. We don’t live virtually, hence we
need authentic experiences.

a teacher can never be replaced by anything

CAI is indeed helpful most especially if the real thing that needs to be learned is not available.
Good thing is we can now go for the virtual.

As a future teacher, I can use CAI to make my students learn our lesson in a “more fun” way.
But I should not forget that CAI is just my tool, my aid in teaching. As much as possible, I will
only employ CAI if the real thing or the real avenue is not available. I can also make use of CAI
if I am not around when I don’t want to compromise the learning of my students. Of course, I
understand not everyone can have immediate access to CAI since not everyone is fortunate
enough to have PCs or if the lab is available, not everyone may be accommodated. With that, I
think I will consider doing by group. But if it happened that I get to work in a far flung school
without electricity, then I think I will just have to introduce the important concepts or if I can
look for an alternative for CAI then I think I should go for it.