PLV Educ 8 Week 2 - 4 Math Class.pdf

PAMANTASAN NG LUNGSOD NG VALENZUELA COLLEGE OF EDUCATION DEPARTMENT OF PROFESSIONAL EDUCATION EDUC 8 The Teacher and the Community, School Culture and Organizational Leadership Week 2 - 4 Introduction to Society, Community, and Education - Defining the Basic Concept AUGUST 26-30, 2024 JAI EUGENIO...

PAMANTASAN NG LUNGSOD NG VALENZUELA COLLEGE OF EDUCATION DEPARTMENT OF PROFESSIONAL EDUCATION EDUC 8 The Teacher and the Community, School Culture and Organizational Leadership Week 2 - 4 Introduction to Society, Community, and Education - Defining the Basic Concept AUGUST 26-30, 2024 JAI EUGENIO INSTRUCTOR BASIC CONCEPTS 1. Society 2. Community 3. Education 4. Social Interaction 5. School Culture BASIC CONCEPTS 1. Society Society is a network of relationships shaped by shared culture, norms, and institutions, evolving with changes in culture and technology. It influences individual behaviors and provides mutual benefits. Example: In the Philippines, "bayanihan" shows how society unites to help each other during disasters like typhoons. BASIC CONCEPTS 2. Community A community is a group connected by location, interests, or social ties, providing a sense of belonging through regular interaction and mutual support. Example: A barangay in the Philippines exemplifies a close-knit community where residents actively support one another. BASIC CONCEPTS 3. Education Education is the process of learning knowledge, skills, and values, occurring in both formal and informal settings. It prepares individuals to participate and contribute to society. Example: The K-12 system in the Philippines prepares students with the skills and values needed for higher education and the workforce. BASIC CONCEPTS 4. Social Interaction Social interaction is the way individuals communicate and form relationships, laying the foundation for social structures and norms. Example: In the Philippines, family gatherings during fiestas strengthen social bonds and reinforce cultural norms. BASIC CONCEPTS 5. School Culture School culture consists of the shared values and practices within a school, shaping the learning environment and influencing student behavior. Example: Schools in the Philippines often promote "malasakit" (compassion), creating a caring and supportive school environment. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES A. CLASSICAL PHILOSOPHIES 1. Idealism. It emphasizes the primacy of ideas and mind over material reality, believing that reality is shaped by thought. It values abstract concepts and higher ideals. Example in the Classroom: While studying the Pythagorean theorem, students explore the abstract and perfect nature of mathematical truths and how they reflect a higher order of reality. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES A. CLASSICAL PHILOSOPHIES 2. Realism. It asserts that an objective reality exists independent of perception, and knowledge is gained through sensory experience. It emphasizes understanding the material world through observation. Example in the Classroom: In a geometry class, students measure angles and lengths in physical objects to understand the practical application of geometric principles in the real world. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES A. CLASSICAL PHILOSOPHIES 3. Existentialism. It emphasizes individual freedom and personal responsibility, focusing on creating meaning through choices. It values subjective experience and self-defined purpose. Example in the Classroom: Students choose a mathematical problem or topic that resonates with their personal interests, such as using statistics to analyze data from a hobby they enjoy, emphasizing individual choice and relevance. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES A. CLASSICAL PHILOSOPHIES 4. Pragmatism. It values ideas based on their practical outcomes, emphasizing experience and real-world application. It judges concepts by their usefulness in solving problems. Example in the Classroom: During a lesson on linear equations, students solve real-world problems, like budgeting or planning a trip, applying algebraic concepts to practical situations. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES B. MODERN PHILOSOPHIES 1. Perennialism. It emphasizes enduring ideas and universal truths through the study of classic works. It focuses on disciplined, structured learning. Example in the Classroom: The teacher focuses on teaching Euclidean geometry, emphasizing its timeless importance as a fundamental structure in mathematics that every student should master. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES B. MODERN PHILOSOPHIES 2. Progressivism. It centers on experiential learning, critical thinking, and adapting education to students' needs. It promotes active, hands-on learning. Example in the Classroom: Students work in groups to explore different methods of solving quadratic equations, engaging in hands-on activities that encourage experimentation and collaboration. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES B. MODERN PHILOSOPHIES 3. Humanism. It focuses on personal growth and self-actualization, emphasizing a supportive learning environment. It values the development of the whole person. Example in the Classroom: In a lesson on probability, the teacher encourages students to reflect on how understanding probabilities can improve decision-making in their personal lives, fostering personal growth and ethical considerations. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES C. POST MODERN PHILOSOPHIES 1. Critical Pedagogy. It focuses on challenging social injustices and empowering students through critical thinking. It aims to use education as a means for social change. Example in the Classroom: The class examines how math is used in economic models, questioning who benefits from these models and how they might reinforce or challenge existing power structures. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES C. POST MODERN PHILOSOPHIES 2. Constructivism. It emphasizes that learners build knowledge through their experiences and reflections. It supports active, learner-centered education. Example in the Classroom: Students build their own understanding of trigonometric identities by working through guided discovery activities, creating connections between the identities and their applications. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES C. POST MODERN PHILOSOPHIES 3. Postmodernism. It challenges traditional narratives and embraces multiple perspectives and complexity. It values diversity and questions established norms. Example in the Classroom: When studying different methods of solving systems of equations, the teacher encourages students to question the assumptions underlying each method and consider alternative approaches. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES C. POST MODERN PHILOSOPHIES 4. Deconstructionism. It examines and breaks down traditional texts and ideas to reveal hidden assumptions. It aims to reinterpret and challenge established meanings. Example in the Classroom: When studying different methods of solving systems of equations, the teacher encourages students to question the assumptions underlying each method and consider alternative approaches. SOCIETY AND EDUCATION PHILOSOPHICAL PERSPECTIVES C. POST MODERN PHILOSOPHIES 5. Social Constructivism. It views knowledge as developed through social interactions and cultural contexts. It emphasizes collaborative learning. Example in the Classroom: In a lesson on statistical analysis, students work in groups to collect and interpret data, discussing how their interpretations are influenced by their cultural and social backgrounds. SOCIETY AND EDUCATION SOCIOLOGICAL PERSPECTIVES A. SOCIAL DIMENSIONS OF EDUCATION 1. Consensus and Conflict Theories. Consensus theories see education as a means to maintain social harmony, while conflict theories view it as a way to sustain inequality. Both explore different impacts of education on society. Example in the School: A consensus discussion might focus on how schools build shared values, while a conflict discussion might examine how education reflects social inequalities. SOCIETY AND EDUCATION SOCIOLOGICAL PERSPECTIVES A. SOCIAL DIMENSIONS OF EDUCATION 2. Structural Functionalism. Structural functionalism views education as essential for teaching societal values and maintaining social order. It emphasizes the role of education in supporting societal stability. Example in the School: A structural functionalist teacher might explain how different school subjects prepare students for various societal roles. SOCIETY AND EDUCATION SOCIOLOGICAL PERSPECTIVES A. SOCIAL DIMENSIONS OF EDUCATION 3. Interactionist Theories. Interactionist theories examine how daily interactions and social roles shape educational experiences. They focus on the meaning of these interactions within schools. Example in the School: An interactionist approach might involve analyzing how student- teacher relationships affect students' attitudes and performance. SOCIETY AND EDUCATION SOCIOLOGICAL PERSPECTIVES B. SCHOOLS AND SOCIAL INSTITUTIONS 1. Family. The family is a social unit that provides emotional support, nurtures children, and shapes individual values and identity. It plays a crucial role in socializing children and maintaining social stability. Example in the School: In school, a teacher might discuss how family backgrounds influence students' behaviors and attitudes toward learning. SOCIETY AND EDUCATION SOCIOLOGICAL PERSPECTIVES B. SCHOOLS AND SOCIAL INSTITUTIONS 2. Education. It is a formal system that imparts knowledge, skills, and values to individuals, preparing them for societal roles. It is essential for personal development and social integration. Example in the School: In school, educators use curricula and teaching methods to help students acquire the skills needed for their future careers and citizenship. SOCIETY AND EDUCATION SOCIOLOGICAL PERSPECTIVES B. SCHOOLS AND SOCIAL INSTITUTIONS 3. Religion. Religion is a system of beliefs and practices that provide moral guidance, community, and a sense of meaning. It often influences individuals' values and behaviors. Example in the School: In school, discussions might explore how different religious beliefs shape students' values and perspectives. SOCIETY AND EDUCATION SOCIOLOGICAL PERSPECTIVES C. EDUCATION 4.0: RESPONDING TO THE DEMANDS OF SOCIETY It refers to a modern approach to education that aligns with the evolving needs of contemporary society, particularly influenced by technological advancements and changes in the workforce. SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) THE K TO 12 CURRICULUM IN THE PHILIPPINES, AS OUTLINED IN DEPED ORDER NO. 21, S. 2019, FOCUSES ON ENHANCING THE COUNTRY'S BASIC EDUCATION SYSTEM TO PROVIDE FILIPINO STUDENTS WITH THE KNOWLEDGE, SKILLS, AND VALUES NECESSARY TO THRIVE IN A COMPETITIVE GLOBAL ENVIRONMENT. THE CURRICULUM SPANS 13 YEARS OF EDUCATION, STARTING FROM KINDERGARTEN UP TO GRADE 12, AND IS STRUCTURED TO PROVIDE STUDENTS WITH A WELL-ROUNDED EDUCATION THAT PREPARES THEM FOR EMPLOYMENT, ENTREPRENEURSHIP, OR FURTHER EDUCATION AFTER GRADUATION. SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) KEY FEATURES OF THE K TO 12 CURRICULUM: 1. UNIVERSAL KINDERGARTEN: ALL CHILDREN ARE REQUIRED TO UNDERGO KINDERGARTEN, WHICH IS SEEN AS A CRUCIAL STAGE IN THE DEVELOPMENT OF FOUNDATIONAL SKILLS. 2. MOTHER TONGUE-BASED MULTILINGUAL EDUCATION (MTB- MLE): INSTRUCTION IN THE EARLY GRADES (KINDERGARTEN TO GRADE 3) IS CONDUCTED IN THE STUDENT'S MOTHER TONGUE, FACILITATING BETTER UNDERSTANDING AND LEARNING. 3. SPIRAL PROGRESSION: SUBJECTS ARE TAUGHT IN A SPIRAL PROGRESSION, MEANING TOPICS ARE INTRODUCED GRADUALLY AND REVISITED WITH INCREASING COMPLEXITY OVER THE YEARS. THIS HELPS REINFORCE CONCEPTS AND SKILLS ACROSS GRADE LEVELS. SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) KEY FEATURES OF THE K TO 12 CURRICULUM: 4. CONTEXTUALIZED CURRICULUM: THE CURRICULUM IS DESIGNED TO BE RELEVANT TO THE NEEDS AND CONDITIONS OF THE LOCAL COMMUNITY, INTEGRATING LOCAL CULTURE AND VALUES INTO THE LEARNING EXPERIENCE. 5. SENIOR HIGH SCHOOL (GRADES 11 AND 12): THESE FINAL TWO YEARS OF HIGH SCHOOL OFFER STUDENTS THE OPPORTUNITY TO SPECIALIZE IN ACADEMIC TRACKS (E.G., STEM, HUMSS, ABM), TECHNICAL-VOCATIONAL-LIVELIHOOD (TVL) TRACKS, SPORTS, OR ARTS AND DESIGN. THIS SPECIALIZATION ALLOWS STUDENTS TO ALIGN THEIR EDUCATION WITH THEIR CAREER GOALS AND INTERESTS. SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) KEY FEATURES OF THE K TO 12 CURRICULUM: 6. HOLISTIC DEVELOPMENT: FOCUSES ON VALUES, PHYSICAL HEALTH, AND SOCIAL RESPONSIBILITY, WITH EDUKASYON SA PAGPAPAKATAO (ESP) AND PHYSICAL EDUCATION AND HEALTH AS CORE COMPONENTS. 7. 21ST CENTURY SKILLS: PRIORITIZES CRITICAL THINKING, PROBLEM-SOLVING, COMMUNICATION, AND COLLABORATION. 8. ASSESSMENT: USES FORMATIVE AND SUMMATIVE ASSESSMENTS, WITH AN EMPHASIS ON PERFORMANCE- BASED AND AUTHENTIC EVALUATIONS. SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) GOALS OF THE K TO 12 CURRICULUM: ENHANCED LEARNING EXPERIENCE: BY STARTING EDUCATION EARLIER AND EXTENDING IT TO 12 YEARS, THE CURRICULUM AIMS TO PROVIDE A MORE THOROUGH AND MEANINGFUL LEARNING EXPERIENCE FOR STUDENTS. GLOBAL COMPETITIVENESS: GRADUATES OF THE K TO 12 PROGRAM ARE EXPECTED TO BE BETTER PREPARED TO COMPETE GLOBALLY, EITHER IN THE WORKFORCE OR IN FURTHER EDUCATION. LIFELONG LEARNING: THE CURRICULUM IS DESIGNED TO INSTILL A LOVE FOR LEARNING, ENCOURAGING STUDENTS TO CONTINUE LEARNING THROUGHOUT THEIR LIVES. SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) PATHWAYS AND EQUIVALENCIES SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) CONCEPTUAL FRAMEWORK SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 1. K TO 12 CURRICULUM (DEPED ORDER NO. 21, S. 2019) CURRICULUM EXITS SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) THE MATATAG CURRICULUM, AS OUTLINED IN DEPED ORDER NO. 10, S. 2024, REPRESENTS A SIGNIFICANT REFORM IN THE PHILIPPINE BASIC EDUCATION SYSTEM, EMPHASIZING A HOLISTIC AND VALUES-DRIVEN APPROACH TO LEARNING. MAKE THE CURRICULUM RELEVANT TO PRODUCE COMPETENT AND JOB-READY, ACTIVE, AND RESPONSIBLE CITIZENS; TAKE STEPS TO ACCELERATE DELIVERY OF BASIC EDUCATION FACILITIES AND SERVICES; TAKE GOOD CARE OF LEARNERS BY PROMOTING LEARNER WELL-BEING, INCLUSIVE EDUCATION, AND A POSITIVE LEARNING ENVIRONMENT; AND GIVE SUPPORT TO TEACHERS TO TEACH BETTER. SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) KEY FEATURES SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) KEY FEATURES SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) KEY FEATURES SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) KEY FEATURES SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) IMPLEMENTATION SOCIETY AND EDUCATION EDUCATIONAL REFORMS: 2. MATATAG CURRICULUM (DEPED ORDER NO. 10, S. 2024) INSTRUCTIONAL DESIGN FRAMEWORK