CONTEXTUALIZING CIVIC EDUCATION IN THE

PHILIPPINES THROUGH PANTAYONG PANANAW

INTRODUCTION

CONCEPTUAL FRAMEWORK

CONTEXTUAL TEACHING AND LEARNING

- constructivist - correlation between abstract

thinking and real life world context - social and cultural factors are

considered

PANTAYONG PANANAW

PANTAYONG PANANAW

J. Veneracion – Muslim, Kristiyano, Igorot

Mendoza – closed circuit discussion

PANTAYONG PANANAW

PANTAYONG PANANAW

PRESENTATION OF DATA

1. What is Civic Education? - empowering people

2. Relationship of Civics and History/Social Studies

PRESENTATION OF DATA

“Teaching and learning in social studies are powerful when they are meaningful, integrative, value-based, challenging, and active.

PRESENTATION OF DATA

“A powerful and rigorous social studies curriculum provides strategies and activities that engage students with significant ideas, and encourages them to connect what they are learning to their prior knowledge and to current issues, to think critically and creatively about what they are learning, and to apply that learning to authentic situations.(NCSS, 2008)”

CONTEXTUALIZING CIVIC ED. IN THE PHILIPPINES

YEBAN (2010) – CE is a set of cultural expressions

DR. FUENTES (2010) – Indigenous Philippine Curriculum

LIM(2010) – correct interpretation of democratic beliefs

KOKOM KOMALASARI – THE EFFECT OF CONTEXTUAL LEARNING IN CE ON STUDENT’S CIVIC COMPETENCE (2009)

CIVIC KNOWLEDGEA.CIVIC IDENTITY(BRANSONS, 2010) B. NACION OR BAYANC. CITIZEN OR MAMAMAYAN

1. Liberty

What is an Approach?Refers to the general philosophy and operation to be known and done in teaching a particular subject.Describes the nature of the subject matter to be taught (Anthony, 1963)A set of correlative assumptions or viewpoint dealing with nature of teaching and learningOne’s viewpoint toward teaching

What is a Method/Strategy?

Established way or procedure of guiding the mental processes in mastering the subject matterA well planned step – by – step procedure that is directed towards a desired learning outcomesLevel at which theory is put into practice and at which choices are made about the particular skills and content to be taught, order in which content will be presented (Anthony, 1963)

What is a technique?

Personal art and style of the teacher in carrying out the procedures of teachingTeacher’s unique way, style of act of executing the stages of a method it pertains to one’s way/manner/style of doing a certain step of the lesson. It is personalistic/stylistic in nature (Anthony 1963) Must be consistent with method and therefore in harmony with an approach as well

Approach

Strategy

Technique

APPROACHES

Discovery Approach - to make the learners look for the

answers to their problems by themselves

- students are actively involved - retain what has been learned for a long time - experience the self -rewarding effect

APPROACHES

Process Approach - to equip learners with the simple

processes and complex processes to enable them to solve problems effectively in their present and future life - the concern is how to learn and not what to learn

- the students are actively engaged in the activities so the competencies needed in the subject could eventually be acquired by them

APPROACHES

Inquiry Approach - to foster the learner’s searching,

inquiring, rational mind - will help recognize the subject as

an intellectual process, a never ending quest, and a continuing effort - It pertains to research and investigation and to seeking for information by asking questions (Kilkman, 1970)

APPROACHES

Modular Approach - self – contained unit of instruction

- A module is a set of learning opportunities systematically organized around a well defined topic which contains the elements of instruction- specific objectives, teaching-learning activities, and evaluation using criterion-referenced measure - individually paced learning or independent study

APPROACHES

Values Clarification Approach

- to develop clearer values and to make students have an active examination of their beliefs, choices, and decisions to enable them to utilize these in their lives in society

APPROACHES

ACES (Affective Cognitive Experience for Self - Direction)

- based on the confluent theory of education which provides for the flowing together and interaction of the effective and cognitive elements in individual and group learning - learning chunks are taught as a whole

APPROACHES

Integration Approach

- issues, programs, salient concepts are combined/included in the subject matter to bring about fundamental unity and oneness necessary in understanding man’s position in today’s society

APPROACHES

Group Dynamic Approach

- the purpose is for learners to interact with each other - sharing ideas is possible if the learners are given the chance to be grouped in small numbers unlike when the teacher merely asks questions about a problem being discussed

APPROACHES

Team Teaching Approach arrangement in which two or more

teachers co-operatively plan, teach, and evaluate a group of students

teams may be organised on a departmental basis, an interdepartmental or inter disciplinary pattern, or on a grade-level basis

APPROACHES

Eclectic Approach

Using two or more approaches in tackling a specific subject matter in order to arrive at a comprehensive result

STRATEGIES

Lecture the traditional method of teaching

wherein lecturer transmits information

information in an autocratic fashion to passive student listener

place a learner in a very passive posture. This lack of activity is extremely conducive to boredom, daydreaming and sometimes create discipline problems

STRATEGIES

Discussion activity in which people talk

together in order to share information about a topic or problem or to seek a possible solution

It involves a sharing of ideas between students, rather than from teacher to student interaction only

The teacher serves as a moderator of the discussion while in progress.

STRATEGIES

Kinds of Discussion Whole class discussion – simply leads an

informal discussion involving the class as a whole Teacher clarifies students’ comments and

makes tentative summaries to help students achieve understanding of the topic

Debate – small number of students teamed on either side of an issue

Panels - students comprising the panel then organise themselves, research the topic, discuss their data,

and present their findings

STRATEGIES

Kinds of Discussion Buzz sessions – students are placed

in small groups for a specific amount of time to discuss a given issue or topic

Forum – specific discussion type in which a small number of students present information to the large group; upon the conclusion, the presenters then solicit questions on the topic from the audience

STRATEGIES

Simulations elaborate type of role-playing,

gaming, and socio-drama in which students stimulate models of real-life situations

invites participants to develop decision-making competencies while striving for established objectives

STRATEGIES

Think – Pair - Share Each student finds a pair to

work on the topic provided by the teacher. They generate a concept, a conclusion through inductive-deductive reasoning, and an application of the concept developed. In the end, the pair shares their thoughts with the entire class.

STRATEGIES

Thinking Hats (Edward de Bono) powerful strategy that helps

students look at important decisions from a number of different perspectives

helps students make better decisions by pushing you to move outside your habitual ways of thinking

STRATEGIES

Thinking Hats (Edward de Bono) White: What information do we need?

- focus on the data available Green: What are possible opportunities?

- freewheeling way of thinking - develop creative solutions to a

problem Red: Choose the best three.

- look at the decision using intuition - try to understand the intuitive

responses of people who do not fully know your reasoning

STRATEGIES

Thinking Hats (Edward de Bono) Yellow: What are the benefits of each?

- think positively - see the benefits of the decision and the value in it

Black: What are the weaknesses of each? - look at things pessimistically- allows to identify the weak points in a

plan or course of action White: What additional information is

needed? Blue: What are the next steps?

STRATEGIES

Role Playingan instructional technique

involving a portrayal (acting out) of a situation, condition, or circumstances by selected members of learning group

Role-playing provides learners with opportunities to become acquainted with the perceptions of people other than themselves.

STRATEGIES

Demonstrationprocess wherein one person

does something in the presence of others in order to show them how to do it or to illustrate a principle

A good demonstration inspires, poor onedefeats

STRATEGIES

Brainstormingoriginally developed as an aid to

creative problem solving among management teams in corporations, attempts to unleash learners’ untapped reservoirs of thinking talents by encouraging them to pour forth as many ideas as possible that relate to a defined situations.

STRATEGIES

BrainstormingAn important emphasis in

brainstorming is the encouragement of quantity rather than quality of participants’ responses.

STRATEGIES

BrainstormingKinds of Brainstorming Pass the Paper:

Each students writes a brainstormed idea (related to the proposed topic) at the top of a piece of paper. They pass it on to the next person and when they receive the paper from the person passing to them, they write another idea down (perhaps influenced by the idea already on the paper).

STRATEGIESBrainstormingKinds of Brainstorming SCAMPER - These are a series of idea-

spurring questions set up as a mnemonic so they are easy for students (and teachers) to remember:

S: Substitute … who or what else? Instead? Other time/place?

C: Combine … blend, combine purposes, ideas, what can go together?

A: Adapt … adjust to suit purpose/situation; what else can it be used for?

STRATEGIES

Brainstorming

M: Modify, Magnify, Minify … bigger, smaller, lighter, heavier, slower, faster, color, taste, meaning

P: Put to other uses … different purpose? New ways to use?

E: Eliminate … remove or subtract a quality or part

R: Reverse/Rearrange … change it: up, down, order

STRATEGIES

BrainstormingKinds of Brainstorming

Step into Someone Else’s Shoes:Ask your students to imagine

themselves to be someone else, for example, President Bush, Martin Luther King, their school principal, etc. Then, from the vantage point of this other person, ask them to identify important issues.

STRATEGIES

Seeing Both Sides of An Issue - seeing multiple sides of an

issue is an important life skill

Strongly AgreeAgreeDisagreeStrongly Disagree

STRATEGIES

Take a Stand let the students think

more broadly by identifying controversial issues in the news

literally let the students “take a stand”

STRATEGIES

Project Method students individually or in-groups

accept an assignment to gather and integrate data relative to some problem and are then free to fulfil the requirements independently of the teacher

covers all levels of the cognitive and affective domains

develops student responsibility and initiative

STRATEGIES

Problem Based Learningbuilt upon the scientific

method of inquiryProblem solving moves the

mind to some of its highest cognitive functions: analysing, generalising, and synthesising.

STRATEGIES

Editorial Cartoon AnalysisDocument Based TeachingIntegration of Local

HistoryJournal Writing

(Reflection, News)

TECHNIQUE

Talking/ SpeakingPersonal AttireChoice of visual

aids/equipmentManner of doing each step

of the lessonPointing to a picture

TECHNIQUE

Placing visual aids on the blackboard

Poise while standingGiving

instructions/assignmentsMotivating pupils/students

to work harder

TECHNIQUE

Praising/criticizing/scoldingSeating arrangementsPassing paper/booksGetting in and going out of

the classroomMaintaining discipline

GRAPHIC ORGANIZERS

BUBBLE MAP- pag-iisa isa ng mga konsepto

Villanueva, 2009

PIE GRAPH-paghahati-hati ng mga konsepto,pagpapakita ng bahagdan

Villanueva, 2009

VENN DIAGRAM-gamit sa paghahambing ng konsepto

Villanueva, 2009

FLOW CHART-pagpapakita ng siklo o proseso ng konsepto

Villanueva, 2009

TARGET BOARD/PYRAMID DAYAGRAM-pagtukoy sa bawat

bahagdan o lokasyon

LIPUNAN

PAARALAN

TAHANAN

SEGURIDAD

PAGMAMAHAL

PISIKAL AT BAYOLOHIKAL NA KAILANGAN

Villanueva, 2009

TALAHANAYAN-paghihimay at kategorisasyon ng konsepto

AMBAG SA ATING BANSA

TSINA JAPAN INDIA

Pang-kultura

Pam-pulitika

Villanueva, 2009

BAR GRAPH-representasyon sa bahagdan ng konsepto

0

20

40

60

80

100

1st

Qtr

2nd

Qtr

3rd

Qtr

4th

Qtr

East

West

North

Villanueva, 2009

FISHBONE-pagbabanghay, pag-iisa-isa at pagbabalangkas ng konsepto

Villanueva, 2009

SPIDER MAP-pag-iisa, pagbabalangkas, paghihimay ng

konsepto

DAYAGRAM- pagkakategorya ng mga konsepto mula sa pinakasentrong

konsepto

AMBAG NG TSINA

ASPEKTONGPANGKULTURA

ASPEKTONGPAMPULITIKA

ASPEKTONGPANGKABUHAYAN

ASPEKTONGPANGKULTURA

ASPEKTONGPAMPULITIKA

ASPEKTONGPANGKABUHAYAN

Villanueva, 2009

Power Mapping

KWL chart

K-now W-ant L-earn

Lozanta, 2009

Ano ang inyong nalalaman tungkol sa aralin?

Ano ang inyong nais malaman tungkol sa aralin?

Sa pagtatapos ng aralin: Anu-ano ang inyong natutunan tungkol sa aralin?

T - chart

Lozanta, 2009

OFW OCW

Mga manggagawang Pilipino na nagtatrabaho sa labas ng Pilipinas

Mga manggagawang nagtatrabaho sa labas ng kanilang bansa. Ito ay tumutukoy hindi lamang sa manggagawang Pilipino kundi tumutukoy rin sa mga manggagawa ng ibang lahi

Lozanta, 2009

PAKSA KONSEPTO/KAALAMAN

A. Introduksyon sa Migrasyon ng mga

Manggagawang Pilipino

B. Mga Salik sa Pangingibang Bansa ng mga Manggagawang Pilipino

C. Labor Export Policy

D. Mga Epekto at mga Pagalabag sa Karapatang Pantao ng mga OFW

Data Retrieval Chart

Migrasyon, pull factors,

push factors atbp.

Malaking pasahod, kahirapan sa bansa, krisis

pampulitika atbp.

Mga estadistika – destinasyon; trabaho atbp.

Remittance, maayos na buhay, problema sa pamilya, brain drain atbp.

SEQUENCE ORGANIZERS

Event 1

Event 4 Event 3

Event 2

Event 5

FLOW CHARTLADDER WEB

Step 1

Step 4Step

3Step 2

1910 1950194019301920

Events or

Facts

TIME LINE

CATEGORIZE/CLASSIFY ORGANIZERS

Main

Category A Category CCategory B

TREE DIAGRAM

DATA RETREIVAL CHART

4,4,4,4

3,3,3

2,2

1

PYRAMID / HIERARCHY

RELATIONAL ORGANIZERS

Bunga

Detalye

Sanhi

FISH BONE

Tanong ?Katangian Katangian

Katangian

KatangianTie Strand

SEMANTIC WEB

A

B

TARGET BOARD

Art of Questioning

Art of Questioning

Thinking is driven by questions

Questions define tasks, express problems and delineate issues

Dead questions reflect dead minds

An important goal of education is helping students learn how to think more productively by combining creative thinking (to generate ideas) and critical thinking (to evaluate ideas)

Art of Questioning

Questioning is:An important aspect of

teachingUsed for a variety of

purposes:Stimulate thinkingArouse interest and

curiosityReview learned contentElicit learners to asks

questions

Art of Questioning

Promote thought and understanding of ideas

Change the mood or direction of discussion

Encourages reflection and self – evaluation

Express feelings

Art of Questioning

Characteristics of a good question

1. Questions should be concise.2. Some questions should be used that require thought and an extended answer.3. A question should not suggest its own answer.4. Questions should not suggest a ‘right’ answer.5. Questions should not be worded so as to call for a yes or no answer.

Art of Questioning

Characteristics of a good question

6. Students should not be required to participate in a guessing game to findout what your answer is.7. The vocabulary you use should be clear to the students.8. The contrast between your experience background and that of yourstudents must be considered.9. Every question should carry the lesson forward.10. Design questions that differ in their order of difficulty.

Art of Questioning

Types According to thinking processa. Low – level questionsb. High – level questionsAccording to answers

requesteda. Convergent questionsb. Divergent

Art of Questioning

Open Discussion Questionsa. Eliciting question• used to encourage

initial responseb. Probing question• expand ideas• justify given ideas• clarify ideas

Art of Questioning

Open Discussion Questionsc. Evaluative – Thinking

Questionrequire students to judge, value, choose, criticize, defend

d. Closure – seeking questionused to help students formulate conclusions, concepts and plans

Art of Questioning

Art of Questioning