FTC3- Chapter 1: Lesson 1 on Higher Education (CHED) in the  NOT being able to balance

WHAT IS TEACHING? Philippines to ensure that graduates professional and personal life.
 engagement with learners to from these recognized programs start  NOT being able to cope up with
enable their understanding and their professional lives with the challenges in teaching
application of knowledge, competence.
concepts and processes. 3. LICENSING - Licensing is a HISTORICAL DEVELOPMENT
 includes deign, context selection, mandatory, not voluntary and is OF TEACHING AS A
delivery, assessment, and administered by a government PROFESSION IN THE
reflection. authority is the Professional PHILIPPINES
Regulation Commission (PRC).
WHY IS TEACHIG IMPORTANT? 4. PROFESSIONAL  There Was No Formal
 provide the power of education DEVELOPMENT - This is an on- Preparation For Teachers
to today’s youth, thereby giving going professional education that During The Pre-hispanic Times.
them the possibility for a better maintains or improves professionals  The formal training of teachers
future. knowledge and skills after they begin began during the Spanish period
 teachers simplify the complex, professional practice. In the when men were trained as
and make abstract concepts Philippines this is Continuing maestros by the Jesuits.
accessible to students. Professional Development mandated  A few years later maestras were
 expose children to ideas and by Republic Act 10912, otherwise also trained.
topics. known as the CPD Act of 2016.  In 1901, a two-year preparation
5. PROFESSIONAL for teachers was given by
DENIFITION OF PROFESSION DEVELOPMENT - professionals Philippine Normal School.
 a type of work that needs special see themselves as part of a  Then the two years became four
training or a particular skill community of like-minded years since the two-year
 a professional is a member of a individuals who put their academic preparation was seen
profession or any person who professional standards above the inadequate.
works in a specifies professional individual self-interest or their  To ensure quality teachers and
activity. employer's self-interest. to make teaching at par with
 The standard of education and 6. CODE OF ETHICS - to ensure other professions, requirement
training that prepares members that its practitioners behave in passing a licensure
of the profession with the responsively. The code states that examination was made
particular knowledge and skills. what professionals should do. mandatory by RA 7836.

TEACHING AS PROFESSION Teaching profession, requires;  1976 – Presidential Decree No.

 If you take teaching as your 1. Long years of initial professional 1006 “Decree of
profession.... You must be education Professionalizing Teaching”
willing to go through a period of 2. The attainment of a Providing for the
preparation and a continuing college/university degree recognized professionalization of teachers,
professional development. by a regulatory body, CHED regulating their practice in the
 You must strive for excellence, 3. A licensure examination called Philippines and for other purposes.
commit yourself to moral, and the Licensure Examination for “In recognition of the vital role of
ethical and religious values and Teachers (LET) teachers in nationbuilding and as an
dedicate yourself to public 4. Continuing Professional incentive to raise the morale of
service. Development teachers, it is imperative that they be
 Type of work that needs special 5. Adhere to the Code of Ethics for considered as professionals and
training or particular skill, often Professional Teachers teaching be recognized as a
one that is respected because it profession”
involves a high level of WHO IS CONSIDERED AS A  Republic Act 7836 “Philippine
education. PROFESSIONAL TEACHER? Teachers Professionalization
Act of 1994”
TEACHING AS A PROFESSION  She/He is the “licensed “promote quality education
 "Highly professional" imply a professional who possess by proper supervision and regulation
code of ethics by which a dignity and reputation, with high of the licensure examination and
professional person abide. moral values as well as technical professionalization of the practice of
 In short, a professional is one and professional the teaching profession.
who conforms to the technical competence..she/he adheres to,
or ethical standards of a observes, and practices a set of Lesson2
profession. ethical and moral principles, TEACHING: MISSION AND/OR
 The two elements of a standards, and values”. (Code of JOB?
profession are competence and a Ethics of Professional Teachers,  If you are doing it only because
code of ethics. 1997) you are paid for it, it’s a job.
 If you are doing it not only for
THE OTHER ELEMENTS OF A THE CHALLENGES OF the pay but also for service, it’s
PROFESSION ARE: TEACHING a mission.
1. INITIAL PROFESSIONAL  Large classes  If you quit because your boss or
EDUCATION - professionals  Heavy workloads colleague criticized you, it’s a
generally begin their professional  Old, out of date material job. If you keep on teaching
lives by completing a university  Lack of material out of love, it’s a mission.
program in their chosen field  Lack of technology  If you teach because it does not
(teacher education, engineering,  Student poverty interfere with your other
nursing and accountancy)  Disrespect from students/parents activities, it’s a job.
2. ACCREDITATION - University  NOT being able to deal with
programs are approved by a problems as they occur.
regulatory body like the Commission
 If you are committed to teaching  The professional teacher’s The Philippine Professional
even if it means letting go other primary responsibility is Standards for Teachers (PPST)
activities, it’s a mission. concentrate in effective teaching.  The PPST, the revised National
 If you quit because no one Competency-Based Teacher
praise or thanks you for what MODELS OF EFFECTIVE Standards (NCBTS), give the
you do, it’s a job. TEACHING Robert Marzano’s teacher professional
 If you remain teaching even Causal Teacher Evaluation Model of competencies in seven domains,
though nobody recognizes your four domains: 37 strands and 148 performance
efforts, it’s mission. It’s hard to 1. CLASSROOM STRATEGIES indicators for four career stages.
get excited about a teaching job. AND BEHAVIORS
 If our concern in teaching is  Involve routine events such as CODE OF ETHICS
success plus faithfulness in our establishing rules and  gives big words like “possess
job, teaching is a mission. procedures. dignity and reputation, with high
 An average school is filled by  Involve addressing content by moral values… adheres to,
teachers doing their teaching job; helping students interact with observes and practices a set of
 A great school is filled with new knowledge, practice and ethical and moral principles,
teachers involved in a mission deepen new knowledge. standards and values”.
of teaching.  Involve events enacted on the  PROFESSIONALISM is
spot such as engaging students, something demanded of teachers
TEACHNG IS A VOCATION establishing and maintaining both as professionals and as a
 Vocation comes from the Latin effective relationship with persons. professionalism is
word “vocare” which means to students and communicating succinctly described in Article
call. high expectations for all the XI of the Code of Ethics for
 Vocation is a strong feeling of students. Professional Teachers
suitability for a articular career  Involve routine events such as  The Code of Ethics for public
or occupation. establishing rules and school teachers adopted Section
 Loving concern for one’s procedures. 7 of Republic Act 4670 cites
student 2.PLANNING AND PREPARING integrity as one essential trait of
 Clarity and patience  Planning and preparing for a professional teacher.
 There is a personal commitment lessons  “LIVE WITH
 Out of service  For use of technology DIGNITY.” :PREMIUM ON
 Self-less  For needs to students receiving SELF-RESPECT AND
 Choice special education SELFDISCIPLINE”,
 For needs of students who lack “MODEL, WORTHY OF
TEACHING IS A MISSION support for schooling EMULATION”
 It comes from the Latin word 3. REFLECTION ON TEACHING
“misio” which is “to send”  Evaluating personal Lesson 2
 We are expected to contribute to performance such as identifying 12 CHARACTERISTICS OF
the betterment of this world in areas of pedagogical strengths EFFECTIVE TEACHER
our unique way. and weaknesses. 1. COMPASSIONATE
 Developing, implementing and  are concerned about
TEACHING AS A MISSION: 3 monitoring a professional student’s personal
ELEMETS growth plan. problems and can relate
1. TEACHER 4. COLLEGIALITY AND to them and their
 The DOER of the PROFESSIONALISM problems
Mission  Promoting positive interactions 2. HAVE A SENSE OF HUMOR
2. MISSION with colleagues, students and  make learning fun and
 To impart knowledge to our parents. do not take everything
students.  Seeking mentorship for areas of seriously
 To teach the child the needed/interest 3. RESPECT STUDENTS
fundamental concepts and  Mentoring other teachers and  do not deliberately
help him master basic skills sharing ideas and strategies embarrass students;
 To influence every child  Adhering to school rules and teachers who give the
entrusted in our care procedures Participating in highest respect get the
 To help trhe child becom school initiatives highest respect
more human. 4. FORGIVING
 “To inform and transform” TEACHING COMPETENCE 5. ADMIT MISTAKES
3. LEARNER 1. Prepare and plan very well for  quick to admit being
 The OBJECT of the mission instruction wrong
 The outcome of the learners 2. Execute or deliver that instruction 6. CULTIVATE A SENSE OF
determine the achievement plan very well because he/she has BELONGING
of the mission. professional knowledge (mastery of  have a way to make
the subject matter) student feel welcome and
Chapter 2: Lesson 1 3. Create a conducive or favorable comfortable in their
THE DEMANDS FROM THE learning environment for diverse classrooms
TEACHER AS A groups of learners 7. PREPARED
PROFESSIONAL 4.  come to class each day
 Teacher suggest that the main ELEMENTS OF TEACHING ready to teach
responsibility of the professional COMPETENCY 8. POSITIVE
teachers is to teach.  Learning competency  have optimistic attitudes
 The teachers primary customer  Social competency about teaching and about
is the learners.  Educational competency students.
 Technological competency
9. HOLD HIGH EXPECTATIONS Article I: Scope and Limitations They may have roles such as
 set no limits on students Section 1. The Philippine Constitution department heads, curriculum
and believe everyone can provides that all educational institution coordinators, or instructional
be successful shall offer quality education for all supervisors. These individuals
10. CREATIVE competent teachers. often provide guidance and
 are resourceful and support to teachers and contribute
inventive in how they QUALITY EDUCATION FOR ALL to the overall functioning of the
teach their class  An education that is well school.
11. FAIR designed to provide the recipient  Persons Performing
 handle students and with an all round development of Administrative Functions: This
grading fairly skills and potential to achieve refers to individuals in leadership
12. DISPLAY A PERSONAL success in their future endeavors positions within the school, such
TOUCH in a society. as principals, vice-principals,
 Approachable deans, or other administrative
 Preschool: This refers to the roles. They are responsible for the
WHAT ARE THE CODE OF earliest stage of formal education, overall management of the school,
ETHICS FOR PROFESSIONAL typically designed for children including budgeting, policy
TEACHERS? between the ages of three and five implementation, and ensuring that
 Primary/Elementary Education: educational goals are met.
 teachers' main responsibilities to This covers the initial years of
their students and defines their formal schooling, usually Article II: The Teacher and the
role in students' lives. comprising grades one through State
 An ethical guidelines and best six, and it serves as the
practices to follow for honesty, foundation for further education.  Schools as Nurseries of Future
integrity, and professionalism.  Secondary/Junior & Senior Citizens: This phrase underscores
 Assist members in understanding High School Education: This the idea that schools are not
the difference between right and includes the later years of formal merely places of instruction, but
wrong and in applying that schooling, often consisting of rather they serve as environments
understanding to their decisions. grades seven through twelve. where young individuals are
 Emphasizes respect for human Secondary education prepares nurtured, educated, and prepared
dignity, academic freedom, students for higher education or to become active and responsible
professional development, and entry into the workforce. members of society. Teachers are
social responsibility.  Academic Institutions: These crucial in this process as they are
 These ethical considerations are schools that focus on the primary guides and mentors
remind us that we are not just traditional subjects such as for students.
teachers who impart knowledge mathematics, science, languages,  Teacher as Trustee of Cultural
but also agents of change who can social studies, and the humanities. and Educational Heritage: This
shape the future of our students  Vocational Institutions: These means that each teacher is
and society schools emphasize practical skills entrusted with the important duty
and hands-on training in specific of safeguarding and passing down
RA 7836 Code of Ethics for trades or industries, preparing the rich cultural and educational
Professional Teachers is a guiding students for specific careers. traditions of the nation. This
principle for teachers to show proper  Special Education Institutions: includes its history, values, beliefs,
behavior around the community at all These cater to students with and knowledge. Teachers are the
times. Teachers should be good role disabilities or special needs, conduits through which this
models for learners. providing tailored education and heritage is imparted to learners.
support.  Obligation to Elevate National
PREAMBLE  Technical Institutions: These Morality: Teachers are obligated
 is an introductory and schools offer specialized training to contribute to the moral
expressionary statement in a in technical fields like development of their students.
document that explains the engineering, computer science, or They are expected to instill values
document's purpose and healthcare. that are in line with the cultural
underlying philosophy.  Non-Formal Education and moral fabric of the nation,
 The Preamble of the Code of Institutions: These encompass promoting ethical behavior and
Ethics for Professional Teachers programs and institutions that good character.
sets the foundation and context provide education outside of the  Promoting National Pride and
for the ethical standards that formal schooling system, often Love of Country: Teachers have
guide the behavior and conduct of targeting adults or those who a role in fostering a sense of
educators. It outlines the were unable to complete belonging and attachment to one's
principles and values that teachers traditional schooling nation. They are tasked with
are expected to uphold in their  Industrial Arts or Vocational instilling a sense of pride in being
professional practice. Teachers: This refers to part of the country and cultivating
educators who specialize in a genuine affection for it.
PREAMBLE OF THE CODE OF teaching practical skills related to  Instilling Allegiance to the
THICS OF PROFESSIONAL specific industries or trades, such Constitution and Authorities:
TEACHERS as woodworking, metalworking, This highlights the importance of
automotive repair, or other civic education. Teachers are
“Teachers are duly licensed technical skills. They play a responsible for educating students
professionals who possesses dignity crucial role in preparing students about the principles and laws
and reputation with high moral values for careers that require hands-on outlined in the constitution. They
as well as technical and professional expertise. also encourage respect and
competence in the practice of their  Persons Performing allegiance to duly constituted
noble profession, they strictly adhere Supervisory Functions: This authorities, which includes
to observe, and practice this set of includes individuals who have government officials and
ethical and moral principles, standards, responsibilities related to institutions.
and values”. overseeing and managing various  Promoting Obedience to State
aspects of the educational process. Laws: Teachers are expected to
 teach students about the 5. LEAVE AND RETIREMENT images. They engage in literacy during
importance of respecting and BENEFITS make-believe play, when scribbling on
abiding by the laws of the state.  Section 24. Study Leave paper and when reading environmental
This helps in creating a culture of  Section 25. Indefinite print such as a stop sign.
lawful behavior and a sense of Leave
civic duty  Section 26. Salary Increase • Older children actively communicate
upon Retirement. with their peers, often through digital
TEACHERS STAKEHOLDERS 6. TEACHER'S ORGANIZATION media. They use literacy as they
1. PRIMARY STAKEHOLDERS  Section 27. Freedom to explore their ideas or interests, seek
 Learners Organize. entertainment, and investigate events
2. SECONDARY happening around the world using a
STAKEHOLDERS EDCK6 Lesson 1 variety of print and digital media.
 Parents Definitions of Traditional
3. EXTERNAL STAKEHOLDERS Literacies • Adults use literacy to read and
 Teaching Community and  Literacy is critical in helping understand directions, recipes,
School & Higher Officials us make meaning of the advertisements, manuals and websites.
world around us. Literacy Throughout their day, they may create
REPUBLIC ACT NO. 4670 includes reading, writing, reports, fill out forms, negotiate
 THE MAGNA CARTA FOR viewing, listening and transactions or analyze information
PUBLIC SCHOOL TEACHERS speaking, but it also
1. DECLARATION OF POLICY encompasses much more. Traditional Literacy
COVERAGE  the quality of being literate;
 Section 1. Declaration of Definition of Literacy knowledge of letters; condition in
Policy • the ability, confidence and respect to education, esp. ability
 Section 2. Title Definition. willingness to engage with to read and write" (OED Online,
2. RECRUITMENT AND language to acquire, construct "literacy," 2nd ed.)
CAREER and communicate meaning in  Traditional literacy is the building
 Section 3. Recruitment and all aspects of daily living. block for all other literacies;
Qualification (Alberta Education, 2015). without it, they would be
 Section 4. Probationary • capacity to communicate impossible to master.
Period using inscribed, printed, or
 Section 5. Tenure of electronic signs or symbols for Functional Literacy
Office. representing language. Literacy  Person who can engage in all
 Section 6. Consent for is customarily contrasted with those activities in which literacy
Transfer Transportation orality (oral tradition), which is required for effective function
Expenses. encompasses a broad set of of his or her group and
 Section 7. Code of strategies for communicating community and also for enabling
Professional Conduct for through oral and aural media. In him or her to continue to use
Teachers. real world situations, however, reading, writing and calculation
 Section 8. Safeguards in literate and oral modes of for his or her own and the
Disciplinary Procedure. communication coexist and community’s development.
 Section 9. Administrative interact, not only within the  the phrase describes those
Charges same culture but also within the approaches to literacy which
 Section 10. No very same individual. (Foley, stress the acquisition of
Discrimination. There 2019). appropriate verbal, cognitive, and
shall be no discrimination computational skills to
whatsoever in entrance to Why is literacy so important? accomplish practical ends in
the teaching profession, or  Literacy, along with numeracy, culturally specific settings.
during its exercise, or in opens doors and
the termination of services, opportunities for individuals Early Literacy/ Emergent Literacy
based on other than to acquire the knowledge  those behaviors shown by very
professional consideration. they need to achieve personal young children as they begin to
 Section 11. goals and build a better respond to and approximate
 Section 12. quality of life. It lays the reading and writing acts."
3. HOURS OF WORK AND foundation for lifelong However, literacy goes beyond
REMUNERATION learning and active reading and writing. It
 Section 13. Teaching participation in society. encompasses "the interrelatedness
Hours. Literacy is essential for of language: speaking, listening,
 Section 14. Additional sharing histories, personal reading, writing, and viewing."
Compensation. experiences and stories about  Children start to learn language
 Section 18. Cost of Living traditions and the past. from the day they are born. As
Allowance. they grow and develop, their
 Section 19. Special How do we use literacy throughout speech and language skills
Hardship Allowances. life? become increasingly more
 Section 20. Salaries to be  Literacy is learned, applied, and complex. They learn to
Paid in Legal Tender developed throughout our lifetime understand and use language to
 Section 21. Deductions and is nurtured through families express their ideas, thoughts, and
Prohibited and communities. feelings, and to communicate
4. HEALTH MEASURES AND with others. During early speech
INJURY BENEFITS • Babies communicate their needs and and language development,
 Section 22. Medical feelings to their parents through sound, children learn skills that are
Examination and gesture and body language. Oral important to the development of
Treatment. language development lays the literacy (reading and
 Section 23. Compensation foundation for later literacy learning. writing)
For Injuries.
• Young children develop literacy as
they discover stories, songs and visual
Basic Literacy and skills their interests (Banks, 1996), to ecosystems) and using those
 Literacy skills are all the skills uncover the assumptions of principles for creating sustainable
needed for reading and writing. knowledge, to view knowledge human communities. The term
They include such things as from diverse ethnic and cultural was coined by American educator
awareness of the sounds of perspective, and to use knowledge David W. Orr and physicist
language, awareness of print, and to guided action that will create a Fritjof Capra in the 1990s -
the relationship between letters humane and just world (Boutte, thereby a new value entered
and sounds. Other literacy skills 2008). education; the “well-being of the
include vocabulary, spelling, and  Global Literacy aims to address earth”.
comprehension. issues of globalization, racism, 7. Arts and Creativity Literacy
diversity and social justice (Guo,  is a concept that looks beyond
Literacy and Human History 2014). It requires awareness and sitting with a book. It is a
 Evidence from around the world action, consistent with a broad “holistic” approach, in that it
has established that literacy is not understanding of humanity, the incorporates activities that can
defined by any single skill or planet, and the impact of human strengthen reading skills, but are
practice. Rather, it takes myriad decision on both. Global Literacy more focused on broader learning.
forms, depending largely on the also aims to empower students In many cases it is an activity that
nature of the written symbols (e.g., with knowledge and take action to on the surface doesn’t even look
pictographs to depict concepts, or make a positive impact in the like it’s related to literacy or
letters to denote specific sounds world and their local community learning to read.
of a syllable) and the physical (Guo, 2014).
material that is used to display the 2. Social Literacy The Critical Attributes of 21st
writing (e.g., stone, paper, or a  implies a level of skill in being Century Education
computer screen). Also important, able to form respectful  The world of teachers and
however, is the particular cultural relationships. It implies learning students is expected to continue to
function that the written text about the give and take of change dramatically throughout
performs for readers. Ancient and interacting with others. It includes the 21st century and beyond.
medieval literacy, for instance, the delicate, delightful and There is a paradigm shift in the
was restricted to very few and sometimes very painful dance of way teaching and learning is
was at first employed primarily sharing with others and allowing delivered. As a 21st century
for record keeping. It did not them to be ‘real’ to us—beyond teacher, you need to develop
immediately displace oral stereotypes and labels and beyond essential knowledge, skills,
tradition as the chief mode of simply being a means to fulfill attitudes, and values to be able to
communication. By contrast, our own needs. cope with these changes and to
production of written texts in 3. Media Literacy help your students address them
contemporary society is  is the ability to identify different as well.
widespread and indeed depends types of media and the messages 1. Integrated and Interdisciplinary
on broad general literacy, widely they are sending. When we speak  Nowadays, knowledge is no
distributed printed materials, and of media, it encompasses print longer distinctly divided into
mass readership. media, such as newspapers, clear-cut learning chunks or
magazines and posters, and separate subjects. Education in
Writing Systems theatrical presentations, tweets, the 21st century is characterized
 Several types of writing systems radio broadcasts, etc. Being able by linkages among various
evolved alongside the physical to understand these various forms subject areas in an integrated
surfaces that accommodated them. of information with an ability to manner. The new approach
The earliest of those systems make sense of what is presented is promotes the utilization of
included ideographic scripts, key. learning from various disciplines.
which use abstract symbols to 4. Financial Literacy 2. Technologies and Multimedia
represent concepts rather than  Financial literacy is the ability to  Education in the 21st century
words, and pictographic symbols, understand and effectively use makes full use of available
which represent concepts by various financial skills, including Information and Communication
visually depicting them. personal financial management, Technology, or ICT (e.g.,
Logographic systems use signs budgeting, and investing. People computers and the internet) as
called logograms to represent who are financially literate are well as multimedia (e.g., using
either words or morphemes generally less vulnerable to audio- and video-based
(linguistically, the smallest units financial fraud. A strong instruction) to improve teaching
of semantic meaning); Egyptian foundation of financial literacy and learning activities. The ability
hieroglyphics and the cuneiform can help support various life goals, to find, evaluate, utilize, and
scripts of the ancient Middle East such as saving for education or create information using
provide examples. Chinese retirement, using debt responsibly, technologies and multimedia, or
characters are logograms that can and running a business. digital technology in general, is
contain phonetic information and 5. Digital Literacy referred to as digital literacy. As a
can stand for related or unrelated  means having the skills you need teacher, some of your day-to-day
concepts in other East Asian to live, learn, and work in a activities – writing reports,
languages, including Japanese, society where communication and creating multimedia presentations,
Korean, and Vietnamese access to information is and communicating or
increasingly through digital exchanging information with your
Definitions of 21st Century technologies like internet colleagues and students online –
Literacies and Critical Attributes of platforms, social media, and require different levels of digital
21st Century Education mobile devices. literacy. As such, it is important
6. Eco- Literacy for you to develop your digital
21st century literacies and skills  is the ability to understand the literacy skills so that you can in
1. Globalization and multi-cultural natural systems that make life on turn pass these on to your learners.
literacy earth possible. To be ecoliterate 3. Global Classrooms
 Multicultural Literacy consists of means understanding the  Education in the 21st century
the skills and ability to identify principles of organization of aims to produce global citizens by
the creators of knowledge and ecological communities (i.e. exposing students to the concerns
 of the region and other countries. making. It relies heavily on Phonological awareness
They are encouraged to react and student-driven activities to  The child develops that language
respond to issues as part of their encourage active learning. This can be broken into words,
roles as global citizens. implies that teachers of the 21st syllables, and smaller units of
century need to be knowledgeable sounds.
4. Creating/Adapting to Constant about research to guide their
Personal and Social Change, and students’ learning through self- Alphabet knowledge
Lifelong Learning directed activities, such as  The children demonstrates
 Education in the 21st century learning projects within and knowledge of the alphabet.
subscribes to the belief that outside their classrooms.
learning does not only happen Investigatory projects showcased Comprehension
inside the school and during one’s in many science fairs across  Children gain understanding
schooling years. Learning can Southeast Asia and in the world about language and reading
take place anywhere, anytime, are examples of research-based through their interactions with
regardless of one’s age. activities of students. verbal language, print, and daily
 This means that teachers should 8. Relevant, Rigorous and Real- routines.
facilitate students’ acquisition of world
KSAVs that go beyond academics.  Education in the 21st century is Strategies for the Development of
Learning should take place not meaningful because it is rooted in Emergent Literacy Skills and
only for the purpose of passing real life day-to-day activities of Teaching Resources
exams, but also for transferring learners. It can be applied to the
knowledge to real life situations. realities of the present and What is literacy?
The curriculum should be planned includes what students need to -It is also a key ability expected
in such a way that the students develop to enable them to become outcome of schooling – the ability to
will continue to learn even productive members of the 21st interpret, critically evaluate, and
outside the school’s portals. century. communicate messages.
 This critical attribute implies that
5. Student-Centered topics are taught using current TYPES OF LITERACY
 Education in the 21st century is and relevant information and 1. Digital Literacy
focused on students as learners. It linked to real-life situations and 2. Game Literacy
is tailor-fit to address the context. As a 21st century teacher, 3. Media Literacy
individual learning needs of each you need to be updated on the 4. News Literacy
student. Differentiated instruction current trends, developments, and 5. Health/Financial Literacy
is common in 21st century issues in your school, community, 6. Data Literacy
classrooms, where diverse student and in the world, so that your 7. Visual Literacy
factors are taken into account teaching will be relevant to the 8. Reading and Writing
when planning and delivering lives of your students.
instruction. You, as a teacher, can Newspapers, TV and radio news, What is Emergent Literacy?
structure learning environments and the internet are good sources  Emergent literacy is the
that address the variety of of relevant and up-to-date development of skills, knowledge,
learning styles, interests, needs, information that you can access. and attitudes that precede reading
and abilities found in your and writing. It consists of two
classroom. Strategies for the Development of domains: inside-out skills
 This critical attribute implies that Emergent Literacy Skills (phonological awareness and
teachers should act as facilitators • Emergent literacy is the letter knowledge) and outside-in
of learning — not as “sages on developmental process that begins at skills (language and conceptual
the stage” but as “guides on the birth whereby children acquire the knowledge).
side.” Learners should be given foundation for reading and writing.  Emergent Literacy, defined as the
opportunities to discover new • “The term ‘emergent literacy’ is used “skills, knowledge, and attitudes
knowledge, learn with one to denote the idea that the acquisition that are developmental precursors
another, and create their own of literacy is best conceptualized as a to reading and writing”
learnings. developmental continuum, with its (Whitehurst & Logan, 1998, p.
6. 21st Century Skills origins early in the life of a child, 848) begins to grow during
 Education in the 21st century rather than as an all-or-none preschool and is predictive of
promotes the skills needed to be phenomenon that begins when children later reading skills (Lonigan,
productive members of today’s start school” Schattschneider, & Westberg,
society. It is not enough for 2008).
students to learn the basic skills of Vocabulary Development
reading, writing, and numeracy,  The child understands and uses What is Teaching Strategies?
but should develop in themselves increasingly complex vocabulary.  Focusing on memory and various
skills that would help them cope domains. It presents a revised
with life and work in 21st century Concepts of Prints definition of strategy, discusses a
communities. These skills include,  Children develop the more precise model of strategy
among others, critical and understanding that different forms functioning, reviews recent
creative thinking skills, problem of print, such as signs, letters, research, compares tactics to
solving and decision making, and menus, storybooks, and strategy instruction, and considers
ICT literacy and skills. As a magazines have different alternatives for children who
teacher, you are expected to functions. cannot execute cognitive
possess these 21st century skills strategies.
before you can help your students Book handling skills  It is a guide to effective
develop these skills.  Children learn to hold books side instruction. It helps teachers to
7. Project-Based and Research- up and turn the pages one at a draw on ideas as they make
Driven time in order to view the decisions about which teaching
 Among the critical attributes of illustrations and to gain a sense of techniques most appropriate for
21st century education is the the story or content. all students to learn.
emphasis on data, information,
and evidence-based decision
What is Teaching Resources? Children will be able to identify - Whole Class
 It emphasizes the importance of the traits of the characters and - Problem Solving
defining conditions and methods with the help of the teachers, they
to encourage active learning, skill can also acquire great Lesson 4: 21st Century Literacy
development, and the adoption of characteristics from the characters Skills and Teaching Resources
desirable values and attitudes in in that story.
students. Student-led learning
 Teaching and learning resources: Fact and Opinion  It is also known as Cooperative
• text books and novels.  Having the ability to distinguish learning in which students work
• film and television. the difference between fact and together in small groups to help
• plays. opinion will enable them to have each other learn academic
• radio programs and podcasts. a deeper sense of thinking. contents. It is a structure of
• multimedia, applications, interaction designed to facilitate
software, platforms and games. Tips on How to teach beginning the accomplishment of a specific
• social media. literacy skills end product or goal through
• digital learning resources • Focus on the sound over the letter people working together in groups.
including video, audio, text, websites, names
animations and images. • Incorporate Phonics Collaborative Activities
• Balance Phonics and sight words  In this mode, each student makes
Resources that are focused on ways • Keep it light progress individually in-lined
to support teaching and learning. • Practice the child through with the progress made by others.
conversation These students come together to
Pictures and objects • Play word games work on a project as a team. Each
 Establish predictable routines Phonemics student is responsible for their
through pictures and other objects.  is the smallest unit of sound own individual work separately.
When routines are established, within a letter, it is what that The students are also in-charge of
children begin to learn about specific letter make when you the work of the team as a whole.
objects and vocabulary associated pronounce it. The letter “A” It helps the students to recognize
with certain activities. produce a sound “ah” while the the aspect of difference, both
Letters and words letter “B” produces a “buh” sound. themselves and in others through
 Create a communication-rich With this, the child will be able to working separately but in tandem
environment with meaningful be familiar with regards to what it Think-Pair-Share
activities in the natural context. sounds like.  Also called turn & talk. Teacher
The development of a wide range Teaching Resources poses a question to the group, and
of vocabulary and concepts are • Books each student has a minute or two
essential to success in literacy • Magazine to think about the question. Then,
Sounds • Charts they turn and discuss with
 Provide concrete language- • Toys someone sitting next to them, and
embedded experiences. Children • Online Application then share with the whole class
who are blind or visually Collaborative Learning
impaired need the opportunity to Lesson 3: Developing Functional  The learning is group-structured.
experience things through hands- Literacy. This means that the students
on activities that are meaningful What is functional literacy? organize and divide the work
and fun  Functional literacy is defined by between themselves. They also
Read aloud experiences UNESCO in 1960 as a set of organize the workforce among
 Read aloud! A young child and tangible skills: reading and themselves.
adult explore a tactile book writing, which in the context of a  The students outsource for
together. Many children benefit globalizing world, means from a materials that will aid them in
from reading aloud. It is a time simple process of acquiring basic completing the task.
for them to enjoy special cognitive skills to "using these  The activities done by the group
individual attention, to reinforce skills in ways to contribute to are generally not monitored by
language and concept socio- economic development, to the teacher. However, the teacher
development, and to work on developing the capacity for social can offer assistance if requested
book handling skills. In order for awareness and critical reflection by the learners.
the experience to be pleasant and as a basis for personal and social  The students do their own
meaningful, however it is change. It is understood as the assessment of both their
important to follow a basic tips. ability to read, write and perform individual and group
basic mathematical calculations. performances.
Lesson 2: Beginning Reading Skill
and Teaching Resources. What is participatory approach? Inquiry-based Classroom
Audience and Purpose  It is known as Freirean Approach  It is sometimes termed
 When using a story book, we (Paulo Freire) is a teaching "discovery", "heuristic", and
should know our audience for us strategy that incorporates themes "problem-solving" method. It is
to be able to pick a more suitable or content area that are of interest an approach to learning that
content for them, we should to the learners. Its goal is to help emphasizes the learning process.
consider the topic that they can student to understand the social, Rather than the teacher telling the
easily grasp. Know your purpose, historical, and cultural forces that students what they need to know,
why did you pick this specific affects their lives and to help students are encourage to explore
story to read for the child? Will empower students to take action the material, ask questions, and
the child learn something from and make decision in order to share ideas.
this? gain control over their lives.
Exploring Characters and  Participatory Approach Suggested Higher Order Thinking Skills
Perspective Activities  series of important competencies
 Using a story as a teaching - Pair Work that individuals can utilize in
resource offers a wide range of - Two Way Dialogue order to improve learning
learning to the child as it can also - Group work progress and critical thinking.
hone their social-emotional skills. - Problem Positing
 HOTS requires that we do 5. Globalization is inevitable and GLOBALIZATION +
something with the facts. We irreversible MULTICULTURAL
must understand them, infer from 6. Globalization has linked politics  Surry County Schools is located
them, connect them to other facts with economics in a rural community. In order for
and concepts, categorize them, 7. Globalization means raised our students to achieve success in
manipulate them, put them standards of living the 21st Century, we need to
together in new or novel ways, 8. Globalization demands and respects provide opportunities for them to
and apply them as we seek new excellence be bilingual and to interact with
solutions to new problems. other cultures. Surry County
GLOBALIZATION: Schools is developing bilingual
Creative Learning IMPORTANCE students through the use of:
 Creative learning is not 1. Allows access to new culture
memorizing information. It's 2. Needed for spreading technology 1. Rosetta Stone - This bilingual
building knowledge and and information program was purchased for all
developing skills using creative 3. Helps with economic growth elementary and middle schools in the
techniques. Rather than dictating 4. Ensure better job opportunities district. Elementary school computer
how information should be 5. Lower the cost of commodities lab teachers set up a wonderful
absorbed, creative education— 6. Erases the borders learning environment for elementary
guides the learner through the 7. Brings better acceptance of self students. In the middle schools,
instruction process using creative 8. Makes us more productive students are learning multiple
methods 9. Promotes cultural diversity languages through the use of Rosetta
 It is the process of acquiring 10. Prepares us for future challenges Stone on their laptops through the 1:1
knowledge and abilities using Laptop Initiative. Students are learning
creative processes. In other words, GLOBALIZATION IN RELATION to speak Spanish or Mandarin Chinese
creating theories, tests, stories, TO EDUCATION in the elementary grades and any
solutions, analysis and designs as  Globalization and education then chosen language in the middle grades.
supposed to simply trying to come to affect one another
memorize information. through mutual goals of preparing 2. Virtual High Schools -(North
young people for successful Carolina Virtual Public High School)
Globalization and Multicultural futures during which their nations is committed to raising achievement
Literacy will grow increasingly connected. and closing learning gaps with 21st
 is the process of interaction and  Globalization enhances the Century innovations. The mission is to
integration among people, student's ability to acquire and provide skills, student support, and
companies, and governments utilize knowledge. Globalization opportunities for learners to succeed in
worldwide is the integration of enhances the ability of learners to a globally competitive world. Seventy-
national economies through trade, access, assess, adopt, and apply two (72) courses are provided
investment, capital flow, labor knowledge, to think including world languages.
migration, and technology. independently to exercise
 enables countries to liberalize appropriate judgment and to 3. Skype- This technology is utilized
their import protocols and collaborate with others to make throughout the school district to allow
welcome foreign investment into sense of new situations students to gain experiences about
sectors that are the mainstays of other cultures by contacting and seeing
its economy. MULTICULTURAL LITERACY other people from different countries.
 countries liberalize their visa rules  it consists of the skills and ability They are putting their language skills
and procedures so as to permit the to identify the creators of to the test. Skype is also used for in-
free flow of people from country knowledge and their interests, to house and school-to-school
to country uncover the assumptions of communication as well.
 also means that countries of the knowledge, to view knowledge
world subscribe to the rules and from diverse ethnic and cultural MUSUEM DEFINITION
procedures of the WTO or the perspective, and to use knowledge  Is a not-for-profit, permanent
World Trade Organization that to guided action that will create a institution in the service of
oversees the terms and conditions humane and just world. society that researchers, collects,
of trade between countries. conserves, interpret, and exhibit
 MULTICULTURAL + GLOBAL tangible and intangible heritage.
GLOBAL LITERACY LITERACY Open to the public, accessible
 Global Literacy aims to address How are Multicultural and Global and inclusive, museum foster
issues of globalization, diversity, Literacy Interconnected? diversity, and sustainability.
and social justice. It requires  Every classroom contains They operate and communicate
awareness and action, consistent students of different race, religion, ethically, professionally, and
with a broad understanding of and cultural groups. Students with participation of
humanity, the planet, and the embrace diverse behaviors, communities, offering varied
impact of human decision on both. cultural values, patterns of experiences for education,
 Global Literacy also aims to practice, and communication. Yet enjoyment, reflection and
empower students with they all share one commonality: knowledge sharing.
knowledge and take action to their educational opportunity.
make a positive impact in the  Teachers should teach their Etymology of Museum
world and their local community. students that other cultures exist  “museum” is a Latin word
and that these deserve to be  Plural- museua
GLOBALIZATION: acknowledged and respected.  Greek= mousa=”muse”= a soure
CHARACTERISTICS Integrating a variety of cultural of inspiration
1. Globalization is basically a ‘mindset’ context into lessons and activities, mouseion= “seat of the
2. Globalization is an opportunity teaches students to view the world muses”
3. Globalization means from many angles, creates a = philosophical place for
“interdependence” respect for diversity and enables contemplation
4. Globalization puts technology in students to learn exciting
service of mankind information Tangible
 Movable (clothes, paintings etc)
 Immovable (ancestral house, old learning environment to accomplishments in the classroom
churches/building, forts) encourage continuous learning and provide opportunities to the
learners.
Intangible 4. Creative
 Songs, dance, ritual, beliefs,  Student’ deep learning is Models of alternative assessment
folklores supported when educators use the 1. Emergent assessment
learning environment to  is based on Michael Scriven’s
Learning museums’ 3 context creatively use of elements within goal free evaluation model (1967)
1. Physical context the learning environment  examines how and what the
2. Personal context educational program and
3. Socio-cultural context 5. Combined instruction are doing to address
 Student’ deep learning is the needs of students.
Key factors that influence the supported when educators use the 2. Developmental assessment
Physical context learning environment to suit a  focuses on determining the extent
1. Advance organizers diversity of pedagogies, strategies, that students have developed their
2. Orientation to the physical space resources, and students’ needs. competencies from instruction.
3. Architecture and large scale  adopts pre-test methodology
environment 6. Constructive 3. Authentic assessment
4. Design and exposure to exhibits and  Student’ deep learning is  The most popular model for
programs supported when educators use the alternative assessment.
5. Subsequent reinforcing events and learning environment to create an  Refers to the use of assessment
experience outside the musuem atmosphere that is conducive to strategies or tools that allow
the construction of learning learners to perform or create a
Key factors that influence the product that is meaningful to the
Personal context EDCK3 learners as they are based on real-
1. Visits motivation and expectations Alternative Assessment world contexts.
2. Prior knowledge
3. Prior experiences Assessment Different Principles in assessing
4. Prior interests  as a process of gathering and/or learning using alternative methods
5. Choice control learning qualitative data for the 1. Assessment is both process- and
purpose of making decisions product-oriented
Key factors that influence the Socio- 2. Assessment should focus on
Cultural context Assessment of learning higher-order cognitive outcomes.
1. Social mediation within the group  the systematic and purpose- 3. Assessment can include a
2. Mediation by others outside the oriented collection, analysis, and measure of non cognitive learning
immediate social group interpretation of evidence of outcomes.
student learning. 4. Assessment should reflect real-
Teaching in Museums Assessment for learning life or real-world contexts.
 Sift in authority between  The use of assessment to identify 5. Assessment must be
educators and students the needs of students in order to comprehensive and holistic
 Students given more control over modify instruction or the learning 6. Assessment should lead to student
their learning activities in the classroom. learning
 Social learning encouraged Traditional assessment
 the use of traditional assessment Characteristics of s good
strategies or tools to provide peformance assessment
Deep Learning information on student learning. 1. It is authentic, that is, it includes
 The process of developing skills  Typically objective (e.g, multipe performance tasks that are meaningful
that will allow students to apply choice) and subjective (e.g, essay) and realistic.
learning from one learning area paper-and-pencil tests are used to 2. It provides opportunities for students
into another learning area or assess students. to show both what they know and how
completely different situation.  Often used as the basis for well they can do what they know.
evaluating and grading students. 3. It allows students to be involved in
Curated Learning Alternative assessment the process of evaluating their own and
 A pedagogical approach hat  The use of alternative or non- their peers’ performance and output
involves purposeful selection, traditional assessment strategies 4. It assesses more complex skills
manipulation, and use of elements or tools to collect information on 5. It explains the task, required
within a learning environment to student learning. elements, and scoring criteria to the
set up conditioned for students’ Performance assessment student before the start of the activity
deep learning.  refers to assessing student and the assessment.
learning by requiring a student to
6Cs of Curated Learning(Princples) perform a task or develop a Portfolio assessment
1. Connected product as a demonstration of  is an alternative to pen-and-paper
 Student’ deep learning is one’s learning. objective test as an approach to
supported when educators use the Portfolio assessment assessing students’ learning.
learning environment for  pertains to students’ construction  It is a purposeful, ongoing,
connected learning. and use of portfolios in a dynamic, and collaborative
purposeful and systematic manner process of gathering multiple
2. Collaborative in order to document their indicators of the students’ growth
 Student’ deep learning is progress in the attainment of and development in a course or
supported when educators use the learning targets. program of study.
learning environment to promote Portfolio
collaborative engagements  a collection of learning and How do we do portfolio assessment?
performance artifacts by a student In doing portfolio assessment, one
3. Continuous and is typically accompanied by should be guided by the content,
 Student’ deep learning is personal narratives and reflection. learning, ad equity principles.
supported when educators use the  allows student to document and 1. Content principle
demonstrate their
 suggests that portfolios should  The ability to use sensory cues t due to repetitive failures. The
reflect the subject matter that I guide motor activity development of mathematics skills
important for the students to learn.  Illustrative verbs: adjusts, begins in the primary and intermediate
2. Learning principle describes, detects, identifies levels, so when repeated failures and
 suggest that portfolios should 2. Set Level disappointments happen in these levels,
enable the students to become  The mental, physical, and the mathematics anxiety begins to
active and thoughtful learners emotional sets that predispose a manifest at the intermediate grades.
3. Equity principle person’s response to different
 explains that portfolios should situations. The mathematics curriculum
allow students to demonstrate  Illustrative verbs: begins, displays, framework of the Philippines
their learning styles and multiple knows, recognizes, shows, states  put critical thinking and
intelligence. 3. Guided response Level problem-solving skills as the
 Demonstration of a complex skill goals of learning and teaching
3 Types of portfolio through guided practice like mathematics.
1. Working Portfolio imitation and trial and error. Spiral progression
 is a collection of a students’ day-  Illustrative verbs: copies,  ensures seamless integration of
to-day works that reflect his or performs, follows, reacts, respond content standards.
her learning. 4. Mechanism Level Content standards
2. Show Portfolio  Learned responses have become  are broad descriptions of what the
 is a collection of a students’ best habitual and movements can be students should learn.
works. performed with some degree of Performance standards
3. Documentary Portfolio confidence and proficiency  outline what the students should
 is a combination of a working and  Illustrative verbs: assembles, be able to do once the concepts
show a portfolio dismantles, fixes, manipulates, and skills are taught.
plays
Steps in Portfolio Development Learning competencies
1. Set Goals 5. Complex overt response Level  are logically-arranged objectives
2. Collect  Performance of motor acts that that must be aimed in classroom
3. Select involve complex movement instruction for the students to
4. Organize patterns in a quick, accurate , and achieve the required content and
5. Reflect highly coordinated manner. performance standards.
6. Evaluate  Illustrative verbs: assembles,
7. Confer dismantles, fixes, manipulates,
8. Exhibit plays 5 simple steps in the concept
6. Adaptation Level attainment strategy
Taxonomy of Educational  Psychomotor skills are well 1. Presentation of examples and
Objectives in the Affective Domain developed and the person can non-examples
1. Receiving Level modify movement patterns to fit  Alternately give examples and
 Awareness or passive to a special requirements. non-examples. The students
phenomenon or stimulus  Illustrative verbs: adapts, alters, should be able to guess some
 Illustrative verbs: asks, chooses, modifies, rearranges, varies. common attributes based on the
holds, identifies, listens 7. Origination Level examples alone. Non-examples
2. Responding Level  Creating new movement patterns are given to confirm their guesses.
 Active attention and response to a to fit a particular situation or 2. Listing of common attribute
particular phenomenon or specific problems. Learning  List down the common attributes
stimulus outcomes emphasize creativity given by the students. This may
 Illustrative verbs: answers, based upon highly developed be done as a whole class or by
complies, participates, practices, skills. pairs or triads first. Some listed
writes  Illustrative verbs: arranges, builds, attributes may be later crossed out
3. Valuing Level combines, creates, designs. is the listing of examples and non-
 Attaching value or worth to a examples go on.
phenomenon or object. Valuing
may range from acceptance to ESC14 3. Adding student-given example
commitment. Chapter 1:  Ask the students to provide their
 Illustrative verbs:completes, own examples based on the listed.
demonstrates, differentiates, Mathematics in the Intermediate Then confirm whether their
explains, justifies. grades suggestion is indeed an example.
4. Organization Level  Mathematics as a subject has a Based on the students’ answers,
 Organizing values into priorities unique nature that demands a some of the attributes may be
by comparing, relating, and special and distinct approach to revised to make them clearer for
synthesizing specific values. make learning interesting, the students.
 Illustrative verbs: adheres, challenging, and fun for the 4. Defining the mathematical term
defends, integrates, organizes, learners.  Help the students come up with a
synthesizes  This unique nature of word or phrase for the concept.
5. Internalizing mathematics must be learned and The exact term may not come
values/characterization by a value or understood by mathematics from them, especially when it is
value complex Level teachers. too technical (e.g., polyhedron),
 Having a personal value system but the etymology of the word
that is now a characteristic of the 5 Content areas may be derived from them (e.g.,
learner.  Numbers and Number Sense many polygonal faces).
 Illustrative verbs: acts, displays,  Geometry 5. Checking of understanding
influences, solves, verifies  Patterns and Algebra  To verify that the students have
 Measurement understood the concept, give them
Taxonomy of Educational  Statistics and Probability a list and ask them whether each
Objectives in the Psychomotor item on it is an example or a non-
Domain Math anxiety is fear, tension, or stress example.
1. Perception Level associated with mathematics usually
Game based-learning interactions and interrelations of more likely to be informed about
 games are used to explore individuals and groups. HIV/AIDS than illiterate women.
mathematical concepts and COMMUNITY  Quality education reduces
processes or cater mathematical  A group of people with diverse malnutrition. At school, children
investigation. characteristics who are linked by are introduced to good hygiene
 Games are used to practice social ties, share common and nutrition practices. The
mathematical skills. perspectives, and engage in joint canteen offers a complete and
 Games associate mathematics action in geographical locations balanced meal.
with positive feelings like or settings. 3. Quality Education promotes the
excitement, victory, and fun EDUCATION well-being of Children
competition.  The process of teaching and  Access to quality education
 games give a venue for students learning, or the organizations enables children to develop and
to communicate and defend their such as schools where this flourish.
ideas while at the same time process happens  Educated children have more
learning from each other in a fear- SOCIAL INTERACTION confidence in themselves and
free environment  A social interaction is an event their abilities.
that occurs between two or more  They acquire the keys to solve
Characteristics of a game that has individuals. They each use everyday problems and to prepare
instructional value culturally approved methods to their future.
1. The game has two or more communicate certain things or 4. Quality Education, a key to
opposing teams. perform appropriate actions. Women's Empowerment
2. The game has a goal and the Information is exchanged as a  Girls who complete primary
players have to make a finite result of social interaction. education are more likely to find
number of moves to reach the employment and be financially
goal stated. Each move is the independent.
result of a decision made, SCHOOL CULTURE  Educating girls has prevented
3. There is a set of rules that govern  According to Fullan (2007) more than 30 million deaths of
decision-making. school culture can be defined as children and under-fives and more
4. The rules are based on the guiding beliefs and values than 100 million deaths of adults
mathematical ideas. evident in the way a school aged 15 to 60 (The Learning
5. The game ends when the goal is operates. Generation).
reached.  ‘School culture’ can be used to  Universal secondary education
encompass all the attitudes, could virtually end child marriage
A teacher has three(3) important expected behaviors and values (Missed opportunities: the high
tasks in a lesson that implements that impact how the school cost of not educating girls,
game-based learning strategy: operates. Worldbank, 2018).
1. lay down rules clearly, 5. Quality Education, to Promote
2. observe, assess, and process students’ Impact of Education to School Peace
understanding, and  Without education, no social,  If the secondary school enrolment
3. work with students who need health, economic and political rate is above the average of 10%,
additional help. progress is possible. Investing in the risk of war is reduced by
education is therefore essential for almost 3% (World Bank, 2005).
Manipulatives the future of the world. For over  Education provides a sense of
 are concrete objects like blocks, 40 years, Action Education acts stability and hope for the future
tiles, and geometric figures that on the ground to promote access and helps to heal the trauma of
the students can interact with to a quality education for all, pandemic, natural disaster and
(touch and move) in order to mainly for vulnerable and conflict.
develop a conceptual marginalised populations.
understanding of mathematics
concepts. 1. Quality Education Reduces 6. Quality Education, to adapt to
Poverty Climate Change
Friedrich Froebel and Maria  If all children in low-income  If the secondary school enrolment
Montessori countries left school able to read, rate is above the average of 10%,
 Educators who advanced the use global poverty would fall by 12 %. the risk of war is reduced by
of manipulatives in classroom  If all adults completed secondary almost 3% (World Bank, 2005).
instruction in modern times education, 420 million people  Education provides a sense of
could be lifted out of poverty, stability and hope for the future
reducing the total number of poor and helps to heal the trauma of
people by more than half pandemic, natural disaster and
FTC4 worldwide. conflict.
Lesson 1:Introduction to Society,  An extra year of school can
Community and Education-Defining increase men's income by at least Education is an important
the Basic Concepts 10 %, women's income by at least tool for community development
20 %. because it helps to create a sense of
 Education or school is an 2. Quality Education Prevents community identity and shared
institution created by society. disease and malnutrition purpose. It can also help to build the
Education is a function of society  Quality education can prevent skills and knowledge needed for
and as such arises from the nature preventable diseases and improve people to work together to address
and character of society itself. treatment uptake. A child under common problems. Education can also
the age of five is twice as likely to play a role in developing the leadership
SOCIETY survive if his or her mother can skills needed to guide community
 We can define society as a group read and write (UN, 2011). development efforts.
of people who share a common  Quality education also helps to
culture, occupy a particular limit the impact of major A well-educated community
territorial area and feel pandemics. Women with can take advantage of the opportunities
themselves to constitute a unified secondary education are 5 times available to them. They are more likely
and distinct entity. It is the mutual to be able to start businesses, create
jobs, and contribute to the overall  Education and literacy are the Types of Social Interaction
economy of their community. vehicles for social change 1. Cooperation
Education also helps to create  Occurs when two or more persons
productive citizens who are engaged in 4. John Dewey or groups working together to
their community and are committed to  Learning through experience achieve a goal that will benefit
making it a better place.  Education is a social progress many people
 School is a social agency/agency  Can be used with other forms or
Lesson 2: Educational Philosophies of change interaction
 Schools are for the people and by  Get things done
1. John Locke (1632-1704): the people
 “The Empiricist Educator” 2. Competition
 Empiricism 5. George Counts  Two or more persons or groups
 A philosophical doctrine that  Building a new social order opposing each other to achieve a
holds the view that knowledge is  The best teaching method is goal that only one can attain.
derive from experience problem solving  Follows accepted rules of conduct
 Hence from empiricist –all  Schools and teachers should be  Positive can lead to conflict
knowledge begins with agents of change of social
experience that the mind is like a improvement 3.Conflict
“blank sheet” (Tabula rasa) which  Reiterated that everyone should  Deliberate attempt to control
the human person fills with ideas aim for change for the better not force, oppose, or harm the will of
as he/she experiences the world just for the sake of change another person
through his/her external senses.  “Material progress is very evident  Conflict has few rules of conduct
 Tabula rasa- the blank slate but moral and ethical  Note: Competition vs. Conflict
 Negated “divine rights of the king” development seemed to have  The main emphasis of
 Children show no evidence of lagged behind” competition is on achieving the
innate ideas. They appear to learn  Building a new social order is goal while the emphasis of
their ideas. indeed necessary conflict is on defeating the
 Copy from adults opponent.
 Education
 Personal experience 6. Theodore Bameld 4. Accommodation
 Social reconstructionism  State of balance between
 Key Distinctions  The only goal of a truly cooperation and conflict
human education is to create  Give up a little and taking a little
Simple and Complex Ideas a world order in which  Major Types of Accommodation
a) Simple ideas originate in any one people are in control their a. Compromise-two parties
sense that cannot be broken down own destiny. both give up something to come to an
into simpler entities (e.g. yellow)  Emphasized the right of all agreement.
b) Complex ideas are combination citizens to free education. b. Truce-brings a halt to
of simple ideas (Apple= conflict until a compromise is reached
spherical-red-sweet) created by c. Mediation-a third party acts
mind Elements of Social Interaction as a counsellor in helping two parties
Social Contact reach an agreement
Primary and Secondary Qualities  In the sociological hierarchy d. Arbitration-a third party
a) Primary quality are characteristics leading up to social relations, an makes a decision that is binding on all
of external objects (extension, size, incidental social interaction parties
shape location) between individuals. In social
b) Secondary qualities exist only in networks, a node (representing an 5. Assimilation
the mind yet caused by features of individual or organization) to  -a process of interpenetration and
external objects (colors, sounds , tastes) which anothernode is socially fusion in which persons and
connected. groups acquire the memories,
 All ideas originate with either: sentiments, attitudes of other
 Sensation (ideas of the sensible Communication persons or groups and by sharing
reality) or knowledge of external  is a social interaction with their experiences and history are
objects individuals constantly altering incorporated with them in a
 Reflection (ideas of the mind’s their signals in response to the cultural life.
operation); or knowledge of the history of the immediate
mind’s operation (activities) interaction and in response to the 6. Social Groups
history of the social relationships  According to Mayer Nimkoff,
2. Herbert Spencer (1820-1903): between individual "Social group is a group of two
 “Utilitarian Educator” more persons who are in state of
 “Survival of the fittest” Social Attitudes and Values interaction with one another“
 He who is fittest survives.  Social Attitude is learned,  According to William Ogburn,
Individual competition leads to relatively enduring organization "Social group is when two or
social progress. The competition of beliefs about an object or more individuals come together
in class is what advocates of situation which leads to a and influence one another."
whole-child approach and socio- disposition to respond or rather a
emotional learning (SEL) readiness to respond in a given UNDERSTANDING SOCIAL
atmosphere negate. The whole way.According to Sherif (1956) INTERACTION
child approach a powerful tool for there are Distinguishing features IN SCHOOL AND
SELF –focused schools has as of attitudes: 1 Attitudes are not COMMUNITIES
tenets- innate,2 More or less lasting, 3 Social Interaction
Imply a subject-object  the mutual inter-stimulation and
3. Paulo Friere relationship, 4 Involve individuals response between two or more
 Critial Pedagogy as well as groups,5 Motivational- persons and groups through
 Believed that system must be affective properties and 6 Shared symbols, language, gestures and
changed to overcome oppression by the members of a group. expression of ideas.
and improved human condition.
 According to MERILL. “Social  information, media and problems can be done by a
interaction is the process of technology skills; fiveyear-old.
contact where the behavior  learning and innovation skills;
modifies slightly”  effective communication skills; 2. Social and Emotional
 According to DOWSON and and Development
GETTY. “Social interaction is a  life and career skills.  This kind of development deals
process whereby men inter- with the ability of the child
penetrate the mind of each other” Salient features of the k to 12 interact with others, helping and
 According to Corkiness. “Social Curriculum requiring ICT- controlling themselves, such
interaction is such a process pedagogy integration skills. abilities like smiling for a six-
which influences the overt week-old baby and waving bye-
behavior or state of mind of the 1. Strengthening Early Childhood bye for a ten –month-old and a
individuals” Education (Universal Kindergarten) five-year-old boy in waiting for
 According to E.S Bogardus. their turns.
“Socialization is the process of 2. Making the Curriculum Relevant
working together of developing to Learners (Contextualization and 3. Speech and Emotional
group responsibility or being Enhancement Development
guided by the welfare needs of  Briggs (2014) shared some few  This is the ability of the child to
others” tips for making learning engaging both understand and use the
 W.F Ogburn defines and personally relevant language. A twelve-month-old
“Socialization is the process by  Use suspense and keep it fresh baby can say his first few words,
which the individual learns to  Make it student-directed while two-years-old baby can
conform to the norms of the group”  Connect it to their lives and to identify the parts of his or her
 Lundberg says that what they already know body and a five-years-old child
“Socialization consists of the  Provide utility value can recognize “foot” from “feet”.
complex processes of interaction  Build relatedness
through which the individual 4. Fine Motor Skill Development
learns the habits, beliefs, skills 3. Building Proficiency (Mother-  This is the ability of the child to
and standards of judgement that tongue Based Multilingual use their muscles like their hands
are necessary for his effective Education) and fingers in particular. Picking
participation in social groups and up small objects, holding a spoon,
communities” 4. Ensuring Integrated and Seamless turning pages of a book, or using
 According to H.T Majumbar. Learning (Spiral Progression a crayon to draw are some of the
“Socialization as the process skills to be developed.
whereby original nature is 5. Gearing Up for the Future
transformed into human nature 5. Gross Motor Skills
and the individual into person” 6. Nurturing the Holistically  This is the ability of the child to
 A.W Green opines, Developed Filipino (College and use their large muscles like
“Socialization is the process by Livelihood readiness, 21st Century walking, running, and jumping
which the child acquires a cultural Skills
content, along with selfhood and Theories of Child Development
personality”. Piaget’s Stages of Cognitive
 According to Horton and Hunt Teachers Development
“Socialization is the process by  play a very important role in the Jean Piaget
which one internalizes the norms facilitation of student learning by  A Swiss developmental
of his groups, so that a distinct designing, implementing and psychologist named
“self ” emerges, unique to this evaluating the curriculum.  Cognitive development theory
individual”.  make decisions about how they focuses on children from birth
 Peter Worsley explains will implement the curriculum of through adolescence and these are
“Socialization as the process of their specific field of characterized by different stages
transmission of culture, the specialization. in development, which includes
process whereby men learn the morals, memory, reasoning, and
rules and practices of social Curriculum language. Piaget arrived at some
groups’  is the planned interaction of assumption such as; ➢ Children
pupils with instructional content, formulate their own concepts
materials; resources, and based on their experiences; ➢
processes for evaluating the Children are capable of learning
attainment of educational even without the influence of
ESC18 objectives adults; and ➢ Children learn by
Learning Plans in the Context of the nature.
21st Century Characteristics and Theories of
 The basic education curriculum of Child Development 4 Stages of Piaget’s Cognitive
the country was enhanced with  Human development is a pattern Development
the implementation of the K to 12 of movement or change that 1. Sensorimotor
Curriculum. begins at conception and  Age: 0-24 months
 The K to 12 Program covers continuous through the lifespan.  Focuses on the prominence of the
Kindergarten and 12 years of  Development includes growth and sense and movement of muscle.
basic education (six years of decline. This means development  Object Permanence
elementary education, four years can be positive and negative
of Junior High School, and two 5 main domains that must developed 2. Preoperational
years of Senior High School among children as they grow.  Age:2-7 years old
[SHS]) 1. Cognitive Development  Intelligence at this stage is both
 It is the ability of the child to intuitive and egocentric
Features of the K to 12 curriculum to solve problems and to learn.  Symbolic Functions
equip every graduate with the Exploring the environment can be
following skills: learnt by a two-year-old baby 3. Concrete Operational
while doing simple mathematical  Age:7-11 years old
  The child has the ability to think  It develops as a child learns about influence behavior and
logically but only with the help their culture where they based the development for the rest of the
of concrete objects moral and immoral acts and person’s life. Success leads to an
 Operational Thoughts influence their perception about ability to stay true to yourself,
what is wrong and what is good. while failure leads to role
4. Formal Operational confusion and weak sense of self.
 Age: Adolescense to Erickson’s Psychosocial Theory of
adulthood Development Stage 6: Intimacy Vs. Isolation
 The child can solve abstract or  was greatly influence by Sigmund  Young adults need to form
problems and can make Freud. Like other theories, intimate, loving relationships with
 Abstract Concepts Erickson’s theory is simple but other people. Success leads to
well designed. It can help the strong relationships, while failure
BASIC COGNITIVE CONCEPTS: teacher to understand more the results in loneliness and isolation.
SCHEMA various factors that affect the This stage covers the period of
 refers to the cognitive learner’s personality and behavior. early adulthood when people are
structures where individuals  dealt with the formation of the exploring personal relationship
establish way to understand individual’s personality and he .
or make meaning about claimed that the earlier stages Stage 7: Generativity Vs. Stagnation
something. influenced the later stages. It was  Adults need to create or nurture
ASSIMILATION also given emphasis in the theory things that will outlast them, often
 is using an existing schema that the environment plays a vital by having children or creating a
and applying it to a new role on how the earlier experience positive change that benefits other
situation or project. influences the development of the people. Success leads to feelings
ACCOMMODITION next stages and apparently of usefulness and accomplishment,
 is changing approaches when resulted in one’s personality. while failure results in shallow
an existing schema does not involvement in the world.
work in a particular situation. Stages of Psychosocial Theory Stage 8: Integrity Vs. Despair
EQUILIBARATION Stage 1: Trust Vs Mistrust  occurs during old age and is
 is the driving force that moves  occurs between birth and 1 year focused on reflecting back on life.
all development forward. of age and it is the most At this point in development,
fundamental stage in life. Because people look back on the events on
Freud Psychoanalytic Theory an infant is utterly dependent, their lives and determine if they
Sigmund Frued’s theory developing trust is based on the are happy with the life that they
 argues that human behavior is a dependability and quality of the lived or if they regret the things
result of the interaction among child’s caregivers. they did or didn’t do.
three parts of the brain. These are
the id, ego and superego. Stage 2: Autonomy Vs Shame and THE ASSURE MODEL
Doubt  was developed by Heinrich and
Freud’s Personality Components  The Role of Independence Molenda in 1999.
1. The ID.  children are just starting to gain a  aims to guide teachers in
 the most primitive among the little independence. They are developing lesson plans
structures that deals with the starting to perform basic actions with the integration of
instant gratification of physical on their own and making simple technology and media
needs and urges. decisions about what they prefer.  It is a well-known instructional
 Accordingly, this operates By allowing kids to make choices design guide using constructivist
entirely on the pleasure principle. and gain control, parents and perspective which integrates
That is why, if an individual feels caregivers can help children multimedia and technology to
good about a particular thing, he develop a sense of autonomy. enhance the learning environment
or she will pursue it with no (Patrick Lefebvre 2006). "Careful
consideration for the reality, Stage 3: Initiative Vs. Guilt planning will increase the
locality or practically of the  takes place during the preschool effectiveness of instruction"
situation. years. At this point in (Daniel Callison 2002).
psychosocial development,  gives emphasis on the effective
2. The Ego children begin to assert their use of educational technology in
 as the person grows and is able to power and control over the world instruction.
relate with his or her environment, through directing play and other  it focuses on "planning and
the go slowly emerges. The go social interaction. conducting instruction that
operates using the reality incorporates media" (Heinich,
principle. Stage 4: Industry Vs. Inferiority Molenda, and Russel 1993).
 It is a more rational, pragmatic  takes place during the early
part of the personality, less school years from approximately THINK: The ASSURE Model
primitive that the id and partly ages 5 to 11. Through social A -Analyze learners characteristics
consists conscious and interactions, children begin to S - state objectives
unconscious. develop a sense of pride in their S -select, modify or design materials
 It is responsible for the balance accomplishment and abilities. U - utilize materials
the strains between id and  Children needs to cope with new R - require learner response
superego in the reality contexts. social and academic demands. E – evaluation
Success leads to a sense of
competence, while failure results THE SIX STEPS IN THE ASSURE
3. The Superego. in feelings of inferiority. MODEL
 This structure develops at the end 1. Analyze Learners
of the phallic stage and starts to Stage 5: Identity Vs. Role Confusion  requires the teacher to analyze the
embody the person’s moral aspect.  takes place during the often- characteristics of the learners.
Superego focuses on the social turbulent teenage years. This 2. Statement of the Objectives
rules and morals-seemingly called stage plays an essential role in  should be done after the analysis
the “conscience” or the “moral developing a sense of personal of the learner's characteristics.
compass”. identity which will continue to 3. Select media
 will bring about the result that the 2. Conflict Theory the purposeful sequencing of
teacher wants, though learning  According to this theory, there are academic expectations. These are
becomes more exciting when always two opposing sides in a also considered as ways to create
there is more class participation. conflict situation. People take structures, establish sequences,
4. Utilize methods, media, and sides between maintaining the and plan learning goals within a
materials materials status quo and introducing change specific instructional period.
 requires the teacher to analyze the then arrive at an agreement.
characteristics of the learners.
5. Require learner’s participation 3. The Symbolic Interactionist Characteristics of good learning
 it requires to have a plan on how Theory Perspective objectives
to keep the learners engaged in  Three tenets of symbolic 1. Learning objectives should be
the material that you are teaching interactionist theory are: flexible, which means the
and the need to be met both for instructor should feel
class and individual level. 1. An individual's action depends on comfortable in adding or
6. Evaluate and revise meaning. removing learning outcomes.
 allows the teacher to evaluate the 2. Different people may give different 2. Learning objectives focus on
impact of the teaching-learning meanings to the same thing. the learners and on the
process to the learners. 3. Meanings change as individuals application and integration of
interact with one another the acquired knowledge and
SOCIAL SCIENCE THEORIES  The symbolic interactionist skills.
AND THEIR IMPLICATIONS TO perspective, also known a 3. Learning objectives should be
EDUCATION symbolic interactionism, directs realistic. It should allow the
 Sociologists today employ three sociologists to consider the learners to explain the
primary theoretical perspectives: symbols and details of everyday importance of learning and
1. functionalist perspective life, what these symbols mean, enable the learners to
2. the conflict perspective and how people interact with each demonstrate the knowledge
3. symbolic interactionist other. and skills.
perspective  Weaknesses of Symbolic 4. Learning objectives should be
 These perspectives offer Interactionist theory simple and brief which may
sociologists theoretical paradigms  neglects the macro level of enable the learners to
for explaining how society social interpretationthe immediately understand their
influences people, and how "big picture." learning outcomes.
people influence society. Each  Max Weber's - symbolic 5. Learning objectives should be
perspective uniquely interactionism trace its grounded and give an idea
conceptualizes society, social origin that individuals act what the learners expected
forces, and human behavior. according to their to learn, determine the prior
interpretation of the knowledge and skills needed
THREE SOCIAL THEORIES meaning of their world. in the topic, and consider the
1. STRUCTURAL-FUNCTIONAL  George H. Mead (1863- preferred styles of learning of
THEORY 1931) - An American the learners.
 Herbert Spencer- the proponent of philosopher who 6. Learning objectives should be
structural functional views society introduced this perspective performance specific. They
as a system of interconnected to American sociology in should specify what
parts each with a unique function. the 1920s. performances are expected
The parts have to work together from the learners to display.
for stability and balance of STANDARDS AND OBJECTIVES 7. Learning objectives should be
society. aligned to assessment. If the
 Purposes of Schooling Educational standards learners have completed the
according to functionalist  refer to the learning goals for the Assessment successfully, it
1. Intellectual purposes learners to know and be able to means that learning objectives
 acquisition of cognitive accomplish in each grade level. were achieved.
skills, inqury skills Educational standard is not a 8. Learning objectives should
2. Political purposes curriculum. Common core is what offer a timeline for completion
 educate future citizens; learners need to know and be able of the desired learning.
promote patriotism; to accomplish, while curriculum
promote assimilation of is the process or way on how the Selection and Preparation of
immigrants; ensure order, learners will learn it. Methods, Media, and Materials
public civility and Standards
conformity to laws  enable the learners to be given 3 steps of selection method:
3. Economic purposes clear and specific instruction and, (a) choosing the suitable methods for
 prepare students for later thus, instruction should be aligned the given learning tasks
work roles; select and train with the standards at the same (b) selecting a media format that is
the labor force needed by time. Standards ensure appropriate for carrying out the
society accountability through making the method,
4) Social purposes teachers responsible for whatever (c) deciding, modifying, or designing a
 promote a sense of social happens inside the classrooms. particular material within that media
and moral responsibility; format
serve as a site for the Learning objectives
solution or resolution of  are short statements which 1. Choosing a Method
social problems; describe what the learners are  In presenting the lesson, it would
supplement the efforts of expected to learn by the end of be prudent and practical to
other institutions of the school year, course, lessons, consider two or more methods
socializations such as the projects, or evening class periods. that would meet the needs of all
family and the church Educators use learning objectives the learners.
as a term in different ways in 2. Choosing Media Format
order to achieve a variety of  A media format is a physical form
instructional goals, concepts, or in which a message is
 incorporated and displayed. This of the teaching and learning INSTRUCTIONAL
includes flip arts, slides, audio, process. The focus of this TECHNOLOGY AND MEDIA
video, and computer multimedia. assessment is the effectiveness of
3. Obtaining Specific Materials learning, reactions on the What is instructional technology?
 choosing the available materials instruction, and the benefits on a  From the point of view of a
 altering existing materials, and long-term basis. These long-term traditionalist, instructional
 creating new materials. benefits can be determined technology, is the systematic
4. Selecting Appropriate Materials through having follow-ups with application of science to practical
5. Modifying Existing Materials the learners who attended the problems while contemporary
6. Designing New Materials course or lesson. With this, the view defines it as the application
instructor will be able to know of knowledge it can be built from
Assessment of Learners, Methods, whether and how they used the one generation to the next.
and Media learnt knowledge, skills, and  second view pertains to
attitude. instructional education relative to
Learners' assessment implication for integration but in
4. Confirmative Assessment a systematic way of utilizing
 is a critical part of the teaching technology with inclusion of tools,
and learning process. It is  After which the instruction has processes, application, skills, and
necessary for the instructor to been implemented in the organization.
evaluate learners' learning classroom, it is still important to
strategically in order to measure have an assessment. The aim of
the effectiveness of the teacher's this assessment is to know if it is Educational technology
approaches and to validate the still a success after a year.
acquisition of knowledge by the  focuses on the learner’s
learners. 5. Norm-Referred Assessment knowledge on how to apply web-
based learning or mobile
 learner assessment provides  This assessment aims to compare technology to create an exciting
substantial feedback not only to the learner's performance against platform for the delivery of
the instructor, but also to the an average norm, such as education. This aims to promote
learners with regard to the extent comparing the average grade of interactive and immersive
of the learners' successfully the learners against the average experiences among learners
meeting the learning objectives. grade of the whole school. through either augmented or
virtual reality.
 According to Stassen (2001), 6. Criterion-Referenced Assessment
assessment is the systematic Instructional technology
collection and analysis of  This is a measure used for  involves the process of
information to improve student learner's performances against a performing the instruction to
learning. Learner assessment fixed set of predetermined develop in-depth realization of the
allows the instructors to measure standards. It aims to check what teaching and learning process for
the effectiveness of their teaching. learners are expected to learn and both technology-motivated for
This is done through linking perform at the particular stage of online and offline learning. The
learners' performance to particular their education. Criterion- instructions are implemented and
learning objectives. referenced tests are used to assess given in a very specific way.
a definite body of knowledge or
Different forms of assessment set of skills and to evaluate the
curriculum being taught in a Importance of Instructional
course.
Technology to Education of the
1. Pre-Assessment or Diagnostic Modern World
Assessment 7. Ipsative Assessment 3
 Instructional technology aims to
 It measures the performance of a foster creative and effective
 It is being administered before
learner against previous learning engagement and
creating the instruction. It is
performance from that learner. experiences among learners in
important to know what kind of
Through this method, the consideration of individual’s
learner the teacher will be dealing
instructor can enhance his or her differences.
with so that the kind of instruction
to be created will be tailored ability in designing instructions.
 It is definite procedure of creating,
according to their capabilities and assessing, and dealing with the
learning styles based on the 8.Assessing Media
whole instructional procedure in
gathered data. The goal here is to order to guarantee successful and
determine the strengths and  It is necessary to assess media in
order to have success in teaching proficient learning. It
weaknesses of the learners.
because it encourages the
instructor to be a reflective  also essential in delivering
2. Formative Assessment information among learners to
practitioner (Schon 1983) and to
actively reflect on what media determine the effectiveness of the
 It is used in the first try of
and materials are needed to be an teaching and learning process and
developing instruction. This aims
effective instructor. We use media to monitor the strategies and
to monitor learners learning to
in presenting the lessons so that techniques being utilized in the
provide feedback and helps in
we can respond to the needs and execution of the lesson.
determining the gaps in the
instruction. Feedback will enable wants of our learners and to
Instructional media?
the instruction to identify what to maintain our learner's motivation
 Materials and all physical means
focus on to enhance the and interest (Norton 2011).
that might be utilized in the
instruction. implementation of instruction and
facilitate the achievement of
3. Summative Assessment
learners toward the attainment of
learning objectives
 This assessment is aimed at
assessing the outcomes at the end
GEM-Chapter 1 HIGHLIGHTS OF THE RIZAL and 1873 the Spanish opened
LAW (R.A. NO. 1425) new ports to foreign trade,
Republic Act No. 1425 or the Rizal including Panay, Zamboanga in
Law  One of the important legislations the western portion of
to boost Filipino nationalism is Mindanao, Cebu on Cebu, and
 An act to include in the curricula the Rizal Law of Republic Act No. Legaspi in the Bicol area of
of all public and private schools, 1425 which highlights the southern Luzon. The growing
colleges, and universities courses following: prominence of steam over sail
on the life, works, and writings of 1. The study of Rizal’s Life, Works navigation and the opening of
Jose Rizal, particularly his novels and Writings can support and the Suez Canal in 1869
Noli Me Tangere and El foster the cause of nationalism for contributed to spectacular
Filibusterismo, authorizing the Filipinos especially the youths; increases in the volume of trade.
printing and distribution thereof,
and for other purposes.
2. The inclusion of the works of
Rizal in the College Curriculum
D. The Rise of the export crop
which was primarily set to particularly the study of his novels
 economy
address “a need for re-dedication – Noli Me Tangere and El
to the ideals of freedom and Filibusterismo are necessary to
 Exports alone grew by US$20
nationalism for which our heroes have a better understanding of 19th
million between 1861 and 1870.
lived and died.” The passage of century Philippines.
British and United States
the law was met with fierce 3. The inclusion also of other works merchants dominated Philippine
opposition in both the Senate and of Rizal such as his letters, commerce, the former in an
the House of Representatives. paintings, travels can promote the especially favored position
cause of nationalism; because of their bases in
 On April 3, 1956, Senate Bill 4. Funding of the law in order to give Singapore, Hong Kong, and the
No.438 was filed by the Senate supplemental copies of the novels island Borneo.
Committee on Education. On to public libraries; and
April 17, 1956, then Senate 5. The implementation of the law. E. The rise of the monopolies
Committee on Education Chair Although this law is not declaring
Jose P. Laurel sponsored the bill that Rizal is a national hero, it can On March 1, 1782, Spanish
and began delivering speeches for be a positive step towards governor general Jose V. Basco
the proposed legislation. Soon enshrining him and other national established the tobacco monopoly as
after, the bill became heroes of the country. his economic program. Thus, the
controversial as the powerful tobacco production in the
Catholic Church began to express Chapter 2 :19th Century Philippines Philippines was under his total
opposition against its passage. As as Rizal’s Context control. The provinces of Cagayan
the influence of the Church was Valley, Ilocos Provinces, Nueva
felt with members of the Senate I. Economic development Ecija, and Marinduque were ordered
voicing their opposition to the bill, to plant tobacco. Only the
its main author, Claro M. Recto, A. End of Galleon Trade government was allowed to buy the
and his allies in the Senate tobaccos. These tobaccos were then
entered into a fierce battle arguing  The Galleon trade (Kalakalang bought to Manila to be made into
for the passage of SB 438. Galyon) is also known in New cigar or cigarettes.
Debates started on April 23, 1956. Spain as “La Nao de la China”
(The China Ship) because it
House Bill No.5561, an identical carried largely Chinese goods,  Peninsular- Pure-blooded
version of SB 438, shipped from Manila. Spaniard born in the Iberian
Peninsula (i.e., Spain)
 was filed by Representative  was a government monopoly. Insular- Pure-blooded
Jacobo Z. Gonzales on April 19, Spaniard born in the Philippines
1956. The House Committee on B. Opening of the Suez Canal Mestizo-Born of mixed
Education approved the bill parentage, a mestizo can be:
without amendments on May 2,  Opening of the Suez Canal in
1956 and the debates commenced 1869 relatively became an easy - Spanish mestizo — one parent
passage between Spain and the is Spanish, the other is a native;
on May 9, 1956. A major point of
Philippines for Spanish trading. or
the debates was whether the
compulsory reading of the texts The Suez Canal connecting the - Chinese mestizo — one parent
Noli Me Tangere and El Mediterranean and the Red seas is Chinese, the other is a native
Filibusterismo appropriated in the is inaugurated in an elaborate  Principalia- Wealthy pure-
bill was constitutional. The call to ceremony attended by French blooded native supposedly
read the unexpurgated version Empress Eugenie, wife of descended from the kadatoan
was also challenged. Napoleon III. class
 On November 17, 1869, the Suez  Indio- Pure-blooded native of the
 Senator Jose P. Laurel proposed Canal was opened to a canal Philippines
amendments to the bill on May 9, across the Isthmus of Panama.  Chino infiel--- Non-Catholic
1956. In particular, he removed pure-blooded Chinese
the compulsory reading of Rizal’s C. Opening of Ports to World Trade
novels and added that Rizal’s
other works must also be included  In 1834 the crown abolished the TUTORS OF RIZAL
in the subject. He, however, Royal Company of the
remained adamant in his stand Philippines and formally 1. Maestro Celestino
that the unexpurgated versions of recognized free trade, opening
the novels be read. On May 14, the port of Manila to 2. Maestro Lucas Padua.
1956, similar amendments were unrestricted foreign commerce.
adopted to the House version.  By 1856 there were thirteen 3. Leon Monroy
foreign trading firms in Manila,
 May 17, 1956, the Senate and of which seven were British and  a former classmate of Rizal’s
House versions were approved. two Americans; between 1855 father
PROFFESORS OF RIZAL 7. El Heroismo de Colon (The
Heroism of Columbus)
1. Fr. Jose Bech 8. Josefa  this poem praises Columbus, the
discoverer of America
 Rizal ‘s first professor in Ateneo  Known as “Panggoy”
8. Colon y Juan II (Columbus and
2. Fr. Francisco de Paula Sanchez  After Jose’s death, the epileptic John II)
Josefa joined the Katipunan.  this poem relates how King Kohn
 inspired him to study harder and II of Portugal missed fame and
write poetry. 9. Trinidad riches by his failure to finance the
projected expedition of Columbus
 Rizal ‘s best professor in Ateneo  Known as “Trining” to the New World
 During his 3rd year in Ateneo  the custodian of Rizal’s last and 9. Gran Consuelo en la Mayor
(1875-1876) greatest poem, "Mi Ultimo Adios." Desdicha (Great Solace in Great
Misfortune)
3. Maestro Justiniano Aquino Cruz. 10. Soledad  this is a legend in verse of the
tragic life of Columbus
 Rizal’s teacher during hist first day  Wife of Pantaleon Quintero.
in Biñan
10. Un Dialogo Aluviso a la
Despedida de los Colegiales (A
 a severe disciplinarian
May 3, 1882 Farewell Dialogue of the Students)
 Rizal departed on board the  this was the last poem written by
RIZAL’S SIBLINGS
Spanish streamer Salvadora bound Rizal in Ateneo; it is a poignant
1. Saturnina for Singapore poem of farewell to his classmate.
 Rizal’s departure for Spain was
 Eldest sister of Rizal kept secret to avoid detection by  Al Niño Jesus (To the Child
the Spanish authorities and the Jesus)- this poem was written in
 Known as Neneng friars. 1875 when Rizal was 14 years old;
it was a brief ode
 married to Manuel T. Hidalgo Poem during cildhood  A La Virgen Maria (To the Virgin
1. Un Recuerdo A Mi Pueblo (In Mary)- another religious poem
2. Paciano Memory of My Town). which doesn’t have exact date
 a tender poem in honor of when it was written
 Only brother of Rizal Calamba, the hero’s natal town  San Eustacio, Martir (St. Eustace,
the Martyr)- a drama based on the
 became a farmer and later a 2. Mi Primera Inspiracion (My prose story of St. Eustace which
general of the Philippine First Inspiration), 1874 he wrote in poetic verses during
Revolution.  the first poem Rizal probably the summer vacation of 1876 and
wrote during his days in Ateneo finished it on June 2, 1876
3. Narcisa which was dedicated to his
mother on her birthday; Rizal Poem during his life abroad
 Known as Sisa wrote it before he was 14 years
old 1. Mi Ultimo Adios(My last farewell)
 a teacher and musician.
 Jose's last poem which expresses
3. Alianza Intima Entre la Religion y his love for his country and his
 helped in financing Rizal’s
la Buena Educacion (Intimate farewell to his sister
studies in Europe
Alliance between Religion and Good
Education) 2. A Las Flores de Heidelberg” (To the
4. Olympia
 Rizal showed the importance of Flowers of Heidelberg)
 Married Silvestre Ubaldo; a religion in education  Wrote on April 22, 1886
telegraph operator from Manila
died in 1887 from childbirth. 4. Por la Educacion Recibe Lustre la 3. Kundiman
Patria (Through Education the  Filipino love song
5. Lucia Country Receives Light)
 Rizal believed in the significant 4. Al Virgen de Salambao(To the Virgin
 Mariano Herbosa of Calamba. role which education plays in the of Salambao)
progress and welfare of a nation  To honor the Virgin Mary,
 her husband died in the cholera aprticularly the Vigin of Salambao I
epidemic in 1889 5. El Cautiverio y el Triunfo: Bulacan
Batalla de Lucena y Prision de
6. Maria Boabdil (The Captivity and the 5. A Las Estrellas (To the Stars)
Triumph: Battle of Lucena and the  Reflects rizal’s admiration for the
 Married to Daniel Faustino Cruz. Imprisonment of Boabdil) stars and wonders of universe.
 this martial poem describes the
 It was to her whom Jose talked defeat and capture of Boabdil, last
about wanting to marry Josephine Moorish sultan of Granada Jesuits system of education
Bracken  Students were divided into two
6. La Entrada Triunfal de los Reyes groups:
7. Concepcion Catolices en Granada (The
Triumphal Entry of the Catholic  Roman Empire- consisting of
 Known as “Concha” Monarchs into Granada) internos (boarders); red banner
 this poem relates the victorious  Carthaginian Empire -
 She died at the age of three. entry of King Ferdinand and composed of the externos (non-
Queen Isabel into Granada, last boarders); blue banner
 Pepe loved most the little Concha Moorish stronghold in Spain
who was a year younger than him.
 Each empire had its rank.  He described the government in a
Students fought for positions, very cynical way by lambasting
with 3 mistakes, opponents the friars and the Spanish officials
position could lose his position. for their greed, corruption,
 Emperor- the best student in exploitation and injustice to
each “empire” satisfy their evil desires and to
 Tribune- the second best seek their own interest. Noli and
 Decurion- the third best Fili illustrated the actual
 Centurion-the fourth best conditions in the Philippines
 Stand-bearer- the fifth best during the time of Rizal which
became instrumental in
awakening the spirit of Filipino
Rizal’s Great Loves nationalism.
1. Segunda Katigbak
 a Batangueña, whom Rizal met Organization that Rizal joined
when he was only a 16-year-old during his life abroad
boy. 1. Circulo Hispano-Filipino
 They met when the young hero (Hispano-Philippine Circle)
visited his grandmother with his  a society of Spaniards and
friend, Mariano Katigbak, Filipinos which Rizal joined
Segunda’s brother. shortly after his arrival in Madrid
2. Leonor Valenzuela in 1882.
 “Orang”
 Rizal was said to have sent 2. Asociacion La Solidaridad
Leonor private and secret love (Solidaridad Association)
letters, which he wrote using  a patriotic society. They crusade
invisible ink made with water and for reforms in the Philippine
salt Government. By unanimous vote
3. Leonor Rivera of all members, Rizal was chosen
 (reflected as Maria Clara in honorary president.
Rizal’s novel, Noli me Tangere),
a painful love match doomed to 3. La Liga Filipina(The Philippine
fail from the very start. League)
4. Consuelo Ortiga  He founded this organization
 She played Eduardo Lete against  A civic organization that aimed to
Rizal. She finally rejected Rizal’s unite Filipinos from all walks of
attention in favor of Eduardo’s, a life
Filipino Spanish mestizo from
Leyte who, a year later, dumped 4. Propaganda movement
her. 5. Freemasonry
5. Seiko Usui
 Rizal affectionately called her
OSei-San.
 Rizal was attracted by her regal
loveliness and c harm.
6. Gertrude Beckett
 Rizal affectionately called her
"Gettie," and in return she called
him "Pettie."
7. Suzanne Jacoby
 She was taken by Rizal's charm
and gallantry and provided him
good company.
8. Nellie Boustead
 Rizal's marriage proposal failed
for two reasons:
a. first, Nellie demanded that he
give up his Catholic faith and
convert to Protestantism,
which was her religion. Rizal
did not like this idea.
b. Nelly's mother did not
approve of Rizal, as she had
no desire to entrust her
daughter to a man who was
wanting in wealth and
persecuted in his own
country.
9. Josephine Bracken
 Became Rizal’s wife until is
execution

Rizals’ statement about nationalism

 he wrote his novels that contain
themes of Nationalism
 Noli Me Tangere” and “El
Filibusterismo”