CONTEXTUALIZING CIVIC EDUCATION IN THE
PHILIPPINES THROUGH PANTAYONG PANANAW
INTRODUCTION
CONCEPTUAL FRAMEWORK
CONTEXTUAL TEACHING AND LEARNING
- constructivist - correlation between abstract
thinking and real life world context - social and cultural factors are
considered
PANTAYONG PANANAW
PANTAYONG PANANAW
J. Veneracion – Muslim, Kristiyano, Igorot
Mendoza – closed circuit discussion
PANTAYONG PANANAW
PANTAYONG PANANAW
PRESENTATION OF DATA
1. What is Civic Education? - empowering people
2. Relationship of Civics and History/Social Studies
PRESENTATION OF DATA
“Teaching and learning in social studies are powerful when they are meaningful, integrative, value-based, challenging, and active.
PRESENTATION OF DATA
“A powerful and rigorous social studies curriculum provides strategies and activities that engage students with significant ideas, and encourages them to connect what they are learning to their prior knowledge and to current issues, to think critically and creatively about what they are learning, and to apply that learning to authentic situations.(NCSS, 2008)”
CONTEXTUALIZING CIVIC ED. IN THE PHILIPPINES
YEBAN (2010) – CE is a set of cultural expressions
DR. FUENTES (2010) – Indigenous Philippine Curriculum
LIM(2010) – correct interpretation of democratic beliefs
KOKOM KOMALASARI – THE EFFECT OF CONTEXTUAL LEARNING IN CE ON STUDENT’S CIVIC COMPETENCE (2009)
CIVIC KNOWLEDGEA.CIVIC IDENTITY(BRANSONS, 2010) B. NACION OR BAYANC. CITIZEN OR MAMAMAYAN
1. Liberty
What is an Approach?Refers to the general philosophy and operation to be known and done in teaching a particular subject.Describes the nature of the subject matter to be taught (Anthony, 1963)A set of correlative assumptions or viewpoint dealing with nature of teaching and learningOne’s viewpoint toward teaching
What is a Method/Strategy?
Established way or procedure of guiding the mental processes in mastering the subject matterA well planned step – by – step procedure that is directed towards a desired learning outcomesLevel at which theory is put into practice and at which choices are made about the particular skills and content to be taught, order in which content will be presented (Anthony, 1963)
What is a technique?
Personal art and style of the teacher in carrying out the procedures of teachingTeacher’s unique way, style of act of executing the stages of a method it pertains to one’s way/manner/style of doing a certain step of the lesson. It is personalistic/stylistic in nature (Anthony 1963) Must be consistent with method and therefore in harmony with an approach as well
Approach
Strategy
Technique
APPROACHES
Discovery Approach - to make the learners look for the
answers to their problems by themselves
- students are actively involved - retain what has been learned for a long time - experience the self -rewarding effect
APPROACHES
Process Approach - to equip learners with the simple
processes and complex processes to enable them to solve problems effectively in their present and future life - the concern is how to learn and not what to learn
- the students are actively engaged in the activities so the competencies needed in the subject could eventually be acquired by them
APPROACHES
Inquiry Approach - to foster the learner’s searching,
inquiring, rational mind - will help recognize the subject as
an intellectual process, a never ending quest, and a continuing effort - It pertains to research and investigation and to seeking for information by asking questions (Kilkman, 1970)
APPROACHES
Modular Approach - self – contained unit of instruction
- A module is a set of learning opportunities systematically organized around a well defined topic which contains the elements of instruction- specific objectives, teaching-learning activities, and evaluation using criterion-referenced measure - individually paced learning or independent study
APPROACHES
Values Clarification Approach
- to develop clearer values and to make students have an active examination of their beliefs, choices, and decisions to enable them to utilize these in their lives in society
APPROACHES
ACES (Affective Cognitive Experience for Self - Direction)
- based on the confluent theory of education which provides for the flowing together and interaction of the effective and cognitive elements in individual and group learning - learning chunks are taught as a whole
APPROACHES
Integration Approach
- issues, programs, salient concepts are combined/included in the subject matter to bring about fundamental unity and oneness necessary in understanding man’s position in today’s society
APPROACHES
Group Dynamic Approach
- the purpose is for learners to interact with each other - sharing ideas is possible if the learners are given the chance to be grouped in small numbers unlike when the teacher merely asks questions about a problem being discussed
APPROACHES
Team Teaching Approach arrangement in which two or more
teachers co-operatively plan, teach, and evaluate a group of students
teams may be organised on a departmental basis, an interdepartmental or inter disciplinary pattern, or on a grade-level basis
APPROACHES
Eclectic Approach
Using two or more approaches in tackling a specific subject matter in order to arrive at a comprehensive result
STRATEGIES
Lecture the traditional method of teaching
wherein lecturer transmits information
information in an autocratic fashion to passive student listener
place a learner in a very passive posture. This lack of activity is extremely conducive to boredom, daydreaming and sometimes create discipline problems
STRATEGIES
Discussion activity in which people talk
together in order to share information about a topic or problem or to seek a possible solution
It involves a sharing of ideas between students, rather than from teacher to student interaction only
The teacher serves as a moderator of the discussion while in progress.
STRATEGIES
Kinds of Discussion Whole class discussion – simply leads an
informal discussion involving the class as a whole Teacher clarifies students’ comments and
makes tentative summaries to help students achieve understanding of the topic
Debate – small number of students teamed on either side of an issue
Panels - students comprising the panel then organise themselves, research the topic, discuss their data,
and present their findings
STRATEGIES
Kinds of Discussion Buzz sessions – students are placed
in small groups for a specific amount of time to discuss a given issue or topic
Forum – specific discussion type in which a small number of students present information to the large group; upon the conclusion, the presenters then solicit questions on the topic from the audience
STRATEGIES
Simulations elaborate type of role-playing,
gaming, and socio-drama in which students stimulate models of real-life situations
invites participants to develop decision-making competencies while striving for established objectives
STRATEGIES
Think – Pair - Share Each student finds a pair to
work on the topic provided by the teacher. They generate a concept, a conclusion through inductive-deductive reasoning, and an application of the concept developed. In the end, the pair shares their thoughts with the entire class.
STRATEGIES
Thinking Hats (Edward de Bono) powerful strategy that helps
students look at important decisions from a number of different perspectives
helps students make better decisions by pushing you to move outside your habitual ways of thinking
STRATEGIES
Thinking Hats (Edward de Bono) White: What information do we need?
- focus on the data available Green: What are possible opportunities?
- freewheeling way of thinking - develop creative solutions to a
problem Red: Choose the best three.
- look at the decision using intuition - try to understand the intuitive
responses of people who do not fully know your reasoning
STRATEGIES
Thinking Hats (Edward de Bono) Yellow: What are the benefits of each?
- think positively - see the benefits of the decision and the value in it
Black: What are the weaknesses of each? - look at things pessimistically- allows to identify the weak points in a
plan or course of action White: What additional information is
needed? Blue: What are the next steps?
STRATEGIES
Role Playingan instructional technique
involving a portrayal (acting out) of a situation, condition, or circumstances by selected members of learning group
Role-playing provides learners with opportunities to become acquainted with the perceptions of people other than themselves.
STRATEGIES
Demonstrationprocess wherein one person
does something in the presence of others in order to show them how to do it or to illustrate a principle
A good demonstration inspires, poor onedefeats
STRATEGIES
Brainstormingoriginally developed as an aid to
creative problem solving among management teams in corporations, attempts to unleash learners’ untapped reservoirs of thinking talents by encouraging them to pour forth as many ideas as possible that relate to a defined situations.
STRATEGIES
BrainstormingAn important emphasis in
brainstorming is the encouragement of quantity rather than quality of participants’ responses.
STRATEGIES
BrainstormingKinds of Brainstorming Pass the Paper:
Each students writes a brainstormed idea (related to the proposed topic) at the top of a piece of paper. They pass it on to the next person and when they receive the paper from the person passing to them, they write another idea down (perhaps influenced by the idea already on the paper).
STRATEGIESBrainstormingKinds of Brainstorming SCAMPER - These are a series of idea-
spurring questions set up as a mnemonic so they are easy for students (and teachers) to remember:
S: Substitute … who or what else? Instead? Other time/place?
C: Combine … blend, combine purposes, ideas, what can go together?
A: Adapt … adjust to suit purpose/situation; what else can it be used for?
STRATEGIES
Brainstorming
M: Modify, Magnify, Minify … bigger, smaller, lighter, heavier, slower, faster, color, taste, meaning
P: Put to other uses … different purpose? New ways to use?
E: Eliminate … remove or subtract a quality or part
R: Reverse/Rearrange … change it: up, down, order
STRATEGIES
BrainstormingKinds of Brainstorming
Step into Someone Else’s Shoes:Ask your students to imagine
themselves to be someone else, for example, President Bush, Martin Luther King, their school principal, etc. Then, from the vantage point of this other person, ask them to identify important issues.
STRATEGIES
Seeing Both Sides of An Issue - seeing multiple sides of an
issue is an important life skill
Strongly AgreeAgreeDisagreeStrongly Disagree
STRATEGIES
Take a Stand let the students think
more broadly by identifying controversial issues in the news
literally let the students “take a stand”
STRATEGIES
Project Method students individually or in-groups
accept an assignment to gather and integrate data relative to some problem and are then free to fulfil the requirements independently of the teacher
covers all levels of the cognitive and affective domains
develops student responsibility and initiative
STRATEGIES
Problem Based Learningbuilt upon the scientific
method of inquiryProblem solving moves the
mind to some of its highest cognitive functions: analysing, generalising, and synthesising.
STRATEGIES
Editorial Cartoon AnalysisDocument Based TeachingIntegration of Local
HistoryJournal Writing
(Reflection, News)
TECHNIQUE
Talking/ SpeakingPersonal AttireChoice of visual
aids/equipmentManner of doing each step
of the lessonPointing to a picture
TECHNIQUE
Placing visual aids on the blackboard
Poise while standingGiving
instructions/assignmentsMotivating pupils/students
to work harder
TECHNIQUE
Praising/criticizing/scoldingSeating arrangementsPassing paper/booksGetting in and going out of
the classroomMaintaining discipline
GRAPHIC ORGANIZERS
BUBBLE MAP- pag-iisa isa ng mga konsepto
Villanueva, 2009
PIE GRAPH-paghahati-hati ng mga konsepto,pagpapakita ng bahagdan
Villanueva, 2009
VENN DIAGRAM-gamit sa paghahambing ng konsepto
Villanueva, 2009
FLOW CHART-pagpapakita ng siklo o proseso ng konsepto
Villanueva, 2009
TARGET BOARD/PYRAMID DAYAGRAM-pagtukoy sa bawat
bahagdan o lokasyon
LIPUNAN
PAARALAN
TAHANAN
SEGURIDAD
PAGMAMAHAL
PISIKAL AT BAYOLOHIKAL NA KAILANGAN
Villanueva, 2009
TALAHANAYAN-paghihimay at kategorisasyon ng konsepto
AMBAG SA ATING BANSA
TSINA JAPAN INDIA
Pang-kultura
Pam-pulitika
Villanueva, 2009
BAR GRAPH-representasyon sa bahagdan ng konsepto
0
20
40
60
80
100
1st
Qtr
2nd
Qtr
3rd
Qtr
4th
Qtr
East
West
North
Villanueva, 2009
FISHBONE-pagbabanghay, pag-iisa-isa at pagbabalangkas ng konsepto
Villanueva, 2009
SPIDER MAP-pag-iisa, pagbabalangkas, paghihimay ng
konsepto
DAYAGRAM- pagkakategorya ng mga konsepto mula sa pinakasentrong
konsepto
AMBAG NG TSINA
ASPEKTONGPANGKULTURA
ASPEKTONGPAMPULITIKA
ASPEKTONGPANGKABUHAYAN
ASPEKTONGPANGKULTURA
ASPEKTONGPAMPULITIKA
ASPEKTONGPANGKABUHAYAN
Villanueva, 2009
Power Mapping
KWL chart
K-now W-ant L-earn
Lozanta, 2009
Ano ang inyong nalalaman tungkol sa aralin?
Ano ang inyong nais malaman tungkol sa aralin?
Sa pagtatapos ng aralin: Anu-ano ang inyong natutunan tungkol sa aralin?
T - chart
Lozanta, 2009
OFW OCW
Mga manggagawang Pilipino na nagtatrabaho sa labas ng Pilipinas
Mga manggagawang nagtatrabaho sa labas ng kanilang bansa. Ito ay tumutukoy hindi lamang sa manggagawang Pilipino kundi tumutukoy rin sa mga manggagawa ng ibang lahi
Lozanta, 2009
PAKSA KONSEPTO/KAALAMAN
A. Introduksyon sa Migrasyon ng mga
Manggagawang Pilipino
B. Mga Salik sa Pangingibang Bansa ng mga Manggagawang Pilipino
C. Labor Export Policy
D. Mga Epekto at mga Pagalabag sa Karapatang Pantao ng mga OFW
Data Retrieval Chart
Migrasyon, pull factors,
push factors atbp.
Malaking pasahod, kahirapan sa bansa, krisis
pampulitika atbp.
Mga estadistika – destinasyon; trabaho atbp.
Remittance, maayos na buhay, problema sa pamilya, brain drain atbp.
SEQUENCE ORGANIZERS
Event 1
Event 4 Event 3
Event 2
Event 5
FLOW CHARTLADDER WEB
Step 1
Step 4Step
3Step 2
1910 1950194019301920
Events or
Facts
TIME LINE
CATEGORIZE/CLASSIFY ORGANIZERS
Main
Category A Category CCategory B
TREE DIAGRAM
DATA RETREIVAL CHART
4,4,4,4
3,3,3
2,2
1
PYRAMID / HIERARCHY
RELATIONAL ORGANIZERS
Bunga
Detalye
Sanhi
FISH BONE
Tanong ?Katangian Katangian
Katangian
KatangianTie Strand
SEMANTIC WEB
A
B
TARGET BOARD
Art of Questioning
Art of Questioning
Thinking is driven by questions
Questions define tasks, express problems and delineate issues
Dead questions reflect dead minds
An important goal of education is helping students learn how to think more productively by combining creative thinking (to generate ideas) and critical thinking (to evaluate ideas)
Art of Questioning
Questioning is:An important aspect of
teachingUsed for a variety of
purposes:Stimulate thinkingArouse interest and
curiosityReview learned contentElicit learners to asks
questions
Art of Questioning
Promote thought and understanding of ideas
Change the mood or direction of discussion
Encourages reflection and self – evaluation
Express feelings
Art of Questioning
Characteristics of a good question
1. Questions should be concise.2. Some questions should be used that require thought and an extended answer.3. A question should not suggest its own answer.4. Questions should not suggest a ‘right’ answer.5. Questions should not be worded so as to call for a yes or no answer.
Art of Questioning
Characteristics of a good question
6. Students should not be required to participate in a guessing game to findout what your answer is.7. The vocabulary you use should be clear to the students.8. The contrast between your experience background and that of yourstudents must be considered.9. Every question should carry the lesson forward.10. Design questions that differ in their order of difficulty.
Art of Questioning
Types According to thinking processa. Low – level questionsb. High – level questionsAccording to answers
requesteda. Convergent questionsb. Divergent
Art of Questioning
Open Discussion Questionsa. Eliciting question• used to encourage
initial responseb. Probing question• expand ideas• justify given ideas• clarify ideas
Art of Questioning
Open Discussion Questionsc. Evaluative – Thinking
Questionrequire students to judge, value, choose, criticize, defend
d. Closure – seeking questionused to help students formulate conclusions, concepts and plans
Art of Questioning
Art of Questioning