Lyceum- Northwestern University

Tapuac Dagupan City

College of Teacher Education

Pangalan: Rodeliza Mae C. Federico

Institusyon: Lyceum Northwestern University

Indibidwal na Gawain
Sumulat ng isang anotasyon na binubuo ng tatlo hanggang limang sanggunian tungkol sa usaping
cultural education, cultural literacy and cultural based education.

AWTOR PAKSA NILALAMAN PALIWANAG

Being culturally literate is important

for us to understand and be open
minded on how other people shaped by
Developing their culture or environment.
Indigenous Understanding and relating to
Australian individuals from other origins, some of
Flavell, H., cultural which may be extremely dissimilar to
Thackrah, R., competence: your own, may be facilitated by having
Importance of
& Hoffman, J. A model for a strong understanding of others
cultural literacy
(2013) implementing culture. You may become more
Indigenous sensitive to and aware of cultural
content into differences by observing, hearing and
curricula. understanding how other people live.
Your mind may become more open to
other ways of living after learning
about various cultures.
 Dr. Jesus Insilada utilizes the culture-
based teaching method to maintain his
disadvantaged pupils to believe in
themselves as valued members of society in
order to prevent them from dropping out
Culture-based
The culture- of school. While most teachers engage
Ma. Teresa education is
based teaching their pupils in the classroom by utilizing
Montemayor the key to
method the most recent technology developments,
equality
Iloilo's 39-year-old principal introduced
culture-based instruction to aid his pupils,
who are members of the Panay Bukidnon
Indigenous Peoples (IPs), in learning and
improving their academic performance.

Based on Barend cultural education is

important to children for them to develop
their understanding to others culture and
respect other people’s belief which can also
be done through reflection. Children and also
How is it
youngsters in cultural education learn to
possible to relate
Professor Why cultural reflect upon their own culture, culture of
cultural
Barend Van education others and culture in general.
education to
Heusden matters
children's
And this capacity for reflection is in principle
development?
trained in many different forms like journals
and arts. Teaching this to children is very
important because it helps them to grow up
and to function in a culture which has not one
clear identity ready for them.
According to Hirsch, in order to comprehend
other people's cultures and respect their
beliefs, we need to have a greater
understanding of cultural literacy. School's
Does Knowledge
absence of depth is a strength, not a flaw.
about cultural
Cultural Because school focuses on one side and not
E. D. Hirsch’s literacy is
Literacy on holistic approach. Deep comprehension
Needed to Be
and a high level of proficiency in all areas are
Deep?
overestimated. Instead, we must provide
children a wealth of background information
—often shallow—that will enable them to
engage in literate culture.
 Students in today's schools are indeed
required to adapt to various cultures in which
the practices and knowledge base of the
Culture-Based
schools are embedded, despite the variety of
Navin Kumar Education:
Practices and the student population. These pupils
Singh Lessons from
Prejudices of frequently have to deal with more than one
&Mariella Indigenous
Culture-based culture and function from two different
Espinoza- Education in the
Education worldviews. Therefore, including discourse
Herold U.S. and
and cultural learning methods is a useful and
Southeast Asia
powerful tactic for instructors to demonstrate
that all of their pupils are regarded and
respected equally.

2. ANO ANG PAGBABAGONG NAGANAP MULA SA EDUKASYON 1.0 PATUNGONG

4.0?
Napakalaki ng pagbabago sa edukasyon 1.0 patungong 4.0. Sa edukasyon 1.0 makikita na ito ay
nakasentro lamang guro o teacher centered at ang mga estudyante ay walang pakikilahok at
nakikinig lamang nakung saan sila ay tinatawag din na pasive learners, ang guro lamang ang may
awtoridad na makapagsalita at ang teknolohiya ay pinag babawal.
Sa edukasyon 2.0 makikita naman ang pag kakaroon ng kooperasyon ng mga estudyante sa
talakayan, naibabahagi na nila ang kanilang ideya ngunit dipa gaanong naiaaply ang kanilang
mga natutunan. Kadalasang gumagamit ng papel o notebook bilang outputs.
Samantala sa edukasyon 3.0, ang mga guro ay kadalasang taga facilitate na lamang ngunit may
kaakibat paring gabay at suporta mula sa mga materyales. Ang edukasyong ito ay nakasentro na
sa studyante kaya’t mas nalilinang at nahuhubog ang kanilang kakayanan sa pananaliksik. ang
teknolohiya ay madalas naring gamitin upang maging source ng impormasyon.
Ang huli ay ang edukasyon 4.0, dito makikita ang mga makabagong ideya sa pag tuturo o
flexible learning, gaya ng online class na kung saan ang klase ay pwede nang maganap sa loob
ng tahanan o lugar na may access sa internet. Mas nagiging kapana panabik ang kanilang pag
aaral dahil ginagamitan na ito ng makabagong teknolohiya at inobasyon. Ang mga estudyante at
guro ay mas lalong nagiging aktibo dahil sa mga oportunidad na makalahaok sa ibat ibang
seminars at dahil sa bilis ng daloy ng impormasyon mas nahahasa ang kanilang kakayanan.
3. IPALIWANAG ANG VUCA SA EDUKASYON.
As future educators, we must address these four issues since the term VUCA stands for
volatility, uncertainty, complexity, and ambiguity, characteristics that make a situation or
condition difficult to assess, respond to, or plan for. Future leaders' strategic ability may be
considerably enhanced by learning how to moderate these traits, which will provide better
results. Volatility deals with unexpected, difficult to predict changes that might occur suddenly
and without notice or unpredictable threats. Our incapacity to forecast or even know everything
shows up as uncertainty. Multiple aspects are at play at once in a complex situation, and the
sheer quantity of these factors makes it difficult to know what to do, where we are heading, or
how to get there. Often, even though we are aware of the need, we are unsure of the next move to
take, the resources required, or the possible results. Lack of clarity, the possibility for
misinterpreting circumstances or difficulties, and the difficulty separating risks from
opportunities are all examples of ambiguity. We occasionally experience ambiguous
occurrences and results that transcend explanation. Interestingly, there might not be a "correct"
response in this circumstance.
We may include it into our teaching strategy when navigating the challenges presented by the
VUCA world. Planning adopts a different method, progressing from volatility to vision,
uncertainty to understanding, complexity to clarity, and ambiguity to agility or adaptability, all
using the same acronym, VUCA.
Vision is what we do; it is the appropriate path based knowledgeable decisions, continuously
communicating, and having a strategic, long-term view. Understanding is the capacity for
empathy to sense other people's worries, aspirations, and hopes; it also entails maintaining an
open mind to be inquisitive, explore choices, be thoughtful, understand what people need, and
question the current quo. Clarity makes things simpler for us by leveraging our intuition, gut
instinct, and experience to gradually cut through complexity. Adaptability or Agility leads us to
decisiveness, adapting quickly with confidence and the willingness to try something new if our
first shot doesn’t work. Key elements of adaptability include innovate from the mistakes and
seeking a better way, and empowerment – valuing networks and subsidiarity, engaging a broad
reach of stakeholders and leaders. It is setting people free to do great work.
4.ANO ANG MGA NAANGKOP NA ESTRATEHIYA, METODO AT DULOG SAPAG
TUTURO NA NARARAPAT SA VUCA AT NABABAGAY SA EDUCATION 4.0?
-These are the Teaching strategies approaches and methods:

Hybrid-Blended Learning
-21  Century Skills in a VUCA World
st

- verbal literacy, numeracy, scientific literacy, ICT literacy, financial and cultural literacy
-Technology-Enhanced Skills for Life-Long Learning
-Collaborative Online International Learning

-Relevant and responsive.

• Learner-centered.
• Inclusive.
• Developmentally appropriate.
• Research-based.
• Culture-sensitive.
• Contextualized and global.
• Constructivist.