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teachers are bound to perform specific duties to the society especially to schools and students
guided by a professional code of ethics.

Teaching is always regarded as a vocation by some people. However, the government

deemed it necessary to recognize teaching as a profession giving the highest regard to teachers
as professionals. This does not in any way make teaching as a profession or a job to earn money
but it enables us to regard teaching in a grand manner, a noble profession for individuals who
are willing to dedicate their lives and services in the development of future citizens and leaders
of the country.
The following are the 7rs that professional teachers need to do and to learn as professionals.
- Remember to perform your duties with high degree of professionalism. A teacher should not
allow his or her integrity to be destroyed due to personal greed and bad politics. Teachers
should avoid cheating their students’ grades and practice favoritism in their classes.
- Respond to the needs of each student with utmost level of concern to the welfare and well-
being of each student.
- Recognize that as professionals, you must continually seek professional career advancements
through joining professional associations, attending continuing education activities for
teachers, and doing graduate studies.
- Reawaken your passion and sense of mission to serve all types of learners regardless of their
religion, socio-economic status, gender, race, intellectual ability, and learning modalities.
- Renew your commitment to help each learner to learn in order to have a better future. A
teacher must believe that each learner can have a better future if he/she equips each learner
with the right knowledge and skills that each learner may use in the future.
- Re-evaluate your attitudes towards students and your work ethics.
- Relearn, learn, and unlearn many things to keep you updated with new knowledge and
information. A teacher must be always active in the business of life-long learning.

Currently, there are also few teachers who are not behaving professionally. There are
teachers who are facing legal cases for sexual harassment and other forms of abuses against
students. There are also some who receive money in order to give honors and other awards to
undeserving students. There are news of teachers trying to buy their tenure and promotions by
giving gifts and other forms of favors to education officials. We witness some news of teachers
who are involved in extra-marital relationships. There is also a general observation that some
teachers have very low content knowledge in the subjects they are teaching. These acts
deconsecrate teaching as a noble profession.

Amidst these frustrating facts, still there are many Filipino teachers who are doing their
best to live as outstanding professionals and citizens. A number of teachers in various levels are
recipients various awards and recognition such as the Metro Bank Award for Outstanding
Teachers , the Central Bank Guro ng Pagasa Award, and other awards from various institutions in
the country.

There are also unsung heroes and heroines among the teaching population especially
those assigned to teach in local and indigenous communities. These teachers are the volunteers
and mobile teachers who have dedicated their lives in order to help students learn and develop.
Any of them are dedicated and committed in performing their sacred duty to help students
become functionally literate and be responsible citizens.

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LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.

1. Looking at the triumphs and failures of teachers today, do you think that teaching is still the
noblest profession? Explain your answer.

2. What are the things that should be improved in the professional life of teachers?

3. Interview a model professional teacher in your school. What made him/her an outstanding
professional?

C. The Teacher as a Community Leader and Social Advocate

Educators play an important role in the development of people and communities. Jan and
Ed Philpot (1994) concretized this idea by encouraging a stronger link between home, school
and community through effective programs developed and implemented by teachers. The life of
a teacher is neither confined in the four corners of the classroom nor is limited inside the school
campus for a teacher is an active leader in the community.

Teachers always take leadership roles in their communities especially in activities and
projects related to education and welfare of young children. They also provide leadership roles
in various cultural development programs in their communities. Finally, teacher provide technical
and professional assistance in the local communities where they belong.

To illustrate these, know that in many local government units especially in the barangay,
teachers are part of local community’s Committee on Child Protection, Education and Welfare.
They help the community in implementing certain provisions of Republic Act 7610 known as the
“Special Protection of Children Against Abuse, Exploitation, and Discrimination Act.” They
represent the local schools in their area to develop an education plan and welfare programs for
young children protected under this law.

Furthermore, teachers give advice on education matters and they serve as leaders
and organizers of community activities for children, women, and youth. PE teachers serve
as coaches to sports events and teaching cultural presentations like songs and dances.
Some teachers serve as judges to competitions while others are elected as officers to
community-based organizations. Teachers are always active in performing many leadership
roles in the community where they belong.

Teachers also serve as advocates for quality education, protection and welfare of
children and youth, promotion of literacy, human rights, wellness and health, justice, and
many other concerns. They support free and honest election, they help people understand

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the effects of irresponsible use of resources, and they advocate values formation in the
community. In many places, we see teachers as freedom fighters organizing various
members of the community to sustain the dignity of life.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.

1. How can we engage teachers to be good community leaders?

2. What forms of advocacies should a teachers participate in the community?

3. Can you identify teachers who are good community leaders and advocates? Set an
interview with them. What are the things they do to serve in the community?

D. The Teacher as a Model of Good Character

Since ancient times, teachers are recognized as exemplars of good character, attitude and
values. They are keepers of values and traditions of different cultures around the world. Many
people consider them as prophets, spiritual leaders, and great mentors. For Christians, Jesus is
the perfect kind of teacher and leader to emulate. For the Chinese, the teachings and values of
Confucius are always put in a very high regard. The Prophet Muhammad is the most influential
teacher-leader for the Muslims. The life and teachings of Buddha are also very influential among
the Buddhists. Plato and Aristotle are regarded as great teachers during their time in Greece.
These model teachers used their good nature and character to influence people. They stand on
their principles and beliefs, and they faithfully perform duties at all times.

Currently, we still see many teachers exemplifying good values and character. In the
international scene, we see that many Nobel Laureates and Pulitzer Award Winners are teachers
in higher education. In the Philippines, some of the recipients of Ten Outstanding Young Men
(TOYM) and Ten Outstanding Women in Nation’s Service (TOWNS) are also teachers. Every year,
we hear news about outstanding teachers from basic education to tertiary education levels.

There are also many teachers who are exemplars of good character who remain doing their
duties with humility and excellence. They may have neither received any award or recognition
but still have excelled in their fields. They continually influenced the lives of many students who
came to learn under their care and they extend their time to teach and touch the lives of their
learners. They are good mentors and they are dedicated professional who work not for an award
or recognition but for their passion to touch the lives and to shape the future of their learners.

In many places, also hear and read stories of successful individuals attributing their
successes in life due to the influence and nurturing character of great teachers. This simply

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shows that amidst the ups and downs of teacher qualities, the society has never stopped
producing great teachers who continues to serve as models and molders for students across
generations.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.

1. What are the problems and issues related to teacher character and behavior that you are
aware of?

2. What are the factors that influence the values system and character of teachers today?

3. Who among your former teachers have greatly influenced you to become a teacher?

E. The Teacher as an Expert

Since ancient times, teachers are recognized as sources of wisdom and information in
every society. Aside from teaching, they serve as guides, counsellors, judges, and spiritual
leaders in the society. Through the knowledge they share, they attract attention from many
students and individuals. They are given prominent positions in royal courts, giving expert
opinions and advice to kings and other community leaders. They enjoy political in every
community where they belong in the history of mankind.

Though teachers no longer hold any political power today, still, there are many teachers
who are known experts in many fields and disciplines. Their ideas penetrated all aspects of life
through the wisdom, knowledge, values, and skills they shared to their students who became
leaders and citizens in all generations.

The need for teachers to be experts in various fields in the academic serves the purpose to
prepare students to respond to myriad of challenges brought by the 21 st Century. Shulman
(1987) tried to organize important domains of knowledge that are important teachers:

1. Knowledge in content – Teachers should know the subject matter they teach.
2. Pedagogical content knowledge – It represents a perfect blend of content and pedagogy
into a framework for understanding how subjects, topics, and lessons are organized into
instruction. It simple means teachers should master the subject they are teaching and they
should know how to teach it effectively.
3. Knowledge about learners – This is idea of the different learning styles, thinking styles, and
educational needs of the learners.
4. General pedagogical knowledge – this includes general theories and principles of teaching.
In addition, these are general pedagogical principles that are applicable to any classroom
situation and in anyl teaching and learning context.

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5. Knowledge of educational contexts – Educational context may focus on the cultural,

economic, political, and education context that shape and influence education.
6. Curriculum knowledge – This is about the knowledge of innovations, curriculum designs,
curriculum materials, assessment, and the curriculum process.
7. Knowledge of educational ends, purpose, and values - This is the understanding of the
principles, theories, and purposes of education to have deep appreciation of the enduring
values of education.

Teachers play an important role in the total educational system of any country. The
expertise of teachers in content and in pedagogy is contributory to their immense task of
molding the mind and character of every individual person who become their students. The
knowledge they instilled in the minds of their students will always be useful and relevant in
everyday life. As experts in different areas, teachers need to possess the 4Cs.

Creativity – a cognitive ability to think outside the box, to develop new ideas, to possess
outstanding talent, and to lead effectively. It is also a capacity to innovate.
Critical Thinking – a cognitive ability and capacity to think critically in solving problems,
making decisions, and in processing ideas.
Commitment – a passion to make a difference in the lives of each learner.
Character – an exemplar of positive values.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.

1. How can we help develop expert teachers?

2. What are the factors that have contributed to the mediocrity of teaching profession in the
Philippines?

3. Identify and expert teacher. Set an interview with him or her. What made him/her as an expert
teacher? What lessons can be learned from his or her life as an expert teacher?

SUMMARY

A teacher affects eternity; he can never tell where his influence stops.
- Henry Adams

- Teaching is a mission that requires creativity, and great passion.

- Teaching will remain to be the noblest profession in the history of humankind.

- Great men and women whose names are written in history are products of great teachers.

- Teachers are models of positive values and professionalism.

- Teachers need to develop content and pedagogical expertise in order to perform effectively
in various tasks assigned to them.
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- Teachers are social advocates in the community where they belong

- Teachers are community leaders.

-Teachers need to possess professional and personal integrity.

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LEARNING CONTENTS (title of the subsection)

Lesson III. Challenges in Teaching

Educating the world means preparing teachers to meet international standards and respond to
the various demands and challenges brought by globalization in the society.

Multilingual and Multilingual and

Multicultural Multicultural
Classrooms Classrooms

Children with CHALLENGES IN Multigrade Classes

Special Needs TEACHING

Children with Children with Children with

Special Needs Special Needs Special Needs

1. Multicultural Classrooms
Multicultural education is an interesting and important topic for teachers. At its heart is a
deep concern about equity, respect for diversity, cultural literacy, and fair treatment for everyone
in school. Multicultural education does not only concern itself with cultural minority groups and
indigenous people. Multicultural education is for every learner in school. Given the growing
diversity of the contemporary society, it is critical for teachers to become culturally literate and
instructionally effective in teaching a culturally diverse class.

Learners are different in terms of language, religion, ethnicity, belief, nationality and
culture. This holds true in the Philippines where there are more than107 ethno-linguistic groups.
Each learner in class maybe a member of a different cultural group, attends a different church,
speaks a different language, or behaves differently. Every day, they bring these diversity and
individual differences in the classroom. Teachers are challenged to use pedagogical approaches
that are culturally relevant and responsive. They are encouraged to develop instructional
materials and curriculum models that are culturally inclusive.

The country is also host to a growing number of foreigners who visit the country to study
in Philippine schools. Many have come to study English or some have parents doing business or

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assigned to work in the country. Aside from these, there were also Filipinos who were born from
foreign descent – like the Filipino-Chinese, Filipino-Americans, Filipino-Spanish and any others
m- who were born here and have decided to stay in the country. The cultural diversity in our
country demands all teachers to be equipped and empowered to address the needs of a
culturally diverse classroom. It is important for teachers to promote equity, fairness, and respect
among students.

Another big issue and challenge in multicultural settings is language. Language plays an
important role in the teaching and learning process. In real life, education and society are
inseparable. Education is social activity that is important for all human beings. Various ideas and
skills are transmitted and developed using the language of the people. Dewey (2001) elucidates
that language instinct is the simplest form of social expression of the child. Hence, it is the
greatest of all educational resources that is innate to the child and can be used in learning.
Language has been recognized as an important tool in the production of knowledge and the
development of culture because of its power to epitomize reality. It is believed that learners
create and construct meaning based on their experiences and use their first language in
understanding and processing ideas.

Given that the Philippines is a country of many local languages, the DepEd has recently
implemented the Mother Tongue-based Multilingual Education I its K-12 education program.
This enables teachers to use the first language of the learners to be the medium of instruction
from Kindergarten up to Grade 3. Filipino and English proficiency is developed from these levels
but very gradually. The mother tongue is used in instruction and learning materials of other
learning areas. Through the program, learners are hoped to retain their ethnic identity, culture
heritage, and values. Theories and researches also confirm that children learn better and are
more active in class and learn a second language even faster when they are taught in a language
they understand.

Based on the innovative literacy efforts in the IK Notes (Leautier, 2004), the use of
teaching materials based on local language tends to result to higher literacy rates . It is not only
more effective, but it also underscores the value of cultural norms and practices in the
development, planning, and implementation of the science curriculum. Using the local language
also gives meaning and context to a lot of ideas learned in school.

Furthermore, using the local language for teaching and learning is one to promote the
understanding of various concepts in a particular socio-cultural perspective and context. This
kind of situated pedagogy increases the chance for learners to feel ownership of their education
and reduces the conditions that hinder their acquisition and learning of various knowledge and
processes. Understanding the context (personal, cultural and environmental) is important and
using the local language is vital in teaching and learning. Vygotsky (1962) explains that language
plays a crucial role in forming abstract concepts, and these abstract concepts, according to
Banks and Thompson (1995), are critical to the development of some disciplines. Therefore,
language really plays an important role in developing ideas,

There are several instructional strategies that can be used in addressing cultural diversity
in the classroom. The following are the examples of things that can promote the cause of
multicultural education.

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1. Content Integration – Cultural practices, cultural values, history, and respect for cultural
diversity can be integrated in the various contents of the subjects taught in their culture and
values.
2. Cultural Immersion – Students can be immersed in different cultures. This will allow students
to observe the life of other people and to have a first-hand experience of their culture and
values.

3. Celebrating Cultural Diversity - Similar to what is done in UN Month Celebration and in

the Lingo ng Wika, students can experience and enjoy different cultural dance, folk literature,
music, visual arts, and costumes.
4. Core Responsive Pedagogy – Teachers used pedagogical methods, approaches, and teaching
techniques that respect the cultural values, mind-set, and practices of learners.
5. Teaching Local Culture - Teachers will introduce local culture to students through
lectures, for a, and symposia.
6. Using the Local Language as Medium of Instruction – Teachers need to support the
implementation of the Mother Tongued-based Multilingual Education (MTB-MLE) program
of the Department of Education. They should help in the development of instruction
materials for teaching local and culture to the students.

The Philippines is also home to various indigenous groups. The Philippine 1987
Constitution encourages the state to provide an education that is relevant to their culture and
indigenous practices of these indigenous people. Pawilen (2013) identified several approaches
that can be used to integrate indigenous knowledge in the curriculum.

1. Real-life Story Model – Indigenous knowledge is embedded in the daily life experience of
young children as they grow up. They live and grow in a society where indigenous
knowledge is interwoven into the lives of people. Parents or old folks serve as teachers, and
the lesson are related to the values and struggles of people. Their views about nature and
their reflections on their experiences in daily life can be seen in their literature, art, and
music.
Drake (1998) originally proposed the idea to use stories called “story model” which
develops a personal, cultural, and global story as the context for any topic to be learned.
2. Problem-based Approach – Learners are exposed to different lessons in problem solving. By
doing problem solving activities, learners are exposed to practical situations or issues that
are important ot them and top their community.
3. Inviting Local Folks and Community Leaders as a Resource Person in School – this allows
community leaders to share their knowledge and wisdom to the students.
4. Developing Instructional Materials for Teaching Indigenous Knowledge – Teachers can
develop modules worksheets, and learning kits that will help introduce local history,
community values, and indigenous knowledge of the community to the learners.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.
1. How do we encourage teachers to develop culturally relevant and responsive curriculum
For their learners?

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2. How can teachers incorporate cultural literacy in classroom pedagogy and in the content of their
course?

3. What is your idea of the implementation of Mother Tongue-based Multilingual Education?

4. How do we promote equity and social justice in our school?

2. Learner-centered Teaching
In many teaching and learning documents in both public and private schools, teachers are
always called to pay attention to the demands of learner-centered education and constructivist
teaching. Learner-centered education is one of the promising products of the progressive
movement in education. It refers to a kind of education that considers the knowledge, skills,
abilities, attitudes, interests, and beliefs that learners bring into the classroom. It pays attention
to the needs, concerns, and expectations of the learner, and also includes curricular and
instructional practices that are developmentally appropriate for learners.

In learner-centered education, providing the learner’s social and emotional development is

an equally important aspect in planning the curriculum. Ladson (1995) include teaching practices
and pedagogy that are “culturally relevant,” “culturally responsive,” “culturally appropriate,” and
“culturally compatible” in the definition of a learner-centered education. It recognizes the
important of building on the conceptual and cultural knowledge that learners bring to the
school. It reiterates the importance of developing a curriculum that is based on the interests,
needs, development level, and culture, which includes indigenous knowledge of the learners. It
empowers the learners as active participants and leaders of the learning process. This idea is well
supported by the theory of constructivism.

Constructivism is a theory of learning that explains that knowledge is constructed based

on the prior knowledge and experiences of the learners. In constructivism, humans are viewed as
goal-directed agents who actively seek knowledge and information. It believes that learners
come to formal education with a range of prior knowledge, skills, beliefs, and concepts that
significantly influence what they notice about the environment and how they organize and
interpret it (National Research Council, 2000).

Constructivist paradigm posits that meaningful learning is constructed by the learners as

results of their sensory experiences with the world (Houtz & Thomas, 1996). Constructivist
teaching and learning therefore lead to: (1) active learning; (2) learning in a meaningful context;
(3) reflective and intuitive problem solving; (4) doing investigations, and (5) providing real-life
and hands-on experiences to the learners. It also gives opportunities for learners to interact with

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the larger world, and make connections between the new knowledge they acquired and prior
knowledge to create meaningful learning.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.
1. How can learner-centered education be applied in instructional planning?

2. What are examples of learner-centered instructional strategies?

3. What are examples of constructivist teaching strategies and approaches?

3. Multi-grade Classes
Multigrade teaching involves the teaching of students from different grade levels in one
classroom. This requires teachers to develop a skill in handling different students’ behaviour and
in addressing their needs and interests. Such situation necessitates teachers to employ effective
instructional methods and strategies and apply an efficient system for classroom management. It
also requires teachers’ versatility to design an instructional plan that will cover all topics and
activities for all students from varying grade levels.
The teacher in a multigrade class should perform multiple tasks for all the grade levels in
the classroom, no matter what subject is being learned. The teachers are expert facilitators of the
learning process. They bring the magic of learning in their classes; they plan effective lessons for
their students; monitor student’s progress and motivate students to learn. They are resourceful,
creative, patient, wise, and innovative.
In some private schools, multigrade teaching is done when they have small enrolment. In
this case, classes could be smaller and can be financially cheaper to operate than a complete
school. The teacher assigned in one multigrade class is required to develop separate worksheets
and design different activities for each grade level. This could be a difficult task, for a teacher
handling a multigrade class should always be ready to respond to the needs of the students. In
the Philippines, the Seventh Day Adventist Church has implemented numerous successful
multigrade classes in many of its mission schools in the country.
The Department of Education is also implementing multigrade classes in many divisions in
the country. Most of these public schools operating multigrade classes are located in local
communities that are geographically far. Thus, public school teachers assigned in these schools
face difficult challenges every day. Like other public school teachers, they usually use their
money to buy materials for their students and sometimes spend for their children’s meals and

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snacks. In addition, they make use of local and indigenous resources for their instructional
materials. These teachers work with community leaders and parents to do the necessary repairs
needed for their classrooms.
Multigrade teachers in public schools are also like teacher missionaries in far-flung
communities. They are strong advocates of students’ access to quality education. These teachers
usually travel for a long distance to reach the school and the students. They are happy to share
their lives and their time to help young children learn. During their free time, they also engage
themselves in teaching basic literacy to adult learners in the community.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.
1. How can the community support teachers assigned to handle multigrade classes in their
respective areas?

2. What are the instructional strategies that can be effective in multigrade classes?

3. If you were assigned to teach in a multigrade class, how will you plan to address the needs of
your students?

4. ICT Integration
The computer’s entry into schools changed the landscape of education radically. With
computers came educational programs in DVD, VCD, CD, and other forms. Microsoft, Apple, and
other companies have developed different kinds of software that we currently use in education.
It is also the success of the computer that gave birth to the Internet, to which computer
networks, search engines, and electronic mails are connected. These innovations removed the
geographical distance between and among students, teachers, schools, and other professionals
and institutions.
The term ICT, short for information and communications technology, embraces all forms of
technologies that enable all people to receive information and communicate or exchange
information with others (Anderson, 2010). At the school level, ICT is widely used in the everyday
operations and activities of different offices and departments. Computers make school operation
system efficient, from the accounting process, storing and processing data, and in
communication processes.
At the instructional level, the use of ICT in teaching and learning has brought many
positive developments in the way teachers teach and how students learn. Computer softwares
have enhanced teachers’ and students’ presentations, reports, and lectures. Through ICT
integration in education, valuable information in all different areas of life and academic
disciplines is made accessible to learners and teachers. The students and teachers became active
researchers engaged in a virtual world of ideas. They search the web for whatever information

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they need. They experience interacting with other scholars, students, and individuals through
emails, blogs, chat, social networking, and teleconferencing.
The growing influence of ICT in almost every aspect of life made ICT Literacy essential
among all teachers and students as a result. In the Philippines, the students are taught about
computer as early as elementary, although exposure to ICT already starts in the preschool level.
ICT skills are part of the 21 st century skills that must be developed among students to become
globally competitive. It is therefore imperative for teachers to integrate ICT in their daily
teaching. They also need to teach their students to use ICT responsibly, observe media ethics,
use information from the Internet responsibly, and respect the privacy of individuals.
Technology has not only brought immense transformation in the physical campus of
higher education institutions but has also significantly transformed the delivery of education.
Successful innovations include distance education and other forms of online learning than can

be attributed to the developments brought by the expanding influence of the new computer
age.
Other innovations in higher education are as follows:
1. Corporate universities
2. School – industry partnership
3. Creation of international campuses
4. Creation of global centers of excellence in various disciplines and fields
5. Intensification of research and development
6. Creation of multidisciplinary and interdisciplinary courses
7. Creation of needs-based and market-driven courses and academic programs
8. Outcomes-based education
9. Ensuring quality education through quality assurance system
10. Increasing academic collaboration through research, extension, and joint academic
degree programs
11. Faculty and student mobilization

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.
1. How can teachers encourage students to use ICT responsibly?

2. Do you believe that computers can soon replace traditional schools?

3. What are the best practices of ICT integration in teaching and learning that you know?

5. Brain-based Education
Another significant challenge to teachers is to understand and apply principles of brain-
based education, which was brought by research in neuroscience. Significant neuroscience

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studies provided several ideas on how the human brain functions and people learn. Caine and
Caine (1997) considers curriculum and instruction from a brain-based approach. They begin with
“brain-mind learning principles” derived from brain research findings and apply these principles
in the classroom:

1. The brain is a whole system and includes physiology, emotions, imagination, and
predisposition. These must all be considered as a whole.
2. The brain develops in relation to interactions with the environment and withy others.
3. A quality of being human is the search for personal meaning.
4. People create meaning through perceiving certain patterns of understanding.
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information (meaningful and fragmented) is organized differently in memory.
10. Learning is developmental.
11. The brain makes optimal number of connections in a supportive and challenging
environment.
12. Every brain is unique in its organization.

The study performed by Caine and Caine (1997) is useful for teachers in organizing
curriculum and instruction. It encourages teachers to think and reflect on the they teach their
subjects to students and challenges them to reorganize instruction to implement these brain-
based education practices.
Resnick (1987) postulates that people learn better if they asked to think in ways that are
more complex. She theorizes that even in elementary school, students learn more if they are
given several ways to look at a problem and asked to give more than one way of solving it.
When people are asked to come up with only one right answer, they may not be able to gain a
complete understanding of the problem.
Renata and Caine (1991) also cite studies showing that the brain learns best when it works
to solve problems or accomplish specific tasks instead of merely absorbing isolated bits of
information. According to them, the brain’s primary function is to seek patterns in new learning.
They believe that educational practices should reflect new knowledge and theories about how
the brain functions.
Sylwester (1995) correlates current scientific theories on how the brain processes
information. He suggests that these new learning theories have broad educational applications
that can be used in today’s schools to improve teaching and learning. Classrooms in the future
may focus more on drawing out existing abilities than on precisely measuring one’s success with
imposed skills, encouraging the personal construction of categories, rather than imposed
categorical systems, and emphasizing the individual, personal solutions of an environmental
challenge over the efficient group manipulation of the symbols that merely represent the
solutions.

Caine and Caine (1997) and Jensen (2005) identified some interactive teaching based on
the principles of brain-based education:

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1. Orchestrated immersion – Learning environment are created that immerses students in a

learning experience.
2. Relaxed alertness – An effort is made to eliminate fear while maintaining a highly challenging
environment.
3. Active processing - The learner consolidates and internalizes information by actively
processing it. Information should be connected to prior learning and experiences.

LEARNING ACTIVITY
LEARNING ACTIVITY 11

Critical Questions: Reflect and write your answer to the following questions.
1. What are teaching strategies that can be used in implementing brain-based education
principles?

2. How can teachers organize instruction for brain-based education?

6. Multiple Intelligences
The idea of learners having multiple intelligences came from the research of renowned
Harvard University professor, Howard Gardner. (In 1983, Gardner published his book Frames of
Mind, which presented the concept of multiple intelligences. Gardner’ Theory of Multiple
Intelligences (MI) presents a powerful notion that there are different separate human capacities,
namely:

1. Linguistic Intelligence – ability to analyze information and create products involving oral and
written language
2. Logical-Mathematical Intelligence – ability to develop equations and proofs, make
calculations, and solve abstract problems
3. Spatial Intelligence –ability to recognize and manipulate large-scale and fine-grained spatial
images
4. Musical Intelligence –ability to produce, remember, and make meaning of different patterns
of sound
5. Naturalist Intelligence –ability to identify and distinguish among different types of plants,
animals, and weather formations that are found in the natural world
6. Bodily Kinesthetic – ability to use one’s body to create products or solve problems
7. Interpersonal Intelligence – ability to recognize and understand other people’s moods,
desires, motivations, and intentions
8. Intrapersonal Intelligence – ability to recognize and understand his/her moods, desires,
motivations, and intentions

The MI theory became a powerful force that pushed many educators and schools to
change the educational system radically. It led teachers and schools to design curriculum and

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instruction that develops these multiple intelligences. It has become a strong advocacy in
education to provide opportunities to develop the talents, skills, and gifted potentials of the
learners. MI has become the guiding framework to design the curriculum in preschool and in
some private elementary schools.

In 2011, Gardner summarized the educational implications of the MI theory in education.

According to him, an educator convinced of the relevance of MI theory should “individualize”
and “pluralize.” Individualizing means that the teachers should know about the “intelligence
profile” of their students. They should know how to use different teaching strategies and
assessment tools that bring out the capacity of each individual learner. Pluralizing means that
the teacher should decide on what topics, concepts, or ideas are of greater importance, and
should then present them in various ways. This will help teachers reach out to more student and
help them better understand their lessons.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.
1. Why is it important for teachers to know the multiple intelligence profiles of their students?

2. What are examples of instructional strategies that be used in designing MI classrooms?

3. How can we design a curriculum that addresses the multiple intelligences of students?

6. Children with Special Needs

Special education is an area in 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 the needs of special learners in terms of pedagogy, curriculum, and other forms of
educational interventions. In a regular classroom, we can only observe students with learning
difficulties, physical disabilities, behavioral problems, and who are gifted. With the help of
scholars and practitioners in the field of special education, we have come to realize and learn
that special learners can be classified in different ways.

Wolery and Wilbers (1994) describe the various classifications of children with special
needs according to the type of disability of each learner like deafness, dual sensory impairments,
hearing impairments, mental retardation, multiple handicaps, orthopaedic impairments, other
health impairments, serious emotional disturbance, specific learning disabilities, speech
(language) impairments, visual impairments and blindness, traumatic brain injury, autism, and
also those learners diagnosed with medical conditions. Special learners also include children and
youth living in difficult context like those located in war zones and economically depressed
areas. While there are special schools to cater to the needs of special learners, many of them are
attending regular classes and part of inclusive education programs.

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The category of special learners also includes those who are considered as twice
exceptional, intellectually genius, and gifted. In the Philippines, there are only a few schools
offering programs for gifted students. These are science schools, special science classes in
regular schools, and the Philippine Schools of the Arts. There are many gifted learners who
remain in regular schools because they have no access to special schools for the gifted.
Meanwhile, the twice-exceptional students are sometimes unnoticed by teachers who seem to
focus only on the weakness of such students.
It is inevitable for teachers to encounter learners with special needs in their classes. This
poses an immense challenge not only in classroom management but also in curriculum and
instruction. Consequently, teachers need to modify the curriculum and use instructional
approaches that are relevant and responsive to the needs of these special learners. It is also
important to be careful in identifying a student as a special learner. This sometimes causes
tension with parents, as many of them are still not ready to accept that their child is a special
learner. Teachers need to carefully observe their students’ behavior, abilities, and characteristics.
They need to seek help from special education specialists or medical doctors whenever it is
needed.

Providing the needs of special education learners will certainly be one of the greatest

challenges to every teacher. Most teachers, either in public or private schools, are not equipped
to handle special learners. 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. They need to work closely with co-teachers, parents, and other
professionals to understand the nature, behavior, and needs of these learners.

LEARNING ACTIVITY 1

Critical Questions: Reflect and write your answer to the following questions.
1. How can we address the needs of gifted children in class?

2. How can we help address the learning needs of slow learners in the class?

3. How can we work closely with parents of special learners?

LEARNING CONTENTS (title of the subsection)

Lesson IV. UNESCOs 4 Pillars of Education?

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1. Report (Learning: A Treasure from Within)

Our common future will depend on the degree to which we all become better world
citizens. There are huge changes that take place in our world. Too much is being asked of
schools and teachers hence there is a greater demand to cope and strike a balance between
what is unchanging and what is changing. What is unchanging must remain, and so what is
changing, should be dealt with?

When Jaques Delor wrote a report for the UNESCO entitled: Learning: A Treasure from
Within, it was because he believes that “ within each child lies a treasure.” (Delor, 1996 ). The four
pillars are seamlessly linked to each other.

Learning to Know. This implies thirst for knowledge and acquisition of such knowledge.
More so, it is learning how to learn throughout one’s life. After completing formal education,
there should be a great desire to gain more understanding of the world and other people. An
individual who is knowledgeable is literate. Being literate is always related to being
knowledgeable. Thus the definition of the word literacy evolved through time. Here are some
definitions made by the UNESCO.

How is literacy defined

In 1958, UNESCO defined literate as one who can, with understanding, both read and write
a short simple statement on his or her daily life. However, in 1970, a functionally literate person
is one who can engage in all activities to use reading, writing and calculation for the
community’s development. Further on, in 2000 literacy was defined as the ability to read and
write with understanding a simple statement related to one’s daily life. It involves a continuum of
reading and writing skills and often includes, numeracy. However, the UNESCO international
expert meeting in 2003, redefined literacy as the ability to identify, understand, interpret, create,
communicate and compute using printed and written materials associated with varying contexts.
Literacy involves a continuum of learning in enabling individuals to achieve their goals, to
develop their knowledge and potential, and to participate fully in their community and wider
society.

But with the changing global landscape, literacy in the 21 st century is not limited to the
definitions given previously. Let us look at the 21 st century literacies as presented by SEAMEO,
Innotech in Guro 21 Module, 2011.

The 21st Century Literacies

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21st Century Literacies Brief Discussions

The
Learning to Do. How canCreativity
Arts and and innovation
the knowledge are 21stcentury
and the methods skills, thus
be incorporated in solvingtowards the
and enhanced
Creativity problems and creating art works are part of this literacy.
Ecoliteracy Acquisition of knowledge about climate change, pollution, loss of
natural habitats and biodiversity. Solutions on how these environmental
problems could be addressed must be practiced.
Cyberliteracy/Digital Being in the rapid changes in the use of technology for teaching and
Literacy (Information and learning, teachers and learners need to develop and enhance the use of
ICT Knowledge) digital gadgets whether on-line or off-line.
Financial Literacy Basic knowledge about the basics of economics and financial
management. This is necessary for every learner and teacher to be able
to handle income, expenses and investments to be economically
secure.
Media Literacy Teachers and learners must learn how to discern about any information
which are transmitted via various forms and media.
Social/Emotional Literacy Knowledge about social dimensions and social skills which are
appropriate in the context of society. Emotional intelligence must also
be developed to be able to effectively manage the stresses due to the
changing environments of the 21st century society.
Globalization and If you respect multi-cultural diversity, aware of the global trends,
Multi-cultural Literacy acknowledge differences and similarities, respect each other’s dignity,
then you are multi-cultural literate.
development of skills? To apply knowledge, one must have the 21st century skills. Qualification now
is equated to skills and not to knowledge alone. Can the knowledge learned be translated to
application? Learning by doing is a pragmatist’s view of life. Knowledge acquired is nothing unless
applied in daily life.

Learning to Be. One of the most difficult things to do among the pillars is Learning to Be. It
implies developing the potentials of each individual. Continuing education must improve self-
knowledge and self-esteem. What would you like to BE? Answer to this question will require self-

analysis, reflection, social skills, creativity and personal discovery. At this point in time, have you
decided that you should really BECOME a TEACHER? Do you have now the skills that enable you to
become one?

Learning to Live Together. This refers to the relationships among people. It is bringing in
together a community to work harmoniously, to live in peace and prosperity and to show respect
and concern for others. It also refers to interpersonal skills that will enable people to live side by side
with others at home, in school, in the community and the whole world.
All the pillars are interrelated with each other as basic principles. One pillar will not function if
it stands alone. There is a need to connect in order to address the 21st

LEARNING ACTIVITY 1

1. Make observation in any school campus. Write down one specific observation for each of the
Pillars of Learning that is being practiced? Place in the matrix below.

Pillars of Learning Observed Practices in the School

1. Learning
2. Make to Know of the global teaching-learning landscape before and in the 21 st Century.
a comparison st
Parameters Before 21 Century
2. Learning to Do
1. Learners
3. Learning to Be
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4. Learning to Live Together
3. Learning Environment
4. Ways of Learning
5. Learning Content
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3. Make a reflection: The global village has changed and will keep on changing. As you prepare to
become the Teacher of the 21st Century, how will you prepare for these rapid changes?

REFERENCES
REFERENCES

McConnel, Steve. http./www.alexsbrown. com/prof9.html

PD 1006
RA 7836

Bilbao, P.P. et. al., The Teaching Profession. Third Edition. Lorimar Publishing. Quezon City 2015
Bilbao, P.P. et.al., The Teaching Profession. Fourth Edition., Quezon City. 2018

Ramos, P. Research and Teacher Education: A Philippine Perspective. Retrieved May 23, 2016.
https./do.org10

Pawilen, Greg T. Teaching Profession: Passion and Mission, 2nd Edition (2019)
Rex Book Store, Manila

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