Module-1-in-Educ-102.pdf

Add a heading to your document 1 A Strong Partner for Sustainable Development Module in Educ. 102 THE TEACHING PROFESSION College of Education BSED  Add...

Add a heading to your document 1 A Strong Partner for Sustainable Development Module in Educ. 102 THE TEACHING PROFESSION College of Education BSED  Add a heading to your document 2 Module No. 1 Nature of Teaching and Teacher Roles 1st Semester AY 202-202 WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 3 Table of Contents Contents Page No. Instruction to the User 4 Chapter 1: Concept of Teaching and Teacher Roles 5 Overview 5 Learning Outcomes 5 Pre-test 5 Lesson 1: Concepts of Teaching and Teacher Roles 5 A. Learning Outcomes 5 B. Time Allotment 5 C. Discussion 5 D. Activities 7 Lesson 2 : The Roles of a Teacher 7 A. Learning Outcomes 7 B. Time Allotment 7 C. Discussion 7 D. Activities 11 E. Evaluation 11 Lesson 3 : Challenges in Teaching 11 A. Learning Outcomes 11 B. Time Allotment 11 C. Discussion 11 D. Activities 15 E. Evaluation 16 Lesson 4 : The Four Pillars of Education 16 A. Learning Outcomes 16 B. Time Allotment 16 C. Discussion 16 D. Activities 18 E. Evaluation 18 References 19 Student’s Information 20 WPU Vision, Mission & Core Values 21 WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 4 INSTRUCTION TO THE USER This module would provide you an educational experience while independently accomplishing the task at your own pace or time. It aims as well to ensure that learning is unhampered by health and other challenges. It covers the topic about the Teaching Profession. Reminders in using this module: 1. Keep this material neat and intact. 2. Answer the pretest first to measure what you know and what to be learned about the topic discussed in this module. 3. Accomplish the activities and exercises as aids and reinforcement for better understanding of the lessons. 4. Answer the post-test to evaluate your learning. 5. Do not take pictures in any parts of this module nor post it to social media platforms. 6. Value this module for your own learning by heartily and honestly answering and doing the exercises and activities. Time and effort were spent in the preparation in order that learning will still continue amidst this Covid-19 pandemic. 7. Observe health protocols: wear mask, sanitize and maintain physical distancing. Hi! I’m Blue Bee, your WPU Mascot. Welcome to Western Philippines University! Shape your dreams with quality learning experience. STAY SAFE AND HEALTHY! WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 5 Chapter 1 Concepts of Teaching and Teacher Roles Overview Teaching is said to be the noblest of all professions. Before you start your journey to this noblest profession it is important for you to have a view of this profession. This chapter will give you a perspective of the concept of teaching as a mission, profession, science and vocation. It will also discuss the various roles of a teacher as a person and as a professional in society, the challenges in teaching and the four pillars of education. Learning Outcomes At the end of this module the pre-service teachers can; 1. explain the concepts of teaching as a mission, profession, science & vocation, 2. give examples of the various roles of a teacher in the society, 3. suggest solutions on the challenges of teachers, and 4. explain the four pillars of education. Pre-test Directions: Fill out the table below on how you understand the concept of teaching. Your answers should base from your prior knowledge about the concept and not from any reference. What teaching is What teaching is not 1. 1. 2. 2. 3. 3. Lesson 1: Concepts of Teaching A. Learning Outcomes 1. Explain teaching as a mission, profession, science, and vocation. 2. Write a reflection on the given statements. B. Time Allotment: 2.5 hrs. C. Discussion Teaching Defined Teaching is said to be a profession as old as humanity. It is an activity that follows and guides the learners in their journey towards self-fulfilment from the moment they perceive the light of hope to the point of their learning success. (Serrano & Paez 2016) It is also defined by Smith (2018) as the process of attending to people’s needs, experiences and feelings, and intervening so that they learn particular things, and go beyond the given. In the article written by Rajagopalan (2019) teaching has been defined in many ways by different authors and she summed up teaching as a scientific and interactive process that involves a teacher and pupil that occurs during certain definable activities which aims at changing behaviour of the pupil. Its major components are content, communication and feedback. Teaching as a Mission The word mission comes from the Latin word “misio” which means “to send”. You are called to be a teacher and you are sent into the world to accomplish a mission, to teach. WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 6 Teaching as a mission means there is a task entrusted to you in this world. If it is your assigned task then you’ve got to prepare yourself for it. You are expected to contribute to the betterment of this world in your own unique way. Your unique and most significant contribution to the humanization of life on earth is in the field where you are prepared for – teaching. What exactly is the mission to teach? Is it to teach the child the basic 3Rs? or to deposit facts and information into the “empty minds” of the students to be withdrawn during quizzes and tests? Is it to facilitate the maximum development of his/her potential not only for himself/herself but also for others? To teach is to influence every child entrusted in your care to become better and happier because life becomes more meaningful. To teach is to help the child become more human. Teaching as a mission means you are being entrusted of a task which you need to prepare yourself in order to do this task. (Bilbao, 2015) Teaching as a Vocation It comes from the Latin word “vocare” which means “to call”. Vocation is a strong feeling of suitability for a particular career or occupation. Perhaps you never dreamt to become a teacher! But here you are now preparing to become one. The fact that you are now at the College of Education signifies that you positively responded to the call to teach. Serrano & Paez (2015) stated that it is in this concept of teaching that a teacher is committed to endure in the teaching profession against all odds. If teaching is viewed as a mere job, one will have in his/her mind the monetary rewards that teaching will provide. No matter how meagre the salary is, there are teachers who persevere here in our country in order to educate the Filipino students. We have heard a lot of stories about teachers who have crossed mountains and rivers to reach out for their students especially this time of pandemic where the students learn in a new normal way. Teaching as a Profession Hon. Hermogenes P. Pobre, the Former Chairperson of the Professional Regulation Commission, remarked in a national convention: “The term professional is one of the most exalted in the English language, denoting as it does, long and arduous years of preparation, a striving for excellence, a dedication to the public interest, and commitment to moral and ethical values.” Why does a profession require “long and arduous years of preparation” and a “striving for excellence”? For us to be able to give more (service), which is the end goal of a profession, continuing professional education is a must. If you take teaching as your profession, this means that you must be willing to go through a long period of preparation and a continuing professional development. Teaching as a profession is considered to be equal with other professions by virtue of Presidential Decree 1006 which became effective last January 16, 1977. This is a decree which professionalizes teaching in our country promulgating the crucial and relevant role of teachers in shaping the future of a nation through education. In addition, this decree boosted the morale of teachers through provision of incentives and motivation because like all other professions, teaching requires a specific number of years of higher education studies. Alongside with the aforementioned decree is the Philippine Teachers Professionalization Act of 1994 (Republic Act 7836) which strengthens the regulation and supervision of the practice of teaching in the Philippines and thus prescribes a licensure examination for teachers. Other reasons why teaching is a profession are the following: (Serrano and Paez, 2015) 1. has its own body of specialized knowledge 2. upholds service over and above personal and monetary profit 3. for professional competency, requires continuous professional growth 4. establishes its own policies and standards for professional exercise 5. has its own unique professional organization. WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 7 Teaching as a Science Like other professions, teaching must subject itself to an organized and objective planning, preparation and execution of the lessons in order to direct the learners towards the different learning episodes. It commits itself to an unbiased analysis, problem-solving and modification of the outcomes of learning. In so doing, the facts and information will be accurate, relevant and readily available to the students. As a science, it is inspiring and refreshing craft to the teachers for the laboratory is the classroom itself where meaningful and relevant interaction takes place. In addition, the community of learners, with the guidance and motivation of the teacher, is in constant search and enrichment of their learning inputs and outputs. (Serrano & Paez, 2015) D. Activities Activity 1: Complete this statement “ Teaching is ……… 1. 2. 3. Activity 2: Answer the following questions: 1. Is teaching your mission and vocation? Why? Give reasons. 2. How would you prepare yourself to become a professional teacher? Activity 3: Directions: Compose a two stanza poem with 4 lines each on the concept of teaching. The poem will explain teaching as a mission, vocation, profession and science. Lesson 2 : The Roles of a Teacher A. Learning Outcome 1. Explain the roles perform by the teachers in the community. 2. Write a reflection paper B. Time Allotment: 2.5 hrs. C. Discussion 1. As a Person Understanding the Teaching Profession requires deeper appreciation of the lives of teachers as individuals in society. Teachers are given high regard in society for the multiple roles they perform aside from teaching. As society becomes more complex and it’s values become more pluralistic, the areas of responsibility for teachers become wider (Pelletier, 2004 as cited by Pawilen, 2019). Teaching is more than just a simple job. Some people, especially those who choose it to be their profession, regard teaching as a higher calling and a commitment to make positive changes in society and in the lives of people they teach. Teachers are modern heroes and heroines. They are servant leaders, knowledge providers, and community organizers. It is important to understand the life of a teacher as an individual person. (Cohen, Manion and Morrison, 1996 as cited by Pawilen, 2019) 12 Characteristics of an effective teacher (Robert J. Walker as cited by Bilbao, et al 2019) 1. Prepared – come to class each day ready to teach 2. Positive – have optimistic attitudes about teaching and about students 3. Hold high expectations – set no limits on students and believe everyone can be successful 4. Creative – are resourceful and inventive in how they teach their classes WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 8 5. Fair – handle students and grading fairly 6. Display a personal touch – approachable 7. Cultivate a sense of belonging – students feel that they are welcome and comfortable in their classrooms 8. Compassionate – concerned about students’ personal problems and can relate to them and their problems 9. Have a sense of humor – make learning fun and do not take everything seriously 10. Respect students – do not deliberately embarrass students; teachers who give the highest respect get the highest respect. 11. Forgiving – do not hold grudges 12. Admit mistakes – quick to admit being wrong 2. As a Professional Teaching fulfils the elements of a profession and so a teacher is truly a professional. A professional is one who went through long years of preparation to earn a teacher education degree recognized by the CHED after he/she passed a Licensure Examination for Teachers (LET) administered by the Board for Professional Teachers with the supervision of the Professional Regulation Commission (PRC). After obtaining a license he/she is obliged to renew every three years and should show proof of Continuing Professional Education (CPD). (Bilbao, et. al, 2019) As defined by the Code of Ethics, the teacher is a licenced professional who possesses dignity and reputation with high moral values as well as technical and professional competence, adheres to, observes and practices, a set of ethical and moral principles, standards and values. The following are the 7R’s that professional teachers need to do and to learn as professionals. (Pawilen, 2019) a. 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 green and bad politics. Teachers should avoid cheating their students’ grades and practice favoritism in their classes. b. Respond to the needs of each student with utmost level of concern to welfare and well-being of each student. c. Recognize that as professionals, you must continuously seek professional career advancements through joining professional associations, attending continuing education activities for teachers, and doing graduate studies. d. 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. e. Renew your commitment to help each learner in order to have a better future. A teacher must believe that each learner can have a good future if he/she equips each learner with the right knowledge and skills that each learner may use in the future. f. Re-evaluate your attitudes and your work ethics. g. 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. (Pawilen, 2019) WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 9 Amidst these frustrating facts, still there are many Filipino teachers who are doing their best to live as outstanding professional and citizens. A number of teachers in various levels are recipients of various awards and recognitions. There are also many unsung heroes and heroines among the teaching population especially those who are assigned to teach in local and indigenous communities. These teachers are the volunteer and mobile teachers who have dedicated their lives in order to help students learn and develop. Many of them are dedicated and committed in performing their sacred duty to help students become functionally literate and be responsible citizens. (Pawilen, 2019) 3. As a Community Leader and Social Advocate Society in general expect a lot from the teachers and schools. They play an important role in the development of people and communities. The life of the teachers is not only confined in the four corners of the classroom or school because they are an active leaders in the community. Teachers always take leadership roles in their communities especially in activities and projects related to the education, welfare of young children, and cultural development. As an example, teachers are members of the Child Protection committee, and help in the implementation of Republic Act 7610 known as the “Special Protection of Children Against Abuse, Exploitation, and Discrimination Act.” As an advocate, there are teachers who 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 likes song and dances. Some teachers serve as judges to competitions while others are elected as officers to community-based organizations. They support free and honest elections, they help people understand the effects of irresponsible use of resources, and they promote 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.(Pawilen, 2019) 4. 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. A Christian author describes four ways of describing good moral character; 1. Being fully human- have realized substantially the potential as a human person 2. Being a loving person – caring in an unselfish and mature manner with self, other people and God. 3. Being a virtuous person – have acquired good habits and attitudes and practiced consistently in daily life. 4. being a morally mature person – have reached the level of development emotionally, socially, mentally, spiritually appropriate to your development stage The foundational moral principle is “Do good; avoid evil”. This principle is engraved in us. We have in us the sense of doing good that we want to do and avoid evil that we want to avoid. Remember that our act is moral when it is in accordance with our human nature. Our act is immoral when it is contrary to our human nature. Our intellect and free will make us different from and above the animals. (Bilbao, et al, 2015) There are examples of people who were considered as prophets, spiritual leaders, and great mentors. For Christians, Jesus is the perfect kind of teacher and leader to emulate. For the Chinese, the teaching and values of Confucius are always put in a very high regard. The prophet Muhammad is also the most influential teacher-leader for the WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 10 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 their duties at all times. (Pawilen, 2019) At present, we still see many teachers exemplifying good values and character. They have received international, national and local awards of recognition. There are also many teachers who are exemplars good character who remain doing their activities with humility and excellence. They may have neither received any award nor recognition but still have excelled in their fields. They continuously influence 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 professionals 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, we 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 shows that amidst the ups and downs of teacher qualities, the society has never stopped producing great teachers who continue to serve as models and molders for students across generations. (Pawilen, 2019) 5. As an Expert Since ancient times, teachers are recognized as sources of wisdom ad information in every society. Aside from teaching, they serve as guides, counselors, 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 influence in every community where they belong in the history of mankind. Though teachers no longer hold any political 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 citizen in all generations. The need for teachers to be expert in various fields in the academe serves the purpose to prepare students to respond myriad of challenges brought by the 21st Century. Shulman (1987) tried to organize important domains of knowledge that are important to teachers: 1. Knowledge in content – teachers should know the subject matter they teach. 2. Pedagogical content knowledge – it means teachers should master the subject they are teaching and they know to teach it effectively. 3. Knowledge about learners – this is the idea of the different learning styles, thinking styles, and educational needs of the learners. 4. General Pedagogical Knowledge –these are general pedagogical theories and principles that are applicable to any classroom situation and in any teaching and learning context. 5. Knowledge of educational contexts – this knowledge 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, purposes, and values ¬ this is the understanding of the principles, theories, and purposes of education to have deep appreciation of WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 11 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 4C’s ; a. Creativity – a cognitive ability to develop new ideas, to possess outstanding talent, and to lead effectively. b. Critical Thinking – a cognitive ability and capacity to think critically in solving problems, making decisions, and in processing ideas. c. Commitment – a passion to make a difference in the lives of each learner. d. Character- an exemplar of positive values. D. Activities Activity 1 Instructions: Answer the following questions. 1. Do good; avoid evil is the foundational moral principle. How can you apply this principle as you prepare yourself to become a professional teacher? 2. There are 12 characteristics of teachers, of the 12 which have you always observed from your elementary and high school teachers? Which do you think you need to acquire? 3. What are the community activities/advocacies that you actively participated? Is it necessary for a pre-service teacher to be aware of this? Why? Activity 2 Write a reflection on this: Are you a model of good moral character? If yes, Why do you consider yourself as one? If not, why? E. Evaluation Directions: Explain the following roles of teachers in the community with examples based on your observations from your former teachers. 1. Teacher as a social advocate 2. Teacher as a person 3. Teacher as an expert Lesson 3 : Challenges in Teaching A. Learning Outcomes 1. Explain multi-cultural education 2. Explain the principles of brain-based education 3. Suggest solutions/strategies to address the identified challenges in teaching B. Time Allotment : 2.5 hrs. C. Discussion 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 is not only for cultural minority groups WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 12 and indigenous people, it is for every learner in school. One of its important goal is to help students to acquire knowledge, attitudes and skills needed to function effectively in the democratic society. 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 in class. 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 linguistic groups. Each learner in class may be a member of a different cultural group, attends a different church, speaks a different language, or behaves differently. Everyday, they bring these diversity and individual differences in the classroom and because of this 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 following are instructional strategies that can be used in addressing cultural diversity in the classroom: 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 basic education. 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 the UN Month Celebration and in the Linggo ng Wika, students can experience and enjoy different cultural dance, folk literature, music, visual arts, and costumes. 4. Culture Responsive Pedagogy- Teachers use pedagogical methods, approaches, and techniques that respect the cultural values, mindset, and practices of learners. 5. Teaching Local Culture – Teachers will introduce local culture to students through lectures, fora, and symposia. 6. Using the Local Language as Medium of Instruction- Teachers Need to support the implementation of the Mother Tongue-Based Multilingual Education (MTB-MLE) program of the Department of Education. They should help in the development of instructional materials for teaching local language and culture to the students. The Philippines is also home to various indigenous groups. The Philippine 1987 Constitution encouraged the state to provide an education that is relevant to their culture and indigenous practices of these indigenous people. Here are several approaches that can be used to integrate indigenous knowledge in the curriculum. (Pawilen, 2019) 1. Real-Life Story Model – Indigenous knowledge is embedded in the daily life experience of young children as they grow up. 2. Problem-based Approach- Learners are exposed to different lessons in problem- solving. By doing problem-solving activities, learners are exposed to practical situations that are important to them and to their community. 3. Inviting Local Folks and Community Leaders as a Resource Person in School- This allows community leaders and elders 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. 2. Learner-centered teaching Learner centered is an approach to teaching that focuses on the learners and their development rather than on the transmission of content and addresses the balance of WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 13 power in teaching and learning, moves toward learners actively constructing their own knowledge, and puts the responsibility for learning on the learners. In a learner-centered instruction, the primary consideration in the choice of teaching method and technique is the learner – his/her nature , innate faculties or abilities , how he/she learns, developmental stage, multiple intelligences, learning styles, needs, concerns, interests, feelings, home, and educational background. The teachers are expected to manage their teaching in the way that makes students feel included, value the educational process, and take control of their own learning. Teaching in a learner-centred class is a true challenge. The process of incorporating it into our education system has demanded hard work and effort from teachers and students alike. The key to the success in a learner-centered classroom requires, on the teacher’s part, a genuine recognition of its value. 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’ behavior and in addressing their needs and interests. Such situation necessitates teachers to 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 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. 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. 4. ICT integration 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 every day 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 they need. They experience interacting with scholars, students, and individuals through emails, blogs, chat, social networking, and teleconferencing. 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 that can be attributed to the developments brought by the expanding influence of the new computer age. WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 14 5. Brain-based education Another significant challenge to teachers is to understand and apply the principles of brain-based education, which was brought by research in neuroscience. Significant neuroscience studies provided several ideas on how the human brain functions and people learn. Caine and Caine (1997) performed a study which is useful for teachers in organizing curriculum and instruction. It encourages teachers to think and reflect on the way they teach their subjects to students and challenges them to organize instruction to implement these brain-based education practices. The following are the brain-based principles: 1. The brain is a whole system and includes physiology, emotions, imagination, and predisposition. 2. The brain develops in relation to interactions with the environment and with 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. 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’s theory of Multiple Intelligences (MI) presents a powerful notion that there are separate human capacities, namely: 1. Verbal-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 plant, 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. 9. Existential Intelligence – ability to reflect on the meaning of human existence and to communicate with the supernatural world. Teachers understand the concept of multiple intelligences but the real challenge they face is to implement it in the curriculum. The adoption of MI into curriculum indicates assessment of student learning strengths and problems along with the instructions which is tailored for diverse learning. The big concern is how to make MI convenient in day to day classroom experience. Then the question is how to put MI into practice? The nine intelligences can be applied to all subjects. For example, a mathematical intelligence does not only limit to mathematics it can also be used in T.L.E or in Science. It is important for the teachers to tap into the individual dominant intelligences of students to understand WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 15 their cognitive bent. Teachers should draw their attention by making them visualize, dramatize, verbalize and socialize the content or the material. If teachers adopt MI into their teaching style like drawing on the board or use storytelling, that would also help them a lot in getting students to get a sense of the subject. 7. Teaching Special Education Classes 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 abilities, 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) as cited by Pawilen (2019) 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, 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. 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. D. Activity Let us discuss the lesson through answering these questions. 1. What are the challenges that the teacher can experience in teaching children with special needs? Which of your listed challenges of teacher have you personally observed? Share that experience. 2. Choose and explain one (3) principles of brain-based education that you believe it is applicable to you. Cite personal instances/ experiences that will prove your claim. 3. If your first teaching assignment is in a classroom with multi-grade students, how would you face the challenges you will encounter? WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 16 F. Evaluation Directions: List down the challenges encountered by the teachers in teaching learner- centered and multi-grade classes and the challenge of integrating ICT in teaching. Suggest strategies/solutions on how to address these problems. Challenges in teaching Challenges Strategies/solutions to encountered/experienced by address these challenges teachers 1. Multicultural classroom 1. 1. 2. 2. 2. Special Education classes 1. 1. 2. 2. 3. ICT Integration 1. 1. 2. 2. Lesson 4 : The Four Pillars of Education A. Learning Outcomes 1. Explain the four pillars of education and their role in lifelong learning. 2. Recall an experience where the four pillars are applied in learning situation. B. Time Allotment: 2 hrs C. Discussion The four pillars of education is a proposed framework from the report to UNESCO of the International Commission on Education for the 21 st Century headed by Jacques Delors. The commission identified learning throughout life as a key to meet the challenges of the 21st century. The Four Pillars is proposed as a framework to understand what students need to acquire and develop in themselves. The Four Pillars of Education 1. Learning to know It involves the acquisition and development of knowledge and skills that are needed to function in the world. The skills being developed are literacy, numeracy, and critical thinking. In order for the students to learn to know they should develop the skills of learning to read with comprehension, listening, observing, asking questions, data gathering, note taking, accessing, processing and selecting information. Role of the 21st century teacher The priority in 21st century teaching is on learning to know. The teachers then are expected to be a facilitator, catalyst, monitor and evaluator. They help learners to: a. develop values and skills for searching for knowledge and wisdom b. learn to learn c. acquire a taste for learning throughout life d. develop critical thinking e. acquire tools and processes for understanding f. develop intellectual curiosity WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 17 2. Learning to do It focuses on the acquisition of skills that would enable individuals to effectively participate in the global economy and society. These skills are often linked to occupational success, such as vocational and technical skills, apprenticeships, and leadership and management competencies. It involves putting knowledge and learning into practice innovatively through skill development, practical know how, development of competence, life skills personal qualities, aptitudes, attitudes. Focus of education in relation to the pillar learning to Do a. lifelong continuum of knowledge, values, attitudes, competencies and skills b. changing work environment requires the development of new knowledge and skills c. the increasing globalization and free trade resulting to New economic pressures requires both individuals and businesses to continually upgrade knowledge and skills to maintain competitive edge. d. the need to remain competitive throughout life raises the obvious concern of equitable access to learning opportunities and also to meaningful work for all, and the urgency for maintaining and advancing human dignity and worth. e. the need for values in education and training associated with life skills, developing the ability to manage one’s life and time effectively, and the capacity for team work, responsible corporate and global citizenship and democracy. 3. Learning to live together This pillar is considered as the key to building a genuine and lasting culture of peace in both the Asia Pacific region and throughout the world (Vega et al. 2015). It involves activities that promote holistic personal development (body, mind and spirit), for an all-round ‘complete person. These include cultivating one’s self analytical and socials skills, creativity, personal discovery and an appreciation of the inherent value provided by these pursuits. Social skills and values such as respect and concern for others, social and interpersonal skills and an appreciation of the diversity among people. The role of teacher in the 3rd pillar of education a. The teacher helps the students to develop an understanding of other people and appreciation of interdependence since we live in a closely connected world. b. The teacher helps students to realize the value of being able to live together in their gradually enlarging world; home, school, community, town, city, province, country, and the world as a global city. c. The teacher helps students develop life and career skills as social and cross-cultural skills and flexibility and adaptability. d. The teacher helps students develop self-awareness and self-esteem as well as empathy and respect for others and requires the capacity for active citizenship, development of both local and global identity and an ability to understand others and appreciate diversity. 4. Learning to be Involves the development of social skills and values such as respect and concern for others, social and inter-personal skills and an appreciation of the diversity among people. These skills would enable individuals and societies to live in peace and harmony. Learning to be refers to the role of education in developing all the dimensions of the complete person; the physical intellectual, emotional, and ethical integration of the individual into a complete man. Universal aims of education WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 18 a. towards scientific humanism - one can speak of science with a conscience, and science at the service of development. Citizens of the new millennium must learn to be scientific humanists. b. Creativity – preserving each individual’s originality and creative ingenuity. c. Towards social commitment – preparing the individual for life in the society, moving him/her into a coherent moral, intellectual, and affective universe composed of sets of values, interpretations of the past and conceptions of the future. d. Towards the complete man – respect the many sidedness of personality as essential in education if the individual is to develop for himself/herself as well as for others. Learning to be is a process which starts with educating the human person, as an individual and as member of society and focuses on the full development of the dimensions and capacities of the human person his/her physical, intellectual, aesthetic, ethical, economic, socio-cultural, political, and spiritual as he/she relates with others in the family, community, nation, region and the world. D, Activity Directions: Let us discuss the topic by answering the following questions. 1. What skills are being developed in the 3rd pillar of learning? Which of these skills were developed in your senior high school years? 2. Teacher C tasked the pupils to write their promise to take care, promote and nurture the culture of the Philippines. She also made them realize that as Filipinos they have the responsibility and obligation to protect our culture so that the next generation will be able to know and understand it. What pillar of learning is shown in the given situation? Why? Can it be considered a lifelong learning? Explain your answer. 3. Which of the four pillars of education is focused when the teacher encourages the students to engage in sports, arts and music? E. Evaluation Answer this question: Explain the four pillars of learning and how can they contribute to the lifelong learning. Give examples. WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 19 F. References Bilbao, P.P., Corpuz, B.B., Llagas, A.T., Salandanan, G.G. (2018). The teaching profession. Lorimar Publishing Inc. ______________________________________. (2015). The teaching profession. Lorimar Publishing Inc. Bhouraskar, S. (n.d.). Teaching multi-cultural students. https//accreditedschoolsonline.org/education-teaching-degree/multicultural- students/ Pawilen, G.T., (2019). Teaching profession. Rex Bookstore, Inc. Rajagopalan (2019). Concept of teaching. Shanlax international journal of education, Volume 7(No.2), 5-8. https//doi.org/10.34293/education.v7.2.329 Scholar, A.D., (November, 2017). Learner-centered class: Problems and solutions. Language in India. www.languageindia.com. ISSN 1930-2940 SEAMEO Innotech (2012). Four pillars of education. Flexible Learning Solution Unit(FLSU) Serrano, E.D., Paez, A.R. M. (2015) Principles of teaching 1. Adriana Publishing Co. Inc. Smith, M.K. (2018), What is teaching? Encyclopedia of pedagogy and required education. https//infed.org/mobi/what-is-teaching/. Retrieved: 10-10-20 Vega, V.A., Prieto, N.G., Carreon, M.L. (2015). Social dimensions of education. Lorimar Publishing, Inc. DISCLAIMER This module is prepared for instructional purposes only. The teacher does not claim ownership of this module but patterned the ideas from different authors. WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 20 Congratulations for completing this module! Student’s Information Name: Program: Year and Section: Contact No.: E-mail address: Facebook Account: Messenger Account: WPU-QSF-ACAD-82A Rev. 00 (09.15.20)  Add a heading to your document 21 WPU-QSF-ACAD-82A Rev. 00 (09.15.20) Vision 2020 WPU: the leading knowledge center for sustainable development of West Philippines and beyond. Mission WPU commits to develop quality human resource and green technologies for a dynamic economy and sustainable development through relevant instruction, research and extension services. Core Values (3CT) Culture of Excellence Commitment Creativity Teamwork WPU-QSF-ACAD-82A Rev. 00 (09.15.20) WPU-QSF-ACAD-82A Rev. 00 (09.15.20)