Professional Documents
Culture Documents
Prepared by:
BSEd- English 2A
Teaching Profession
1st sem 2019-2020
Prof. Ombra Imam
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 1
Multilingual and Learners-Centered
Multicultural Classroom and Constructivist Teaching
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 2
Different challenges of teachers in Local or
Global context
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 3
Teaching in Multicultural and
Multilingual Classroom
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 4
A. Teaching in Multicultural and Multilingual
Classrooms
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 5
Learners are different in terms of language, religion,
ethnicity, belief, nationality and culture. This holds true in
the Philippines where there are more than 107 ethno
linguistics groups. Each learner in the class has different
religions, speaks difficult language and etc. Teacher Are
challenged to use pedagogical approaches that are culturally
relevant and responsive.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 6
The country is also a host to growing number of
foreigners coming to study in Philippines schools. Many
have come to study English some parents doing business or
assigned to work in the country. The cultural diversity in our
country demands all teachers to be equipped and
empowered to address the needs of a cultural diverse
classroom.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 7
LANGUAGE
EDUCATION
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 8
(Dewey 2001) elucidates that the language
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 9
The DepEd has implemented the mother tongue-based
Multilingual Education in its K-12 education program.
First language from Kindergarten to Grade lII.
Filipino and English gradually developed from kindergarten
to Grade 3. Theories and researches learner learn the second
language.
Mother Tongue is used in instruction and the learning
materials of other learning areas.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 10
(Leauter, 2004) The use of teaching materials based on
local language tend to result to higher literacy rates.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 11
Understanding the context (personal, cultural, and
environment) is important, and using the local language is
vital in teaching and learning.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 12
The following are the examples of the of the things that
can promote the cause of multicultural education.
1. Content Integration
2. Cultural Immersion
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 13
3. Celebrate Cultural Diversity
dances.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 15
The Philippines is also a home of various indigenous group. The Philippine 1987 constitution
encouraged the state to provide Education that is relevant to their culture and indigenous practice of this indigenous
people.
Pawilen (2013) identified several approaches that can be use to integrate indigenous knowledge in the
curriculum.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 16
1. Real life story Model
2. Problem-based Approach
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 17
3. Inviting Local Folks and Community Leaders as
Resources Person in School.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 19
B. Teaching Children with Special Needs
Special Education is an area of education that
seeks to understand the nature and needs of different
learners with special needs. As a field of study, it trains
teachers and other professionals to respond to needs of
special learners in terms of pedagogy, curriculum and
other forms of educational interventions.
Wolery and Wilbers (1994) described the various
classifications of children with special needs according to
the type of disability of each learner such as:
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 20
• Dual sensory • Specific learning
impairment disabilities
• Deafness and hearing • Speech (language)
impairment impairments
• Mental retardation • Visual impairments
• Multiple handicaps • Blindness
• Orthopedic impairments • Traumatic brain endury
• Other health • Autism
impairments • And those learners
• Serious emotional diagnosed with medical
disturbance conditions.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 21
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 22
Special learners also include children and
youth living in difficult context like those
located in war zones and economically
depressed areas.
The category of special learners also include
those who are considered as twice exceptional,
intellectually genius and gifted. In the Philippines,
there are only few schools offering programs for
gifted students. These are the science schools,
special science classes in regular schools, and
the Philippine school for the Arts.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 23
It is inevitable for teachers to encounter students
with special needs in their classes. Teachers need
to modify the curriculum and utilize instructional
approaches that are relevant and responsive to
the needs of these special learners.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 24
Providing the needs of special education
learners will certainly be one of the greatest
challenges of every teacher. Responding to the
needs of each special learner cannot be addressed
by teachers’ years of teaching experience. It
requires special training in the field of special
education.
A special education teacher needs to have
deep devotion, commitment and passion to
teach special learners.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 25
Teaching in Multigrade
Classes
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 26
C. Teaching in Multigrade Classes
Multigrade teaching involves the teaching of students
from different levels in one classrooms. This requires teachers
to develop a skill in handling different student's behavior and
addressing their needs and interest. Such situation necessities
teachers to employ effective instructional methods and
strategies and apply an efficient system for classroom
management. It also requires teacher’s versatility to design an
instructional plan that will cover all topics and activities for all
students from varying grade levels.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 27
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 28
The teacher assigned in one multigrade class
required to develop separate worksheets and design
different activities for each grade level. In the
Philippines, Department of Education and Seventh
Day Adventist Church has implemented numerous
successful multigrade classes in many of its mission
and division schools in the country.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 29
Most of these public schools operating
multigrade classes are located in local communities
that are geographically far. Thus, public school
teachers assigned in these school are really facing
difficult challenges everyday.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 30
Multigrade teachers in public schools are
like teacher missionaries on far communities.
They are strong advocates of student's access to
quality education. They bring the magic of
learning in their classes and they are
resourceful, creative, patient, wise, and
innovative.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 31
Teaching in Multiple Intelligence
Classrooms
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 32
D. Teaching in Multiple Intelligence Classrooms
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 33
Gardener's theory of Multiple Intelligences (MI)
• Linguistic intelligence - ability to analyze information and create
product involving oral and written language.
34
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat
Naturalist Intelligence- ability to identify and distinguish
among different types of plants, animals, and weather
formations that are found in the natural world.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 36
Teaching in a Learner-
Centered and Constructivism
Classroom
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 37
E. Teaching in a Learner-Centered and
Constructivist Classrooms
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 38
In learner-centered education, providing learner's
social and emotional development is equally important aspect
in planning the curriculum. Ladson (1995) includes teaching
practices and pedagogy that are "culturally relevant"
“culturally responsive”, “culturally appropriate” and
“culturally compatible” in the definition of a learner -
centered education.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 39
Constructivism is a theory of learning that explains that
knowledge is constructed based on the prior knowledge and
experience of the learners. It believes that learners come
formal education with a range of prior knowledge, skills,
beliefs, and concepts that are significantly influence what they
notice about the environment and how they organize and
interpret it. (National Research Council 2000).
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 40
• Constructivist paradigm posits the meaning learning is
constructed by the learners as results of their sensory
experience with the world (Hours and Thomas 1996).
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 41
Brain-based
Education
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 42
F. Brain-based Education
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 46
Resnick (1987) populates that people can learn
better if they are asked to think in ways that are more
complex. She theorizes that even in the elementary
school, students learn more if they are given several
ways to look at a problem and if they are asked to give
more than way of solving it.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 47
Renate and Caine (1991) also cite studies showing
that brain learns best when it works to solve problems
and accomplishes specific tasks instead of merely
absorbing isolated bits of information.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 48
ICT Integration in
Teaching and Learning
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 49
Computer’s entry into schools changed radically the
landscape of education. With computers educational programs in
DVD, VCD, CD and other forms. Microsoft Apple, and other
companies developed different software that is utilized in education
nowadays.
50
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat
The term ICT, short for Information and
Communication Technology, embraces all forms of
technologies that enables all people to received information
and communicate or exchange information with others. ICT
have marked significant effect in education particularly on
teaching and learning. At the school, ICT is widely used in
the everyday operations and activities of the different offices
and departments.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 51
The use of ICT in teaching and learning brought many
positive developments in the way teachers teach and how the
students learn. Basically, computer software enhanced
teachers’ and students’ presentations, reports, and lectures.
The students and teachers became active researchers engaged
in a virtual world of ideas. They search the web for whatever
information they need.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 52
The growing influence of ICT in almost every aspect
of life made ICT Literacy essential among all teachers and
students. ICT skills are part of the 21st century skills that
must developed among students to become globally
competitive. They also need to teach their students to the
use of ICT responsibly, observing ethics, using information
form Internet responsibly and respecting the privacy of
individual.
Limbaga, Guirubin, Villareal, Villanueva, Recio, Singh, Sakilan, Taya, Abdulgapor, Pendulat 53
Reference:
Teaching Profession (Passion and Mission)
by Greg Tabios Pawilen