Northeastern College, Inc.
Santiago City
College of Education
Module I Unit I- Nature Nature of Teaching Teachin g and Teacher Roles Teaching, in its broadest meaning, is a method of facilitating learning. Teaching is the specialized use of knowledge, abilities, and traits to give one-of-a-kind service to suit the individual and societal, educational needs. The teaching profession is responsible for selecting learning activities that help students achieve their educational goals in school. Teaching stresses the development of values, leads students in their social relationships, and gives learning opportunities to accomplish curriculum targets. Teachers use strategies to help pupils build a healthy self-image. Although instructors' work is often done in a classroom setting, an essential aspect of teaching is the direct relationship between teacher and student. A. What Wh at i s Teachin Teach ing? g? •
Teaching is the process of paying attention to people's needs, experiences, and feelings and then engaging them in specific activities to help them develop specific skills. Teaching instills theoretical concepts in a person, person, and it is a form of knowledge transmission between a teacher and a pupil. The teacher must facilitate learning by leading discussions, allowing students to ask open-ended questions, guiding processes and activities, and actively participating in discussions and interacting with concepts. Teachers work in schools to educate students so that they can become decent citizens of the world. Today's children will be society's future leaders. As a result, teaching might be seen as a crucial notion.
•
•
•
B. The Teacher's Teacher's Rol es A teacher's teacher's job is to inspire, inspire, motivate, motivate, encourage, encourage, and and educate educate students. students. Learners Learners of any age and from any background are welcome. On the other hand, teachers are those who educate school-aged children for this handbook (roughly 4-18). Teachers play a variety of roles in the classroom. I. As a person
1. Personal attributes pertain to a teacher's personality, interests, attitudes, and beliefs, as well as his or her behavior and working relationships with his or her pupils and peers. 2. Professional attributes refer to a teacher's subject matter knowledge, grasp of psychological and educational principles, and comprehension of the teaching profession.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education A. Innat In nate e Character Charac teris isti ti cs Ability "Teachers are born," as the adage goes. This relates to an individual's inborn features, such as aptitude, frequently defined as a strong preference for specific tasks combined with the necessary abilities.
•
Mental aptitude A teacher with above-average or more extraordinary mental abilities is better equipped to handle her many responsibilities. She can quickly pursue a master's degree after completing a four-year bachelor's degree. Teachers who are mentally gifted and brilliant can demonstrate higher-order thinking skills.
•
B. Personal Personal ch aracteristi aracteristi cs In the chosen teaching profession, one's personality can either inspire or discourage the students she promises to lead by the hand. A teacher teacher must fundamenta fundamentally lly have the the following following characteristics: characteristics: 1. A pleasant voice, decent manners, civility, and a presentable look. 2. Intelligence, emotional stability, and self-control are all essential factors. 3. Patience, empathy, kindness, and helpfulness 4. Integrity, dependability, honesty, and loyalty 5. Cooperation, kindness, and sociability 6. Adaptability, resourcefulness, and inventiveness 7. Tolerance, impartiality, and fairness 8. Enthusiasm, brightness, and a sense of humor II. II. As a Professio nal 1. Mastery of the subject matter is one of the essential professional talents. 2. A grasp of the students' abilities. This refers to the teacher's understanding of the students and the concepts of human growth and development. 3. Appreciating and appreciating students. A teacher who has a true and honest love for his or her students might instill in them a desire to learn. 4. Understanding of teaching ideas and techniques. A teacher must understand the WHATS and HOWS of teaching and the necessary skills and approaches.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education 5. A broad awareness of the various disciplines of knowledge, as well as their interconnections and interdependencies, in order to address life's issues. Arts, languages, philosophy, math, literature, physical scientific knowledge, and background studies are required. Teachers must also be familiar with the information and communications technology (ICT), such as computer use. 6. A respect for the profession of teaching. III. III. As a Social Adv ocate and Commun ity L eader eader
Teacher leadership roles are diverse. Whether certified and given a job title or simply making a difference in their school or community, all teacher leaders help advance education. In schools and the community, teacher leaders are in the best position to advocate for instructors and students. They are also welcome to cooperate and exchange ideas with other teachers to improve their practices and raise student accomplishment. After parents, teachers provide fundamental education to children, teach them morality, and play a role in shaping them into a good and noble person. Furthermore, the teacher is the one who teaches the learners on how to behave appropriately in society. IV IV.. As a Model o f Character
Teachers are role models for students. A role model motivates and inspires the learners to achieve greatness, reach their most significant potential, and recognize the best in themselves. Someone they respect and strive to be like is referred to as a role model. Learners learn from them because of their dedication to perfection and their capacity to help them accomplish their personal development. We teachers look to them for advice and guidance. A role model can be anyone: a parent, a brother, a friend, but teachers are among our most significant and life-changing role models. C. Teachi Teachi ng Challenges What are the Obstacles to Becoming a Teacher? Teachers, after parents, play the most significant role in i n a student's life. They are the ones who shape their pupils' personalities and contribute to the development of educated, sane, and responsible people in our country. This makes teaching professions essential since they can influence students' lives and the country's destiny. At the same time, this makes teaching a demanding and responsible profession. Regardless of their training or location, they face various difficulties, barriers, and problems, as listed below. • Incentives and and Ap preciationpreciation - Teachers are rarely thanked or rewarded for their difficult work. The schools, as well as parents, do not adequately recognize their efforts. Parents, on the other hand, are more likely to own their flaws and faults openly. Part-time teaching employment, on the other hand, is available and pays well. This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education • Student Behavior - Each student comes from a different social class and hails from a different household. As a result, sure students may engage in problematic behavior. It can be tough and time-consuming to adapt to their demands, understand their challenges, challeng es, and provide appropriate guidance. • Much paperworkpaperwork - The instructor must keep track of reports, ledgers, exam papers, test papers, assignments, projects, certificates, scoreboards, attendance sheets, and a variety of other documents. It is a tedious and time-consuming operation. • Number of students in each each classclass-The The number of students in the class can range from 40 to 80. Instead of educating, the majority of the time is spent disciplining the class. • Using the same curriculum and teaching approaches for all pupils —Not all students are the same. Each student has their own set of talents and shortcomings. They learn at different rates and have different ways of learning and remembering information. Because of the high-class size, it is impossible to tailor the teaching to each student's specific needs. • Multiple Roles Roles - Teachers serve in various capacities, including counselor, teacher, career counselor, social worker, and so on. Despite having no prior experience in this profession, they take on these responsibilities because they care about their pupils and future. Teachers are true multitasking masters. • Time ConstraintsConstraints - Teachers have many additional vital responsibilities besides teaching the curriculum in a set amount of time. Organizing parent-teacher conferences, administering tests and exams, reviewing notes, planning annual gatherings, sporting events, and picnics, as well as a mountain of paperwork. They do not have enough time to prepare and plan before carrying out the activities. • Educating themselvesthemselves - Teachers must continue to educate themselves with new syllabi, more interesting teaching strategies, and effective communication methods. Apart from that, they must be aware of each student's talents and shortcomings, their family histories, academic progress, and so on. Given the many pupils, they serve, memorizing and processing all of this information is nearly impossible. • Health and Stress— Stress —Their physical and mental health may suffer due to their hectic work schedules. Teachers frequently miss lunch and restroom breaks, and they are worried about the quantity of work given. • Collaboration Collaboration - To ensure that schools run well, teachers must develop adequate communication among themselves, students, and parents. Due to time restrictions and a heavy workload, even a primary task like this might be challenging.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education When compared to other careers, it is safe to state that a teacher's job is far more complicated and fraught with several problems. Proper communication tools, equal workload distribution, adequate resources, support from school administration and parents, and effective classroom management can make teaching jobs easier. 1. Multicul tural classrooms When two or more students in one classroom have arrived from fr om various countries or were nurtured in distinct customs and traditions, the educational process is multicultural. Its fundamental purpose is to enable kids of all genders, races, social classes, cultures, and ethnic groups with equal opportunity to learn in school. Multicultural education also has specific more particular goals: • Improve academic accomplishment of all students; students; • Develop skills, attitudes, and knowledge necessary for community functioning; • Gain cultural competency, and so on. on. These objectives are vital for all members of society, but with all of the problems that teachers confront in multicultural classrooms, it is clear that achieving them will take years. In contrast to traditional classrooms, multicultural education challenges make teaching and learning significant for both teachers and students. All of this occurs as a result of a teacher's difficulties in persuading students. 1. 1. A li ng ui st stic ic obst ob stacl acle e - The most significant difference between multicultural and regular classrooms is the language barrier. Children from other nations and even city districts may speak the same language, but they will never comprehend one another. This could be due to the impact of parents, the environment, dialects, and other factors. However, instances in which students do not understand the language of study occur more frequently. Young people are placed in an atmosphere where a teacher speaks a foreign language they do not understand. They have to understand what the teacher says and learn new material - a task that is twice as difficult as in traditional schools. 2. Predominance of various learning methods methods - Regardless of their color, religion, or family history, kids can acquire information in various ways. They may be used to other teaching methods, methods of presenting material, and it will take time for them to adjust to everything new. For students to grasp the knowledge better, a teacher should provide various learning methods (auditory, visual, tactile, and so on). Furthermore, cognitive styles of specific This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education significance, such as field-dependent and field-independent cognition, reflectivity and impulsivity, and ambiguity tolerance and intolerance, must be considered. 3. 3. The cultural difference can also be seen in the poorly constructed speakerlistener connections and the various cooperative and competitive patterns . As a result, kids may not know how to respond when a teacher speaks, are unfamiliar with group or pair work, and may not comprehend the rules of newly introduced activities. Another significant significant feature is the prominence prominence of visual learning tools. Because pupils struggle to understand the words, visuals can be more successful in helping them learn new information. 4. Nonverbal communication communication - It is sometimes easier to understand a foreign language than another ethnic group's body language. If a teacher is unaware of the nonverbal behaviors expected in the community of his students, it can lead to a slew of problems and make proper interpretation difficult. Raised hands, eye contact, and head nods, among other nonverbal actions, can have a completely different meaning in another country, leave alone any other body indicators. 5. 5. Pre Presenting senting a single issue from many angles angles - You may argue that every instructor in the classroom should offer a topic from a variety of perspectives, regardless of the ethnicity of the students. Of course, this would be ideal, but this is not always possible due to a limited number of school courses. The situation is different with multicultural classes. It is especially relevant in history education, as various populations can interpret certain events in different ways. Some moves, for example, should be referred to as both a country's expansion and a country's displacement. In order to avoid offending the sensibilities of any students, a teacher should be meticulous in his formulations and phrasing. Furthermore, he should avoid persuading pupils of the unquestionable truth of his words and opinions since this may lead to a struggle or disappointment among them. There is no need to downplay any unpleasant parts of history; nonetheless, one of the teacher's responsibilities is to avoid preconceptions and provide facts from primary sources to sound objective. 6. Extracurri Extracurri cular activit ies are diverse. Because students from different cultures have entered a different classroom, they must adjust to new traditions, a way of life, and relationships in this new community. In most circumstances, it is the teacher's responsibility to demonstrate and explain. It is commonly practiced in a variety of extracurricular activities. Whether it is a holiday or a significant day, youngsters should be informed. informed. This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education 7. Communication skills training Apart from the difficulty of communicating communicating in a foreign language, language, students may feel hesitant or unwilling to express themselves due to the fear of being misunderstood. In some Muslim cultures, boys avoid interacting with girls, whereas in a new environment, it is widespread. Teachers should encourage students to explore various issues, express their opinions on a variety of topics, and maintain a pleasant classroom environment. 8. Constant collaboration wi th parents Every instructor should know how a student feels in a completely new situation, and communication with the student's parents can help. It is critical to comprehend how a child was raised from childhood, what traditions shaped his worldview, and what is entirely unacceptable. This knowledge will assist teachers in more efficiently planning classes and assisting students in finding their place in the classroom. Learner-Centered Teaching 2. Learner-Centered Teachin g It addresses the balance of power in teaching and learning, moves toward learners actively developing their knowledge, and places responsibility for learning. Students gain knowledge by systematically investigating the subject and critically evaluating the circumstance. Students are involved in the learning process. A teaching method that requires students to take on active learner roles and duties and passively listen to lectures and take notes. Teaching Challenges with a Learner-Centered Approach Personalized learning understands learning understands that kids learn in a variety of methods and at various locations.
•
•
Competency-based learning allows learning allows students to advance in the curriculum on their ability to demonstrate that they have attained significant milestones based along the route to mastery of fundamental competencies and bodies of information, rather than the number of hours they spend in the classroom. An Anyw yw here, her e, anyti any ti me learni lear ni ng allows students to learn outside of the traditional school day and away from the campus. Mindset) develops as students understand and Ownership (Agency, Growth Mindset) take responsibility for their learning through frequent opportunities opport unities to choose topics to study, books to read, projects to work on, and curricular pathways to follow to meet college and career readiness standards.
•
•
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education 3.
Multi -grade classes
A multigrade multigrade class c lass is a single grade classroom classroom with two or more different different grade levels staffed by one instructor for the whole school year. It is frequently applied in elementary schools in rural and thinly populated areas. In today's culture, teachers perform a critical role. For isolated barangays where the number of pupils registered did not meet the needed amount to form a single grade class and assign the necessary instructor for each class, multigrade courses were created as a matter of necessity: the barrio's distance the tiny number of students in each lesson. Teachers and educational buildings are also in short supply.
Challenges for f or LEARNER LEARNERS: S: • Requires more discipline, concentration, and focus in order to profit from effective tactics • Less reliance on direct instructor supervision supervision • Requires more initiative and resourcefulness to perform well • Less individual individual attention from a less experienced teacher Teachers' Challenges •Requires a more thorough examination of student developmental features across the age levels participating in the class and practical and variable techniques and strategies within a multigrade class. • More attention to classroom organization as a learning learning environment is required. • More precise and systematic record-keeping record -keeping is required to maintain student achievement, curriculum development, and implementation. Challenges Chall enges fo forr t he COMMUNITY COMMUNITY and and SCHOOL SCHOOL SYSTEM SYSTEM • Student achievement may be low in programs that lack the necessary resources and teachers who are not adequately trained. • Teachers, supervisors, and administrative personnel must be trained to meet multigrade teaching and administration demands.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education 4.
ICT IC T int egration
ICT use to introduce, reinforce, augment, and expand skills is known as ICT integration (Pisapia, 1994). Researchers in professional development groups and human-computer interaction circles have been very interested in ICT integration. Students' engagement in ICT-based learning environments and shared learning resources leads to a radically new pedagogy; a shift from the traditional instruction model of knowledge transmission to autonomous, active, and collaborative learning through ICT-based learning environments and shared learning resources. Technology is being used in education in a comprehensive and transformative way. This refers to the degree to which information and communication technologies have been integrated into the school environment and the impact they have had on the school's structure and pedagogies. The interplay between infrastructure, teacher motivations, innovations, and the growth of e-pedagogies determines the amount of integration. Integration of ICT Challenges 1. Change aversion: aversion : The easy way out is to maintain the status quo. Educators are accustomed to and comfortable with the old way of instruction instructio n and hence reject change and stepping outside their comfort zones. According to the researchers, technological experimentation is typically outside the purview of teachers and school administrators' job descriptions. 2. Lack of hardware and instruction on using it : Schools are still unsure of which computers and other technological equipment to employ. Institutions must comprehend their needs and work under them. The availability of gadgets is critical for efficient and trouble-free operation. Institutions and teachers must prepare themselves to have students work collaboratively on a single device and separately on a single device. There is also a need for instructors to receive sufficient and timely guidance on using technology effectively. 3. Children will know more than I do attitude: attitude: Today's children are more engaged and knowledgeable regarding technical matters. Teachers are terrified of the potential of technology and the power of knowledge it may provide to kids. This mindset that children may know more than I do makes educators feel uneasy and defend themselves.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education Instead, teachers should connect with and interact with wit h other students, attempting to learn alongside them. To reap the benefits of this combination, teachers must also become learners. 4. Technol Technology ogy Fear Fear : Educators have a fear of the unknown when it comes to new technologies. They are hesitant to try out new technologies. Also, the concept of having to learn everything at once deters people from incorporating technology. Another reason reason they avoid the the idea is that they believe believe a technology technology coach must have all the answers. 5. 5. Inadequate training opportunities and restrictive teaching models: models : Educators do not have adequate training or technical support. s upport. There is not enough time to practice with new and ever-changing ever-changin g technologies because there are many roles to fulfill. The current teaching models are too rigid to be changed. Educators, professors, and the entire school and university systems may and do benefit from technology. Basic literacy in subject areas will be required of students and educators in the twenty-first century, but pupils will also require basic scientific, economic, and digital literacy. Teachers must be able to grasp the benefits of technology as a learning tool to comprehend the benefits of using it for learning correctly. They must see the tool as advantageous to their students and themselves, allowing them to do their tasks more efficiently. Classrooms must provide learning settings that reflect an understanding of what motivates students to learn. 5.
Brain-base Brain -based d educatio n
Brain-based education strives to improve and expedite the learning process by selecting a curriculum and method of delivery for each group of students based on the science of learning. Educators must set aside traditional conventions when using this strategy. They must also let go of preconceived notions about learning and previous behaviors. Instead, teachers must draw inspiration for future course delivery from the most recent cognitive science breakthroughs. Teaching methods, lesson designs, and school programs based on the latest scientific research about how the brain learns, including factors like cognitive development— development —how students learn differently as they age, grow, and mature socially, emotionally, and cognitively— cognitively—are referred to as brain-based learning. The following are some of the typical obstacles that come with brain-based learning: 1. Finding individuals and resources to learn from that you can trust (websites, famous people, etc.) This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education 2. choosing on a learning format or vehicle (in person, online, books?) 3. setting aside time to make it happen (learning plus the implementation) 6.Multipl e intellig ence 6.Multipl ences s Visual-Spatial Intelligence (Visual-Spatial Intelligence) Intelligence) - is a skill that allows people to visualize objects. These people are usually good with maps, charts, films, photographs, and directions.
•
Linguistic-Verbal IntelligenceIntelligence- is the ability to understand and communicate in a variety of languages.
•
People with high linguistic-verbal intelligence can utilize words well in both writing and speech. These people are usually excellent at composing stories, memorizing facts, and reading. Intelligence logical-mathematical - Reasoning, spotting patterns, and
•
•
•
•
•
•
rationally assessing situations are skills that people with high logicalmathematical intelligence have. These people tend to think in terms of numbers, relationships, and patterns. patterns. Bodily-Kinesthetic Intelligence Intelligence - is a type of intelligence that is based on the sense of touch. Body movement, action, and physical control are suitable for those with vital bodily-kinesthetic intelligence. intellige nce. People with good hand-eye coordination and dexterity are usually good in this field. Intelligence in Music - People with a high level of musical intelligence can think in terms of patterns, rhythms, and sounds. They have a tremendous musical appreciation and are frequently talented in musical composition and performance. performance. Interpersonal Intelligence - People with high interpersonal intelligence are adept at comprehending and communicating with others. These people are adept at analyzing feelings, motivations, desires, and intentions. Intrapersonal Intrape rsonal Intelligence Intelligence - is a type of intelligence that exists between people. Intrapersonal intelligence intellige nce is the ability to recognize and understand one's emotional states, feelings, and motivations. They like self-reflection and analysis, fantasizing, examining interpersonal interactions, and evaluating their personal qualities. qualities. Naturalisti Na turalisti c Intelligence Intelligence - Naturalistic is Gardner's most recent addition addit ion to his theory, and it has sparked more controversy than his initial seven bits of intelligence. Individuals with high levels of this type of intelligence, according to Gardner, are more in tune with nature and are more interested in nurturing, exploring the environment, and learning about other species.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education These people are known to be acutely observant of even minor changes in their surroundings. surroundings. Multipl e Intelligence Challenges Challenges • Encourages teachers to differentiate their thei r teachings to fit the requirements of varied students • Provides eight distinct learning routes if a student is struggling with the traditional approach. Chil dren with special needs 7. Chil needs Special needs is an umbrella phrase covering many conditions, ranging from those that resolve quickly to those that will be a lifelong burden and from moderate to severe. Developmental delays, medical issues, psychiatric conditions, and congenital conditions can all affect children with special needs. These children's unique requirements necessitate adjustments in order for them to realize their full potential.
The special needs label is helpful for a variety of reasons. It can assist you in obtaining necessary resources, establishing reasonable goals, and gaining a better understanding of your child and the stressors that your family may be experiencing. Triumphs and Challenges Challenges Milestones are frequently missed, foods are forbidden, activities are shunned, and experiences are denied to children with special needs. These obstacles can be particularly difficult for families, making special needs feel like a sad label.
•
Their child's unrealized potential will always sadden some parents, and some conditions worsen over time. Other families may discover that their child's trials
•
sweeten victories and that incredible strengths frequently complement deficits.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education IV.. Four Pillars of Learnin g IV Introduction There is a great need to develop a broader vision of educational goals, to facilitate holistic approaches to reorganizing educational contents, and to build national capacity in developing critical competencies required of all learners through curriculum renewal in emerging knowledge-based societies of the twenty-first century in order to achieve the goals of quality education for all (EFA). Education must respond to demands in two directions in an information-intensive age: on the one hand, it must transmit an increasing amount of constantly evolving knowledge and know-how adapted to a knowledge-driven civilization; on the other hand, it must enable learners not to be overwhelmed by information flows while keeping personal and social development as its end goal. As a result, 'education must...provide maps of a complicated world in perpetual turmoil as well as the compass that will enable people to navigate it'. (p85, Delors et al.) Curriculum evolution is becoming more significant. It is critical that what students learn be relevant to them as individuals and members of society in their current and future settings. It is at the heart of educational processes, allowing students to become responsible citizens, effective workers, caring community members, and life-long learners in an increasingly interdependent society. The purpose of the four pillars of learning proposed by the International Commission for the Twenty-First Century in its report (Delors et al.) to UNESCO, Learning: The Treasure Within, and to consider their implications for curricular change as guiding principles and cross-cutting themes. One primary argument is that, in order for education to achieve its goals, the curriculum should be reorganized or repacked around the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Apply the four pillars of learning-le learning-learning arning to know, know, learning learning to do, do, learning learning to live live together, together, learning to be- in responding to the aspirations of the learner and the community. Key Topics
• •
• •
Learnin g: The Treasure Learnin Treasure Within UNISCO’s Task Force on Education for the Twenty -first Century Century Lifelong Learning Four Pillars of Learning: t o know, to d o, to live together and to be.
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education “Learning: The Treasure Within” Within” ✓
✓
The four pillars of learning is proposed by the International Commission for the first Century chaired by Jacques Delors, in its Report to UNESCO: “ twenty-first twentyLearning: The Treasure Within” Within” A central argument is that if education is to succeed in its task, curriculum curricul um as its core should be restructured or repacked around the four pillars of learning: learning lea rning to kno w, learning learning to do, learnin learnin g to l ive together, and and learning to b e.
UNESCO ✓
United Nations Educational, Scientific and Cultural Organization ✓ Founded in 1945 ✓ Preamble: Since war begins in the mind of men, it is in the minds of men that the defenses of peace must be constructed. ✓ Founding fathers believe: a. In full and equal opportunities for EFA b. In the unrestricted pursuit of objective truth c. In the free exchange of ideas and knowledge ✓
Purpose of the organization: a. Contribute to the peace and security b. Collaboration among nations thru education, science and culture c. Universal respect for justice, for the rule of law and for the human rights and fundamental freedoms d. Without distinction of race, sex, language or religion.
LEARNING TO KNOW ✓ ✓ ✓ ✓ ✓
Learning to KNOW lays the foundations foundations of lifelong learning It is about basic knowledge that we need to be able to understand our environment and to live with dignity It is a about bout competences to acquire info and search actively knowledge It is arousing curiosity, allowing to experience the pleasure of research and discovery It is a about bout developing the powers of concentration, memory and thought
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education ✓
Learning to KNOW is Learning to learn
➢ LET Essential:
Metacognitive skills, curiosity, scientific research, memory concentration, art of discourse, competence in collecting, selecting, processing and managing information, competence in mastering instruments of knowing and understanding.
LEA RNING RNING TO DO ✓
Learning to DO refers to the acquisition of practical skills, but also of social and psychological skills ✓ It refers to an aptitude for teamwork and initiative, and readiness to take risks ✓ It is a about bout personal initiative and the ambition to innovate, and a readiness to take risks. ✓ It is about competence of putting what was learned into practice so as to act creatively to the environment Learning to DO enables us to turn knowledge into effective innovations ✓ From skill and practical know-how to competence ✓
➢ LET Essential:
Occupational Skills, Education for Work, Social Skills, Acquisition of Competence, Competence in cooperatively working in teams, Technical Vocational Education and Training or Tech-Voc, Competence in effectively communicating with.
LEA RNING RNING TO L LIVE IVE TOG TOGETHER ETHER ✓ ✓ ✓ ✓
✓
Learning to live TOGETHER is the pillar that the UNESCO Commission Commissi on emphasizes more than any other. It refers to developing an understanding of others thru dialogue – dialogue – leading leading to empathy, respect and appreciation. And, if we are to understand others, we must first know ourselves. ourselves. It is about about recognizing our growing growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future (peace, education for all, all , environment…) Appreciate the diversity of human race
➢ LET Essential:
Art of dialogue Diplomacy, Peace education, engaging in common projects, interdependence, art of empathy, competence in resolving conflict through This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or peaceful dialogue and negotiation. of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education
LEARNING TO BE ✓
Learning to be is founded on the fundamental principles that education needs
toiscontribute the all-round development each of individual It about thetobroadening of care for each of aspect personality ✓ It deals with the freedom of thought, feeling and imagination that we need to act more independently, with more insight, critically and responsibly. ✓ The end of of education is to discover and open the talents which are hidden like a trea treasure sure withi n a person.
✓
➢ LET Essential:
Human Development, Personality Training Independence, Competence in adapting oneself to changes in life.
Summary of th e Four Four Pillars To Know
To Do
Self-Actualization,
To Be
To Live Li ve Together Acquiring Acquirin g Putting Encouraging Discovering tools for knowledge discovery and others by understanding to work experimentation discovering the world one-self Revalorizing Adopting Access to Acquiring oral culture the scientific technical perspective method and of other professional ethnic, trainings
Expanding general culture
Developing skills for a variety of situations
Exercising the power of concentration, memory and
Exploring innovative and creative abilities in
religious, and social groups. Participating Developing imagination and in projects creativity with people from different groups Acting with Developing greater the ability to autonomy and resolve personal tensions
thought
action
responsibility
and conflicts
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
Northeastern College, Inc.
Santiago City
College of Education Reorientin Re orientin g Curriculu m Objectives Objectives ✓
The pillar of learning to be reflects a shift from an instrumental view of education (e.g economic productivity) to a humanistic view of education that emphasize the
✓
development the complete person. The pillars ofoflearning stresses an important educational goal in contributing to social cohesion, intercultural and international understanding, peaceful interchange, and harmony.
✓
The pillars of learning imply an educational goal in developing a learning society in a new century.
✓
The pillars of learning points points to a goal for much closer linkage between education and the world of work.
Prepared by: Melvin C. Dumelod, LPT
Instructor Emails Cellphone Numbers Facebook Account
:
[email protected] [email protected] : 0953-274-5245 : Melvin Kingson Dumelod
This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or of all its contents is prohibited. © 2021
