MYSTICAL ROSE COLLEGE OF SCIENCE AND TECHNOLOGY
POGONLOMBOY, MANGATAREM, PANGASINAN
LEARNING MODULE
BACHELOR OF SECONDARY EDUCATION
Major in Social Studies
II-C
MODULE 4
SUBJECTS:
Trends and Issues in Social Studies
Microeconomics
World History I
Law-related Studies
Science, Technology and Society
Ethics
The Child and Adolescent Learner and
Learning Principle
The Teaching Profession
International Folkdance
STUDENT’S NAME:_________________________________________________________
Ms. JOY R. ARELLANO, LPT, MEd.
Adviser
TRENDS AND ISSUES
Name:
________________________________________________________________________
Grade Level: ____________________________________________
Section:
____________________________________________
Date:
____________________________________________
Subject Teacher: ____________________________________________
The Nature of Poverty
Poverty is pronounced deprivation in well-being, and comprises many dimensions. It includes low incomes
and the inability to acquire the basic goods and services necessary for survival with dignity. Poverty also
encompasses low level of health and education, poor access to clean water and sanitation, inadequate physical
security, lack of voice, and insufficient capacity and opportunity to better one’s life.
Major types of Poverty
1. Absolute Poverty
2. Relative Poverty
 Absolute Poverty
 A condition characterized by severe deprivation of basic human needs.
1. Food: Body Mass Index must be above 16.
2. Safe drinking water: water must not come solely from rivers and ponds, and must be available
nearby (less than 15 minutes walk way)
3. Sanitation facilities: Toilets or latrines must be accessible in or near the home.
4. Health: treatment must be received for serious illness and pregnancy.
5. Shelter: homes must have fewer than four people living in each room. Floors must not made of
dirt, mud, or clay.
6. Education: everyone must attend school or otherwise learn to read.
7. Information: everyone must have access to new papers, radios, televisions, computers, or
telephones at home.
8. Access to Service: this item is used to indicate the complete panoply of education, health, legal,
social, and financial (credit) services.
 This concept of poverty is strongly linked to destitution and can be applied to all countries or
societies.
 A person who is considered poor under this criterion is classified internationally in the same way
throughout the world.
 Living in absolute poverty is harmful and can endanger your life.
Relative Poverty
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Relative poverty refers to individuals or groups lack of resources when compared with that of
another members of the society- in other words, their relative standard of living”
Relative poverty is the condition in which people lack the minimum amount of income needed in
order to maintain the average standard of living in the society in which they live.
This is defined relative to members of a society in which they live.
This is defined relative to the members of society and therefore differs across countries.
Relative poverty changes over time.
Most of our country’s current social progress is viewed in relative terms.
Our commonly used measure of relative poverty is the nation’s poverty line.
The poverty line or the poverty threshold is the minimum level of income deemed adequate in a
given country.
Determining the poverty line is usually done by finding the total cost of all the essential resources
that an average human adult consume in one year.
7 types of Poverty
1.
2.
3.
4.
5.
6.
7.
Economic Poverty- lack of monitory demands for providing themselves with food, cloth and shelter.
Bodily Poverty- lack of property physical health and access to health living conditions.
Mental Poverty- lack of thinking, access to education and knowledge
Cultural Poverty- lack of coming together in a society
Spiritual Poverty- lack of feeling of brotherhood/ togetherness
Political Poverty- lack of understanding of how the system works
Societal poverty-lack of social connectivity
“Poverty is the worst form of violence” Mahatma Gandhi
“The most terrible poverty is loneliness and the feeling of being unloved” Mother Teresa
Objective and Subjective Perspective
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Poverty can be approached from objective or subjective perspective.
Objective Perspective
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Sometimes referred to as the welfare approach involves normative judgements as to what constitutes
poverty and what is required to move people out of their impoverished state.
Subjective Perspective
The subjective approach places premium on people’s preferences, on how much they value goods and
services (hence the emphasis on individual utility).
LEARNING ACTIVITY SHEET
Name:
________________________________________________________________
Grade Level: ____________________________________________
Section:
____________________________________________
Date:
____________________________________________
Subject Teacher: ____________________________________________
TRENDS AND ISSUES
Activity:
I.
Answer the following questions:
1. Do you believe that the rich are growing richer, and the poor are growing poorer?
2. Shouldn’t all people work for a living?
3. Would you pay more taxes, if this would eliminate poverty by creating jobs for everyone?
4. Will there always be poverty in the world?
II.
Identify the following:
_______________________1. A condition characterized by severe deprivation of basic human needs.
_______________________2. It refers to individuals or groups lack of resources when compared with that of
another members of the society- in other words, their relative standard of living”.
_______________________3. It is lack of social connectivity.
_______________________4. It is lack of understanding of how the system works.
_______________________5. It is lack of feeling of brotherhood/ togetherness.
_______________________6. Sometimes referred to as the welfare approach involves normative.
_______________________7. This approach places premium on people’s preferences, on how much they value
goods and services.
_______________________8. It is lack of monitory demands for providing themselves with food, cloth and
shelter.
_______________________9. It is lack of property physical health and access to health living conditions.
_______________________10. It is lack of coming together in a society.
Prepared by:
Mr. Elmer G. De Vera, LPT
INSTRUCTOR
SSE 106 MICROECONOMICS
CHAPTER IV
THEORY OF CONSUMER BEHAVIOR
Learning Objectives
Explain the concept of utility and the basic assumptions underlying consumer preferences.
Explain the equilibrium condition for an individual consumer to be maximizing utility subject to a budget
constraint.
Use indifference curves to derive a demand curve for an individual consumer.
Identify the substitution, income, and total effects of a change in the price of a good.
Explain why demand curves are downward sloping.
“ Choices lies on what do we want and what can”
In day to day living, we always make choice especially when we consume product. The goods and services that
we consume is basically the one that can satisfy us. Satisfaction is much subjected concept and no one can say
that the satisfaction that I gain is the same as yours.
Basically, demand first comes up with satisfaction. Satisfaction before has no measurement but in
order to study the level of satisfaction, economist coined a measurement on this, it is called utility.
Utility as Satisfaction
Level of satisfaction is measured as utility and the unit of satisfaction is called utils. Remember
that the higher the utils, the higher the level of satisfaction.
Utility can be measured in two methods, the ordinal and cardinal method. Ordinal method is done when an
individual ranks the utility for commodity. For example, Andrew ranks apple, orange and mango according to
level of satisfaction he derive in consuming 1 unit of fruit. Then using ordinal method Andrew
will answer in this way.
I prefer apple than orange but I prefer orange than mango. From this, Andrew ranks the fruit as
apples ranks 1, orange ranks 2 and mango as rank 3.
Cardinal method is the process in which individual give the intensity of utils he derive in 1 unit
of goods. In above example, Andrew may rate apple as 7 utils while orange 4 utils and mango has 1 util.
INDIFFERENCE CURVE
Indifference curve is a tool which shows the different combination of goods and services that an
individual consumes that yields the same level of satisfaction or utility. Indifference curve has four assumptions:
There are only two goods available in the market.
Indifference curve bows against (Convex) the origin.
Any point along the curve utilizes the same level of satisfaction.
Indifference curve never intersects
CONSUMER EQUILIBRIUM
Consumer equilibrium is the point where budget line tangent to the indifference curve. In real
sense, it is a combination of goods in which the individual optimize his utility and budget.
Prepared By:
SIR RICHARD ARGOÑOZA
INSTRUCTOR
WORLD HISTORY I
MODULE 4: THE WORLD IN ITS EARLY BEGINNINGS
I.
HUMAN FACTORS IN THE EARLY PHASE OF REVOLUTION
Scientists estimate the age of earth at 4.64 billion years. The various human fossils and artifacts
discovered by archaeologist enable the scientist to arrive at certain distinct hypothetical conclusions. For one,
a careful analysis of the DNA shows a close affinity between man and ape.
1. AUSTRALOPITTHECENE
2. HOMO ERECTUS
3. NEANDERTTHAL MAN
4. HOMO SAPIENS
II.
ECOLOGICAL FACTORS IN THE EARLY PHASE OF HUMAN MIGRATION
 9/10th of the modern Homo sapiens are hunters and gatherers
 Glacial Periods
 Sew skins together in order to make a body covering harsh cold climate
 Invention of agriculture, domestication of animals and first use of bronze
III.
THE BIRTH OF WORLD CIVILIZATION
 Hunting and gathering stage gave way to farming and pastoralism
 Slash and burn
 Earliest civilizations
 Ancient settlers
 Old world (spread of civilization and empire building)
IV.
MESOPOTAMIAN CIVILIZATION
VII.
EGYPTIAN
CIVILIZATION
 Sumerians
√ Hieroglyphic
 Settled in Tigris and Euphrates
√ “Old Kingdom”
 Lunar calendar
√ Great Pyramid
 Animal carvings and wall paintings
√ Middle kingdom
 Cuneiform
√ Hyksos
 Akkadians
√ Pharaoh Rameses
 Hammurabi (Epic of Gilgamesh)
 The fall of Assyrians
V.
INDUS CIVILIZATION
VIII. CHINESE CIVILIZATION
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Sea trade
Indus River
Mohenjo-Daro
Harappans
Aryans
Dravidians
Sanskrit
Panchatantra, Mahabharata and Ramayana
Bhagavad Gita
Taj Mahal
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√
VI.
√ Yellow River
Neolithic farmers
Yangshao Culture
Longshan Culture
Shang dynasty
The Chou rule
Confucianism
√ Shih Huang Ti
Han Rule
√ Diamond sutra
Tang Dynasty
Ming Dynasty
PROTO CIVILIZATIONS OF THE OTHER NEAR EASTERN PEOPLES
 Proto-civilization
 Hitties and Hittite Empire
 Lydians
 Phoenicians
 Harbingers of civilization
 Canaanites
 Philistines
 Hebrew
 Assyrians Empire
 Persian Empire
“Delight yourself to the Lord, and He will give you the desire of your heart.”
Prepared by:
Ms. Lovely Allen M. Viernes, LPT.
Instructor
NAME: _____________________________________
COURSE/YEAR: ______________________________
DATE SUBMITTED: ___________________________
SCORE: ____________
WORLD HISTORY I
MODULE 4: THE WORLD IN ITS EARLY BEGINNINGS
ACTIVITY SHEET
DISCUSS BRIEFLY THE MAIN EVENTS OF THE FOLLOWING:
A. MESOPOTAMIAN CIVILIZATION
1______________________________________________________________________________________________
2______________________________________________________________________________________________
3______________________________________________________________________________________________
B.
INDUS CIVILIZATION
1______________________________________________________________________________________________
2______________________________________________________________________________________________
3______________________________________________________________________________________________
C.
EGYPTIAN CIVILIZATION
1______________________________________________________________________________________________
2______________________________________________________________________________________________
3______________________________________________________________________________________________
D.
CHINESE CIVILIZATION
1______________________________________________________________________________________________
2______________________________________________________________________________________________
3______________________________________________________________________________________________
Prepared by:
Ms. Lovely Allen M. Viernes, LPT.
Instructor
LAW-RELATED STUDIES
MODULE 4: EDUCATION, SCIENCE AND TECHNOLOGY,
ARTS, CULTURE AND SPORTS
EDUCATION
Section 1.
The State shall protect and promote the right of all citizens to quality education at all levels, and shall take appropriate steps to
make such education accessible to all.
Section 2. The State shall:
(1) Establish, maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the
people and society;
(2) Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the
natural right of parents to rear their children, elementary education is compulsory for all children of school age;2w
(3) Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall
be available to deserving students in both public and private schools, especially to the underprivileged;
(4) Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school
study programs particularly those that respond to community needs; and
(5) Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.
Section 3.
(1) All educational institutions shall include the study of the Constitution as part of the curricula.
(2) They shall inculcate patriotism and nationalism, foster love of humanity, respect for human rights, appreciation of the role
of national heroes in the historical development of the country, teach the rights and duties of citizenship, strengthen ethical and
spiritual values, develop moral character and personal discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency.
(3) At the option expressed in writing by the parents or guardians, religion shall be allowed to be taught to their children or
wards in public elementary and high schools within the regular class hours by instructors designated or approved by the religious
authorities of the religion to which the children or wards belong, without additional cost to the Government.
Section 4.
(1) The State recognizes the complementary roles of public and private institutions in the educational system and shall exercise
reasonable supervision and regulation of all educational institutions.
(2) Educational institutions, other than those established by religious groups and mission boards, shall be owned solely by
citizens of the Philippines or corporations or associations at least sixty per centum of the capital of which is owned by such
citizens. The Congress may, however, require increased Filipino equity participation in all educational institutions.
The control and administration of educational institutions shall be vested in citizens of the Philippines.
No educational institution shall be established exclusively for aliens and no group of aliens shall comprise more than one-third
of the enrollment in any school. The provisions of this subsection shall not apply to schools established for foreign diplomatic
personnel and their dependents and, unless otherwise provided by law, for other foreign temporary residents.
(3) All revenues and assets of non-stock, non-profit educational institutions used actually, directly, and exclusively for educational
purposes shall be exempt from taxes and duties. Upon the dissolution or cessation of the corporate existence of such institutions,
their assets shall be disposed of in the manner provided by law.
Proprietary educational institutions, including those cooperatively owned, may likewise be entitled to such exemptions, subject
to the limitations provided by law, including restrictions on dividends and provisions for reinvestment.
(4) Subject to conditions prescribed by law, all grants, endowments, donations, or contributions used actually, directly, and
exclusively for educational purposes shall be exempt from tax.
Section 5.
(1) the State shall take into account regional and sectoral needs and conditions and shall encourage local planning in the
development of educational policies and programs.
(2) Academic freedom shall be enjoyed in all institutions of higher learning.
(3) Every citizen has a right to select a profession or course of study, subject to fair, reasonable, and equitable admission and
academic requirements.
(4) The State shall enhance the right of teachers to professional advancement. Non-teaching academic and non-academic
personnel shall enjoy the protection of the State.
(5) The State shall assign the highest budgetary priority to education and ensure that teaching will attract and retain its rightful
share of the best available talents through adequate remuneration and other means of job satisfaction and fulfillment.
LANGUAGE
Section 6.
The national language of the Philippines is Filipino. As it evolves, it shall be further developed and enriched on the basis of
existing Philippine and other languages.
Subject to provisions of law and as the Congress may deem appropriate, the Government shall take steps to initiate and sustain
the use of Filipino as a medium of official communication and as language of instruction in the educational system.
Section 7.
For purposes of communication and instruction, the official languages of the Philippines are Filipino and, until otherwise provided
by law, English.
The regional languages are the auxiliary official languages in the regions and shall serve as auxiliary media of instruction therein.
Spanish and Arabic shall be promoted on a voluntary and optional basis.
Section 8. This Constitution shall be promulgated in Filipino and English and shall be translated into major regional languages,
Arabic, and Spanish.
Section 9.
The Congress shall establish a national language commission composed of representatives of various regions and disciplines
which shall undertake, coordinate, and promote researches for the development, propagation, and preservation of Filipino and
other languages.
SCIENCE AND TECHNOLOGY
Section 10.
Science and technology are essential for national development and progress. The State shall give priority to research and
development, invention, innovation, and their utilization; and to science and technology education, training, and services. It
shall support indigenous, appropriate, and self-reliant scientific and technological capabilities, and their application to the
country’s productive systems and national life.
Section 11.
The Congress may provide for incentives, including tax deductions, to encourage private participation in programs of basic and
applied scientific research. Scholarships, grants-in-aid, or other forms of incentives shall be provided to deserving science
students, researchers, scientists, inventors, technologists, and specially gifted citizens.
Section 12.
The State shall regulate the transfer and promote the adaptation of technology from all sources for the national benefit. It shall
encourage the widest participation of private groups, local governments, and community-based organizations in the generation
and utilization of science and technology.
Section 13. The State shall protect and secure the exclusive rights of scientists, inventors, artists, and other gifted citizens to
their intellectual property and creations, particularly when beneficial to the people, for such period as may be provided by law.
ARTS AND CULTURE
Section 14. The State shall foster the preservation, enrichment, and dynamic evolution of a Filipino national culture based on
the principle of unity in diversity in a climate of free artistic and intellectual expression.
Section 15. Arts and letters shall enjoy the patronage of the State. The State shall conserve, promote, and popularize the
nation’s historical and cultural heritage and resources, as well as artistic creations.
Section 16. All the country’s artistic and historic wealth constitutes the cultural treasure of the nation and shall be under the
protection of the State which may regulate its disposition.
Section 17. The State shall recognize, respect, and protect the rights of indigenous cultural communities to preserve and
develop their cultures, traditions, and institutions. It shall consider these rights in the formulation of national plans and policies.
Section 18.
(1) The State shall ensure equal access to cultural opportunities through the educational system, public or private cultural
entities, scholarships, grants and other incentives, and community cultural centers, and other public venues.
(2) The State shall encourage and support researches and studies on the arts and culture.
SPORTS
Section 19.
(1) The State shall promote physical education and encourage sports programs, league competitions, and amateur sports,
including training for international competitions, to foster self-discipline, teamwork, and excellence for the development of a
healthy and alert citizenry.
(2) All educational institutions shall undertake regular sports activities throughout the country in cooperation with athletic clubs
and other sectors.
“Delight yourself to the Lord, and He will give you the desire of your heart.”
ACTIVITY 4:
HOW I UNDERSTAND THE TOPIC:
In a Long coupon bond, make a poster slogan to portrait Article XIV according to your understanding.
Prepared by:
Ms. Lovely Allen M. Viernes, LPT.
Instructor
SCIENCE AND TECHNOLOGY IN NATION BUILDING
Name:_____________________________________________Date:____________________________Course:
__________________________________________ Year/Section:_______________________
Subject:
SCIENCE, TECHNOLOGY, AND SOCIETY
MODULE 4:
LEARNING OBJECTIVES:
At the end of this module, the students should be able to:
1. Discuss the role of science and technology in Philippine nation building;
2. Evaluate government policies pertaining to S&T in terms of their contributions to nation-building; and
3. Identify actual S&T policies of the government and appraise their impact on the development of the Filipino nation.
DISCUSSION
ROLE OF SCIENCE AND TECHNOLOGY IN NATION BUILDING
The development of science and technology in the Philippines has already come a long way. Many significant inventions and
discoveries have been accomplished by or attributed to Filipino. The following time periods show the development of science
and technology in the world;
Pre-colonial Times
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Science and technology in the Philippines has its beginnings during the pre-colonial times
People used herbal medicine to treat illness
Filipinos used writing, numerical treatment , measurement, and calendar systems to facilitate trading
Farming, fishing, shipbuilding, mining, and weaving was developed by Filipinos during this period (Banaue Rice Terraces
was built during this period)
Spanish Colonial Period
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Science and technology was developed through the establishment of formal education institutions and launching of
scientific organizations.
Spanish were mandated to teach religion, reading and writing, music and arts, health and sanitation.
Medicine and biology were taught in different educational and training institutions.
The natives were trained to use innovative approach in farming, engineering was also introduced for constructing
buildings, churches, bridges, roads and forts.
Rapid development of scientific principles influenced by Western culture during the Spanish colonial period was short
changed.
Trade was more prioritized compared to agriculture and industrial development because its potential to gain large
profits.
Later, the Spanish established colleges and universities including the oldest existing university in Asia, the University
of Santo Tomas.
American Period
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Reorganized institutions for science and technology were reorganized
Laboratory Municipal – Bureau of Government Laboratories (Under US Department of interior)
The Bureau of Government laboratories was established for the purpose of studying tropical diseases and pursuing
other related research projects; eventually become Bureau of Science which became the main research center of the
Philippines.
Post Commonwealth – Era
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Ferdinand Marcos’s presidency, the important given to science grew.
Government’s role in supporting scientific research and invention was acknowledge 1973 Philippine Constitution, Article
XV
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Science development program was included in government’s Four-Year Development Plan which covers the years 19741978
Funding for science was also increased, from the National Science Development Board was replaced by the National
Science and Technology Authority under Executive Order No. 784. A Scientific Career in the civil service was introduced
in 1983.
The development of science and technology in the Philippines based on its brief history is shaped by several factors
and influences. Like in the history of science in other countries, it is always shaped by human and social activities, both internal
and external.
PHILIPPINE SCIENCE AND TECHNOLOGY AGENDA
Science and technology plays an integral part in human development and the society because it can put an
end to ignorance, increase perception of a fact or a situation, and awaken ability to use all resources and creativity to improve
the quality of life and sustainable environment. Significant breakthroughs can only be achieved through a strong science
foundation. Various significant changes that happened in the society are brought about by science and its technology. But what
does really happen in the Philippine setting? Let us look at it very closely.
GOVERNMENT POLICIES ON SCIENCE AND TECHNOLOGY
The Philippine government introduces and implemented several programs, projects, and policies to boost the area
of science and technology. The goal is to prepare the whole country and its people to meet the demands of a technologically
driven world and capacitate the people to live in a world driven by science.
The NRCP clustered these policies into four, namely;
1.
Social Science, Humanities, Education,
International Policies and Governance
2.
Physics, Engineering and Industrial
Research,
Earth and Space Sciences, and
Mathematics
3.
Medical, Chemical,
and Pharmaceutical Sciences
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4.
Biological Science, Agriculture
and Forestry
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Integrating ASEAN awareness in basic education without
adding to the curriculum
Emphasizing teaching in mother tongue
Developing school infrastructure and providing for ICT
broadband
Local foods security
Emphasizing degrees, licenses, and employment opportunities
Outright grants for peer monitoring
Review of R.A. 9184
Harnessing science and technology as an independent mover
of development
Ensuring compliance of drug manufacturing firms with ASEANharmonized standards by full implementation of Food and
Drug Administration
Creating an education council dedicated to standardization of
pharmaceutical services and care
Empowering food and drug agencies to conduct evidencebased research as pool of information
Allocating 2% of the GDP to research
Legislating a law supporting human genome project
Protecting and conserving biodiversity by full implementation
of existing laws
Use of biosafety and standard model by ASEAN countries
Promoting indigenous knowledge systems and indigenous
people’s conservation
Formulation of common food and safety standards
There are also other existing programs supported by the Philippine government through the DOST.
Some of these projects are the following;
1.
2.
3.
4.
5.
6.
Providing funds for basic research and patents related to science and technology.
Providing scholarships for undergraduate and graduate studies of students in the field of science and technology.
Establishing more branches of the Philippine Science and High School System for training young Filipinos in the field of
science and technology.
Creating science and technology parks to encourage academe and industry partnerships.
Balik Scientist Program to encourage Filipino scientists abroad to come home and work in the Philippines or conduct
research and projects in collaboration with Philippine-based scientists.
Establishment of the National Science Complex and National Engineering Complex within the University of Philippine
campus in Diliman. These aimed to developed more science and technology and engineering manpower resources
needed by the country. They also aimed to produce more researches in these fields.
There are other areas and fields that the country is looking forward to embark various areas and fields that the
country is looking forward to embark various research and projects. The following are some of them;
1. Use of alternative and safe energy
PHILIPPINE DEVELOPMENT PLAN (2017-2022)
The Philippine development plan of 2017-2022, discussed the various strategies that would accomplish the following
goals;
a.
b.
c.
d.
To build a prosperous, predominant middle-class society no one is poor;
To promote a long and healthy life
To become smarter and more innovative;and
To build a high-trust society
These goals were based from the collective vision of Filipino to have “matatag, maginhawa, at panatag na buhay”
“Key areas from Philipiine Development Plan (2017-2020)
KEY AREAS IN THE PHILIPPINE DEVELOPMENT PLAN 2017-2020
Enhancing the social
fabric (malasakit)
Inequality- reducing
transformation
(pagbabago)
Increasing growth
potential (patuloy
napag-unlad)
Enabling and supportive
economic environment
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Greater trust in public institutions and society
People-centered, clean, and efficient government
Justice is swift and fair
Awareness about and respect for cultural diversity
Greater economic opportunities (domestic and international market)
Enhancing accessibility
Special attention for the disadvantaged subsectors and people groups
Adoption of modern technology
Innovation is encouraged
Harmonized research and development agenda
Inventions to manage population growth
Investments for human capital development
Macroeconomics stability that is supported by strategic trade and fiscal policies
A strong and credible competition policy will level the playing field and encourage more
investments.
Significant progress in the pursuit of just and lasting peace, security, public order, and
safety.
Acceleration of building strategic infrastructure that promotes growth, equity, and
regional development
More effective protocols that ensure ecological integrity, clean and healthy environment
Foundations for
sustainable
development
Prepared by;
Melody C. Morales
Subject Teacher
SCIENCE, TECHNOLOGY, AND SOCIETY
Name:_______________________________Date:________________________________
Course:______________________________Year/Section:_______________________
MODULE 4:
Activity Sheet:
I – Identification. Write your answer on the space provided before each number.
__________________1. During which period did the inhabitants use certain plants and herbs as well as implement farming
and animal raising?
__________________2. Which period did the cordilleras successfully built the rice terraces by hand?
__________________3. What was the major livelihood of the Filipinos during the colonial period?
__________________4. Supplied by the merchants travelling to Manila to sell Spaniards spices, porcelains, ivory processed silk
cloths, and other valuable commodities.
__________________5. Aside from the influencing Ph, which country did the Spaniards also cause to change their culture,
language and environment?
__________________6. They introduced modern means of construction of walls, roads, bridges, churches, and other structures.
__________________7. Filipinos participated on barter trades with China in exchange of _______.
__________________8. The Spanish government developed the health and education system for the ___
__________________9. A complicated engineering feature was achieved by the natives off the Cordilleras when they build this
by land. Through these terraces, the people were able to cultivate crops on the mountainsides in cold temperatures.
_________________10. The location of the Rice Terraces
_________________11. One of the presidents who ushered in advancement of science and technology was former president
and dictator
Philippine Atmospheric
II - Enumeration
1.
Give four the first livelihood skills developed by Filipinos.
2.
Give five Developments in science and technology during the American Regime.
Prepared by;
Melody C. Morales
Subject Teacher
MODULE 4
GEN 108: ETHICS
THE MODIFIERS OF HUMAN ACTS
LEARNING OUTCOMES:
At the end of this lesson, the students are expected to


identify the modifiers of human acts.
discuss the modifiers of human acts.
INTRODUCTION
The ideal is for man to act deliberately, that is, with perfect voluntariness. This is not always possible though.
Oftentimes, a certain degree of doubt or reluctance accompanies an act. At other times, emotions hold sway, propelling action
with the swiftness of an impulse.
DISCUSSION:
Factors that influence man’s inner disposition towards certain actions are called “ modifiers “ of human acts. They
affect the mental or emotional state of a person to the extent that the voluntariness involved in an act is either increased or
decreased. This is significant because the accountability of the act is correspondingly increased or decreased.
We site this principle: The greater the knowledge and the freedom, the greater the voluntariness and the moral
responsibility. ( Panizo: 38 )
The Modifiers
Man does not act in a vacuum. He is organism responding and reacting to stimulus. His total make-up is the sum of
all experiences. His personal background, education, social upbringing, political persuasion, religion, and personal aims –
contribute largely to his development and behavioral preferences.
1.Ignorance
2.Passions
3.Fear
4.Violence
5.Habit
Other modifiers: hypnoticism, brainwashing, mental conditioning, cultural imposition
1)IGNORANCE – is the absence of knowledge which a person ought to possess.
“ Ignorance of the law excuses no one “, implies that one should not act in the state of ignorance and that one who has done
wrong may not claim ignorance as a defense.
a.Vincible Ignorance – can easily be reminded through ordinary diligence and reasonable efforts
Under this type of ignorance is Affected ignorance – this is the type which a person keeps by positive efforts inorder to escape
responsibility or blame.
b.Invincible Ignorance – is the type which a person possesses without being aware of it, or having awareness of it. Lacks
the means to rectify it.
Principles: a.Invincible ignorance renders an act involuntary.
b.Vincible ignorance does not destroy, but lessens the voluntariness and the corresponding accountability over the ac
c.Affected ignorance, though it decreases voluntariness, increases the accountability over the
resultant act.
2)PASSIONS – or concupiscence, are either tendencies towards desirable objects, or tendencies away from undesirable or
harmful things.
a.
b.
Positive emotions - tendencies towards desirable objects
Example: love, desire, delight, hope, bravery
Negative emotions - tendencies away from undesirable or harmful things
Example: hatred, horror, sadness, despair, fear, anger
Passions are psychic responses. As such, They are neither moral or immoral. However, man is bound to regulate his
emotions and submit them to the control of reason.
Antecedent – are those that precede an act. It may happen that a person is emotionally aroused to
perform an act.
Antecedent Passions – predispose a person to act.
Example: Love may induce one to make numerous and lengthy phone calls to his sweetheart, or,
to plot the murder of a rival.
Principle : Antecedent passions do not always destroy voluntariness, but they diminish accountability for the reluctant act.
Thus , the so-called “ crimes of passion “ are voluntary. But insofar passions interfere with the freedom of the will, one’s
accountability is diminished.
Consequent Passions – are those that are intentionally aroused and kept. Voluntary in cause, the result of the will playing
strings of emotions.
Principle : Consequent passions do not lessen voluntariness, but may even increase accountability.
3)FEAR – is the disturbance of the mind of a person who is confronted by an impending danger or harm to himself or loved
ones.
Fear – is an instinct for self-preservation
Fear modifies the freedom of the doer, inducing him/her to act in a certain predetermined manner, often without
his full consent.
a.Acts performed with fear – fear is a normal response to danger
Actions are voluntary, because the doer is in full control of his faculties an acts in in spite of his fear.
Example: climbing a cliff, flying an airplane though a storm, diving for pearls, arresting a notorious killer
b.Doing something out of fear, or because of fear – fear here, becomes a positive force compelling a person to act without
careful deliberation
Example: fear new experiences such as, embarking on a long journey, being left alone in a strange place, being asked to
speak before a group of people.
Principle :
1. Acts done with fear are voluntary.
2.Acts done out of fear, however great, is simply voluntary, although it is also conditionally voluntary.
3. Acts done because of intense fear or panic are involuntary.
* Intimidating or threatening a person with harm is an unjust act. Legally speaking, actions done out of fear are invalid acts.
Example: Contracts entered into out of fear are voidable, meaning, they can later on be annulled. It is grossly unfair to oblige
any person to fulfill a contract obtained by force or threat.
4)VIOLENCE – refers to any physical force exerted on a person by another free agent for the purpose of compelling said
person to act against his will.
Example: bodily torture, maltreatment, isolation, mutilation
Principle : 1. External actions, or commanded actions, performed by a person subjected to violence, to which reasonable
resistance has been offered, are involuntary and are not accountable.
2. Elicited acts, or those done by the will alone, are not subject to violence and are therefore voluntary.
5)HABITS – as defined Glenn. “ is a lasting readiness and facility, born of frequently repeated acts, for acting in a certain
manner. “
HABITS are acquired inclinations towards something to be done. They assume the role of a second nature, moving one who
has them to perform certain acts with relative ease.
“ HABIT-FORMING “ refer to certain experiences shows how easy it is for one to acquire a habit. It also implies that a habit is
not that easy to overcome or alter. It requires a strong-willed person to correct a habit successfully within a limited period of
time.
Principle : Actions done by force of habit are voluntary in cause, unless, a reasonable effort is made to counteract the
habitual inclination.
Action and Emotion
Man does not act the way a robot does – without feeling or emotion. In doing his act, man does not only evoke
certain sentiments, but his decision or intention to perform is swayed by his emotions.
Emotions – are generally instinctive in origin. Neither the degree of their intensity, clarity, or awareness makes them human
acts to be judged as good or evil. They become good or evil by the attitude of the person manifesting them. Man’s thoughts
and actions are colored by his emotions.
Refinement of Emotions
Ethics deals with emotions as factors affecting human motivation and behavior. Instead of repressing them, it calls
for their refinement. This means that man is expected to act not only with his mind and body, but precisely with his heart and
soul.
Moral perfection comes from within. We, Filipinos, refer to it as “ kagandahan ng loob “. It is “ loob “ because it
radiates from within the human personality. Kagandahan ng Loob – refers to attitude. It stands for all that is good, we call
kabaitan, in human being.- includes such moral values as mapagmahal, maunawain, may-pakikiramdam, may-pakikiramay,
matulungin, masayahin, and hindi mapagkunwari.
Prepared by:
MISS JOY R. ARELLANO,LPT, MEd.
Instruct
GEN 108: ETHICS
MODULE 4
NAME:_____________________________________
COURSE/YEAR:___________________________________
DATE SUBMITTED: ___________________________
EVALUATION:
I.Identification: Identify the following:
________________________1. Love, desire, delight, hope, bravery
________________________2. The absence of knowledge which a person ought to possess
________________________3. Factors that influence man’s inner disposition towards certain actions
________________________4. Lasting readiness and facility, born of frequently repeated acts, for acting in a
certain manner
________________________5. Refers to attitude; stands for all that is good, we call kabaitan un human being
II. Give the meaning:
1.
2.
3.
4.
5.
habit-forming
violence
brainwashing
hypnotism
cultural imposition
III. Differentiate the following:
A. consequent passion and antecedent passion
B. vincible and invincible ignorance
IV. Answer briefly:
1.
2.
3.
4.
5.
How would you explain this saying: “ Ignorance of the law excuses no one “.?
Why are you not justified in doing wrong because of passion?
What actions may be justified because of violence?
Why are actions done out of fear accountable actions?
Why are we accountable for actions done out of habits?
Prepared by:
MISS JOY R. ARELLANO,LPT, MEd.
Instructor
THE CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLE
COLLEGE DEPARTMENT
Module 4
ABSTRACTION
The children in the situations presented above were of different ages and so also should apparent
differences in the way they thought. They were in different stages of cognitive development. Perhaps no one has
influenced the field of cognitive development more than Jean Piaget. As you read through this Module you will come
to understand cognitive development of children and adolescents and also identify ways of applying this
understanding in the teaching learners.
For sixty years, Jean Piaget conducted research on cognitive development. His research method involved
observing a small number of individuals as they responded to cognitive tasks that he designed. These tasks were
later known as Piagetian tasks.
Piaget called his general theoretical framework “genetic epistemo-logy” because he was interested in how
knowledge developed in human organisms. Piaget was initially into biology and he also had a background in
philosophy. Knowledge from both these disciplines influenced his theories and research of child development. Out
of his researches, Piaget came up with the stages of cognitive development.
Piaget examined the implications of his theory not only to aspects of cognition but also to intelligence and
moral development. His theory has been applied widely to teaching and curriculum design especially in the
preschool and elementary curricula.
Basic Cognitive Concepts
Schema. Piaget used the term “schema” to refer to the cognitive structures by which individuals
intellectually adapt to and organize their environment. It is an individual’s way to understand or create meaning
about a thing or experience. It is like the mind has a filing cabinet and each drawer has folders that contain files of
things he has had an experience with. For instance, if a child sees a dog for the first time, he creates his own
schema of what a dog is. It has four legs and a tail. It barks. It’s furry. The child then “puts this description of a dog
‘on file’ in his mind.” When he sees another similar dog, he “pulls” out the file (his schema of a dog) in his mind,
looks at the animal, and says, “four legs, tail, barks, furry…. That’s a dog!”
Assimilation. This is the process of fitting a new experience into an existing or previously created cognitive
structure or schema. If the child sees another dog, this time a little smaller one, he would make sense of what he is
seeing by adding this new information (a different-looking dog) into his schema of a dog.
Accommodation. This is the process of creating a new schema. If the same child now sees another animal
that looks a little bit like a dog, but somehow different. He might try to fit it into his schema of a dog, and say, “Look
mommy, what a funny looking dog. Its bark is funny too!” Then the mommy explains, “That’s not a funny looking
dog. That’s a goat!” With mommy’s further descriptions, the child will now create a new schema, that of a goat. He
now adds a new file in his filing cabinet.
Equilibration. Piaget believed that people have the natural need to understand how the world works and
to find order, structure, and predictability in their life. Equilibration is achieving proper balance between assimilation
and accommodation. When our experiences do not match our schemata (plural of schema) or cognitive structures,
we experience cognitive disequilibrium. This means there is a discrepancy between what is perceived and what
is understood. We then exert effort through assimilation and accommodation to establish equilibrium once more.
Cognitive development involves a continuous effort to adapt to the environment in terms of assimilation and
accommodation. In this sense, Piaget’s theory is similar in nature to other constructivist perspectives of learning
like Bruner and Vygotsky.
Piaget’s Stages of Cognitive Development
Stage 1. Sensori-motor Stage. The first stage corresponds from birth to infancy. This is the stage when a
child who is initially reflexive in grasping, sucking and reaching becomes more organized in his movement and
activity. The term sensori-motor focuses on the prominence of the senses and muscle movement through which
the infant comes to learn about himself and the world. In working with children in the sensori-motor stage, teachers
should aim to provide a rich and stimulating environment with appropriate objects to play with.
Object permanence. This is the ability of the child to know that an object still exists even when out of sight.
This ability is attained in the sensory motor stage.
Stage 2. Pre-Operational Stage. The preoperational stage covers from about two to seven years old,
roughly corresponding to the preschool years. Intelligence at this age is intuitive in nature. At this stage, the child
can now make mental representations and is able to pretend, the child is now ever closer to the use of symbols.
This stage is highlighted by the following:
Symbolic Function. This is the ability to represent objects and events. A symbol is a thing that represents
something else. A drawing, a written word, or a spoken word comes to be understood as representing a real object
like a real MRT train. Symbolic function gradually develops in the period between 2 to 7 years. Riel, a two-year old
may pretend that she is drinking from a glass which is really empty. Though she already pretends the presence of
water, the glass remains to be a glass. At around four years of age, however, Nico, may, after pretending to drink
from an empty glass, turn the glass into a rocket ship or a telephone. By the age of 6 or 7 the child can pretend play
with objects that exist only in his mind. Enzo, who is six, can do a whole ninja turtle routine without any costume
nor “props”. Tria, who is seven can pretend to host an elaborate princess ball only in her mind.
Egocentrism. This is the tendency of the child to only see his point of view and to assume that everyone
also has his same point of view. The child cannot take the perspective of others. You see this in five year-old boy
who buys a toy truck for his mother’s birthday. Or a three year old girl who cannot understand why her cousins call
her daddy “uncle” and not daddy.
Centration. This refers to the tendency of the child to only focus on one aspect of a thing or event and
exclude other aspects. For example, when a child is presented with two identical glasses with the same amount of
water, the child will say they have the same amount of water. However, once water from one of the glasses is
transferred to an obviously taller but narrower glass, the child might say that there is more water in the taller glass.
The child only focused or “centered” only one aspect of the new glass, that it is a taller glass. The child was not able
to perceive that the new glass is also narrower. The child only centered on the height of the glass and excluded the
width in determining the amount of water in the glass.
Irreversibility. Pre-operational children still have the inability to reverse their thinking. They can understand
that 2 + 3 is 5, but cannot understand that 5 – 3 is 2.
Animism. This is the tendency of children to attribute human like traits or characteristics to inanimate
objects. When at night, the child is asked, where the sun is, she will reply, “Mr. Sun is asleep.”
Transductive reasoning. This refers to the pre-operational child’s type of reasoning that is neither
inductive nor deductive. Reasoning appears to be from particular to particular i.e., if A causes B, then B causes A.
For example, since her mommy comes home every day around six o’clock in the evening, when asked why it is
already night, the child will say, “Because my mom is already home”.
Stage 3. Concrete-Operational Stage. This stage is characterized by the ability of the child to think
logically but only in terms of concrete objects. This covers approximately the ages between 8-11 years or the
elementary school years. The concrete operational stage is marked by the following:
Decentering. This refers to the ability of the child to perceive the different features of objects and situations.
No longer is the child focused or limited to one aspect or dimension. This allows the child to be more logical when
dealing with concrete objects and situations.
Reversibility. During the stage of concrete operations, the child can now follow that certain operations can
be done in reverse. For example, they can already comprehend the commutative property of addition, and that
subtraction is the reverse of addition. They can also understand that a ball of clay shaped into a dinosaur can again
be rolled back into a ball of clay.
Conservation. This is the ability to know that certain properties of objects like number, mass, volume, or
area do not change even if there is a change in appearance. Because of the development of the child’s ability of
decentering and also reversibility, the concrete operational child can now judge rightly that the amount of water in
a taller but narrower container is still the same as when the water was in the shorter but wider glass. The children
progress to attain conservation abilities gradually being a pre-conserver, a transitional thinker and then a conserver.
Seriation. This refers to the ability to order or arrange things in a series based on one dimension such as
weight, volume or size.
Stage 4. Formal Operational Stage. In the final stage of formal operations covering ages between 12 and
15 years, thinking becomes more logical. They can now solve abstract problems and can hypothesize. This stage
is characterized by the following:
Hypothetical Reasoning. This is the ability to come up with different hypothesis about a problem and to
gather and weigh data in order to make a final decision or judgment. This can be done in the absence of concrete
objects. The individuals can now deal with “What if” questions.
Analogical reasoning. This is the ability to perceive the relationship in one instance and then use that
relationship to narrow down possible answers in another similar situation or problem. The individual in the formal
operations stage can make an analogy. If United Kingdom is to Europe, then Philippines is to ____. The individual
will reason that since the UK is found in the continent of Europe then the Philippines is found in what continent?
Then Asia is his answer. Through reflective thought and even in the absence of concrete objects, the individual can
now understand relationships and do analogical reasoning.
Deductive Reasoning. This is the ability to think logically by applying a general rule to a particular instance
or situation. For example, all countries near the North Pole have cold temperatures. Greenland is near the North
Pole. Therefore, Greenland has cold temperature.
From Piaget’s findings and comprehensive theory, we can derive the following principles:
1.
2.
3.
4.
Children will provide different explanations of reality at different stages of cognitive development.
Cognitive development is facilitated by providing activities or situations that engage learners and require
adaptation (i.e., assimilation and accommodation).
Learning materials and activities should involve the appropriate level of motor or mental operations for a child
of given age; avoid asking students to perform tasks that are beyond their current cognitive capabilities.
Use teaching methods that actively involve students and present challenges.
THE CHILD AND ADOLESCENT LEARNER AND LEARNING PRINCIPLE
Module 4
ACTIVITY SHEET
NAME:________________________________________
Yr. and Section: _______________________________
Instructor:______________
Date: _______________
Learning Task:
I.
Explain the Piaget’s stages of cognitive development
a. Sensorimotor
b. Preoperational
c. Concrete Operational
d. Formal Operational
II.
Create a visual graphic (such as chart or venn diagram) that shows a comparison between
Piaget’s stage cognitive development and the stages of another theorist in the same field. You can consider
comparing to:
a. Erikson’s stages of psychosocial development
b. Vygotsky’s sociocultural
c. Kohlberg’s stages of moral development
Prepared by: MISS JOY R. ARELLANO, LPT, Med.
INSTRUCTOR
THE TEACHING PROFESSION
COLLEGE DEPARTMENT
Module 4
CHALLENGES IN TEACHING
A. Teaching in Multicultural and Multilingual Classrooms
Multicultural education is an interesting and important topic for teachers. At its heart is a deep concern about equity,
respect for diversity, cultural literacy, and fair treatment for everyone in school. Multicultural education does not only concern
itself with cultural minority groups and indigenous people. Multicultural education is for every learner in school. Given the
growing diversity of the contemporary so critical for teachers to become culturally literate and instructionally effective in
teaching a culturally diverse class.
Learners are different in terms of language, religion, ethnicity, belief, nationality and culture. This holds true in the
Philippines where there are more than 107 ethno-linguistic groups. Each learner in class may be a member of a different
cultural attends a different church, speaks a different language, or behaves differently t day, they bring these diversity and
individual differences in the classroom, Teachers challenged to use pedagogical approaches that are culturally relevant and
responsive. They are encouraged to develop instructional materials and curriculum models that a culturally inclusive
The country is also host to a growing number of foreigners who visit the country t study in Philippine schools. Many have
come to study English or some have parents doing business or assigned to work in the country. Aside from these, there are
also Filipinos who were born from foreign descent-like the Filipino-Chinese, Filipino-Americans Filipino Spanish, and many
others-who born here and have decided to stay in the country. The cultural diversity in our country demands all teachers to be
equipped and empowered to address the needs of a culturally diverse classroom. It is important for teachers to promote
equity, fairness, and respect among students.
Another big issue and challenge in multicultural settings is language. Language plays an important role in the teaching and
learning process. In real life, education and society are inseparable. Education is a social activity that is important for all
human beings. Various ideas and skills are transmitted and developed using the language of the people. Dewey (2001)
elucidates that language instinct is the simplest form of social expression of the child. Hence, it is the greatest of all
educational resources that is innate to the child and can be used in learning. Language has been recognized as an important
tool in the production of knowledge and the development of culture because of its power to epitomize reality, it is believed
that learners create and construct meaning based on their experiences and use their first language in understanding and
processing ideas.
Given that the Philippines is a country of many local languages, the Department of has recently implemented the Mother
Tongue-based Multilingual Education in its K-12 education program. This enables teachers to use the first language of the
learners to be the medium of instruction from Kindergarten up to Grade 3. Filipino and English language proficiency is
developed from these levels but very gradually. The mother tongue is used in instruction and learning materials of other
learning areas. Through this program, learners are hoped to retain their ethnic identity, culture, heritage, and values. Theories
and researches also confirm that children learn better and are more active in class and learn a second language even faster
when they are first taught in a language they understand.
Based on the innovative literacy efforts documented in the IK Notes (Leautier, 2004), the use of teaching materials based
on local language tends to result to higher literacy rates. It is not only more effective, but it also underscores the value of
cultural norms and practices in the development, planning, and implementation of the science curriculum. Using the local
language also gives meaning and context to a lot of ideas learned in school.
Furthermore, using the local language for teaching and learning is one way to promote the understanding of various
concepts in a particular socio cultural perspective and context. This kind of situated pedagogy increases the chance for
learners to feel ownership of their education and reduces the conditions that hinder their acquisition and learning of various
knowledge and processes, Understanding the context (personal cultural, and environmental) is important and using the local
language is vital in teaching and learning. Vygotsky (1962) explains that language plays a crucial role in forming abstract
concepts, and these abstract concepts, according to Banks and Thompson (1995), are critical to the development of some
disciplines. Therefore, language really plays an important role in developing ideas.
There are several instructional strategies that can be used in addressing cultural diversity in the classroom. The following
are examples of the things that can promote the cause of multicultural education:
1. Content Integration - Cultural practices, cultural values, history, and respect for cultural diversity can be
integrated in the various contents of the subjects taught in basic education.
2. Cultural Immersion-Students can be immersed in different cultures. This will allow students to observe the life of
other people and to have a first-hand experience of their culture and values.
3. Celebrating Diversity-Similar to what is done in the UN Month Celebration and in the Linggo ng Wika, students
can experience and enjoy different cultural dance, folk literature, music, visual arts, and costumes.
4. Culture Responsive Pedagogy - Teachers use pedagogical methods, approaches, and techniques that respect the
cultural values, mind-set, and practices of learners.
5. Teaching Local Culture - Teachers will introduce local culture to students through lectures, fora, and symposia,
6. Using the Local Language as Medium of Instruction-Teachers need to support the implementation of the
Mother Tongue-Based Multilingual Education (MTB-MLE) program of the Department of Education. They should help
in the development of instructional materials for teaching local language and culture to the students.
The Philippines is also home to various indigenous groups. The Philippine 1987 Constitution encouraged the state to
provide an education that is relevant to their culture and indigenous practices of these indigenous people. Pawilen (2013)
identified several approaches that can be used to integrate indigenous knowledge in the curriculum.
1. Real-life Story Model - indigenous knowledge is embedded in the daily life experience of young children as they
grow up. They live and grow in a society where indigenous knowledge is interwoven into the lives of people. Parents
or old folks serve as teachers, and the lessons are related to the values and struggles of people. Their views about
nature and their reflections on their experiences in daily life can be seen in their literature, art, and music.
2.
3.
4.
Drake (1998) originally proposed the idea to use stories called "story model." which develops a personal, cultural,
and global story as the context for any topic to be learned.
Problem-based Approach - Learners are exposed to different lessons in problem-solving. By doing problemsolving activities, learners are exposed to practical situations or issues that are important to them and to their
community.
Inviting Local Folks and Community Leaders as a Resource Person in School-This allows community leaders
and elders to share their knowledge and wisdom to the students.
Developing Instructional Materials for Teaching Indigenous Knowledge-Teachers can develop modules,
worksheets, and learning kits that will help introduce local history, community values, and Indigenous knowledge of
the community to the learners.
B. Teaching Special Education Classes
Special education is an area in education that seeks to understand the nature and needs of different learners with special
needs. As a field of study, it trains teachers and other professionals to respond to the needs of special learners in terms of
pedagogy curriculum, and other forms of educational interventions. In a regular classroom, we can only observe students with
learning difficulties, physical disabilities, behaviour problems, and who are gifted. With the help of scholars and practitioners in
the field of special education, we have come to realize and learn that special learners can be classified in different ways.
Wolery and Wilbers (1994) describe the various classifications of children with special needs according to the type of
disability of each learner like deafness, dual sensory impairments, hearing impairments, mental retardation, and multiple
handicaps, rthopedic impairments, other health impairments, serious emotional disturbance specific learning disabilities,
speech (language) impairments, visual impairments and blindness, traumatic brain injury, autism, and also those learners
diagnosed with medical conditions. Special learners also include children and youth living in difficult context like those located
in war zones and economically depressed areas. While there are special schools to cater to the needs of special learners,
many of them are attending regular classes and part of inclusive education programs.
The category of special learners also includes those who are considered as twice exceptional, intellectually genius, and
gifted. In the Philippines, there are only a few schools offering programs for gifted students. These are science schools,
special science classes in regular schools, and the Philippine School for the Arts. There are many gifted learners who remain in
regular schools because they have no access to special schools for the gifted. Meanwhile, the twice-exceptional students are
sometimes unnoticed by teachers who seem to focus only on the weakness of such students.
It is inevitable for teachers to encounter learners with special needs in their classes. This poses an immense challenge not
only in classroom management but also in curriculum and instruction. Consequently, teachers need to modify the curriculum
and use instructional approaches that are relevant and responsive to the needs of these special learners. It is also important
to be careful in identifying a student as a special learner. This sometimes causes tension with parents, as many of them are
still not ready to accept that their child is a special learner. Teachers need to carefully observe their students' behaviour,
abilities, and characteristics. They need to seek help from special education specialists or medical doctors whenever it is
needed.
Providing the needs of special education learners will certainly be one of the greatest challenges to every teacher. Most
teachers, either in public or private schools, are not equipped to handle special learners. Responding to the needs of each
special learner cannot be addressed by teachers' years of teaching experience. It requires special training in the field of
special education.
A special education teacher needs to have deep devotion, commitment, and passion to teach special learners. They need to
work closely with co-teachers, parents, and other professionals to understand the nature, behaviour, and needs of these
learners.
C. Teaching in Multigrade Classes
Multigrade teaching involves the teaching of students from different grade level in one classroom. This requires teachers to
develop a skill in handling different students’ behaviour and in addressing their needs and interests. Such situation
necessitates teachers to employ effective instructional methods and strategies and apply an efficient system for classroom
management. It also requires teachers’ versatility to design an instructional plan that will cover all topics and activities for all
students from varying grade levels.
The teacher in a multigrade class should perform multiple tasks for all the grade levels in the classroom, no matter what
subject is being learned. The teachers are expert facilitators of the learning process. They bring the magic of learning in their
classes, they plan effective lessons for their students, monitor student's progress, and motivate students to learn. They are
resourceful, creative, patient, wise, and innovative.
In some private schools, multigrade teaching is done when they have small enrollment. In this case, classes could be
smaller and can be financially cheaper to operate than a complete school. The teacher assigned in one multigrade class is
required to develop separate worksheets and design different activities for each grade level. This could be a difficult task, for a
teacher handling a multigrade class should always be ready to respond to the needs of the students. In the Philippines, the
Seventh Day Adventist Church has implemented numerous successful multigrade classes in many of its mission schools in the
country. The Department of Education is also implementing multigrade classes in many divisions in the country. Most of these
public schools operating multigrade classes are located in local communities that are geographically far. Thus, public school
teachers assigned in these schools face difficult challenges every day. Like other public school teachers, they usually use their
money to buy materials for their students and sometimes spend for the children's meals and snacks. In addition, they make
use of local and indigenous resources for their instructional materials. These teachers work with community leaders and
parents to do the necessary repairs needed for their classrooms.
Multigrade teachers in public schools are also like teacher missionaries in far-flung communities. They are strong
advocates of students' access to quality education. These teachers usually travel for a long distance to reach the school and
the students. They are happy to share their lives and their time to help young children learn. During their free time, they also
engage themselves in teaching basic literacy to adult learners in the community.
D. Teaching in a Multiple Intelligence Classroom
The idea of learners having multiple intelligences came from the research of renowned Harvard University professor,
Howard Gardner. In 1983, Gardner published his book Frames of Mind, which presented the concept of multiple intelligences.
Gardner's theory of Multiple Intelligences (MI) presents a powerful notion that there are different separate human capacities,
namely:
1. Linguistic Intelligence-ability to analyze information and create products involving oral and written language
2. Logical-Mathematical intelligence-ability to develop equations and proofs, ma calculations, and solve abstract
problems
3. Spatial intelligence - ability to recognize and manipulate large-scale and fine grained spatial images
4. Musical Intelligence-ability to produce, remember, and make meaning of different patterns of sound
5. Naturalist Intelligence-ability to identify and distinguish among different types of plants, animals, and weather
formations that are found in the natural world
6. Bodily Kinesthetic-ability to use one's body to create products or solve problems
7. Interpersonal intelligence - ability to recognize and understand other people's moods, desires, motivations, and
intentions
8. Intrapersonal intelligence - ability to recognize and understand his/her moods desires, motivations, and intentions
The MI theory became a powerful force that pushed many educators and schools to change the educational system
radically. It led teachers and schools to design curriculum and instructions that develop these multiple intelligences. It has
become a strong advocacy in education to provide opportunities to develop the talents, skills, and gifted potentials of the
learners. MI has become the guiding framework to design the curriculum in preschool and in some private elementary schools.
In 2011, Gardner summarized the educational implications of the MI theory in education. According to him, an educator
convinced of the relevance of MI theory should "individualize" and "pluralize." Individualizing means that teachers should
know about the "intelligence profile" of their students. They should know how to use different teaching strategies and
assessment tools that bring out the capacity of each individual learner. Pluralizing means that teachers should decide on which
topics, concepts, or ideas are of greatest importance, and should then present them in various ways. This will help teachers
reach out to more students and help them better understand their lessons.
THE TEACHING PROFESSION
Module 4
ACTIVITY SHEET
NAME:________________________________________
Yr. and Section: _______________________________
Instructor:______________
Date: _______________
Directions: Reflect and write your answers to the following questions. (3 pts each)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
How if we encourage teachers to develop culturally relevant and responsive curriculum for their learners?
How can teachers incorporate cultural literacy in classroom pedagogy and in the content of their course?
What is your idea on the implementation of Mother Tongue-Based Multilingual Education?
How do we promote equity and social justice in our schools?
How can we address the needs of gifted children in class?
How can we help address the learning needs of slow learners in the class?
How can we work closely with the parents of special learners?
How can the community support teachers assigned to handle multigrade classes in their respective areas?
What are the instructional strategies that can be effective in multigrade classes?
If you were assigned to teach in multigrade class, how will you plan to address the needs of your students?
Why is it important for teachers to know the multiple intelligence profiles pf their students?
What are examples of instructional strategies that can be used in designing MI classrooms?
How can we design a curriculum that addresses the multiple intelligence of students?
Prepared by:
CELESTE A. DE VERA, LPT
Instructor
INTERNATIONAL FOLKDANCE
Chinese Fan Dance (China)
MODULE 4
I.
Objectives:
At the end of the lesson, the students are expected to:
a. identify Chinese fan dance;
b. explain the history of Chinese fan dance;
c. classify the costumes or props use in Chinese fan dance; and
d. demonstrate the different steps in Chinese fan dance.
II.
Overview:
The art and tradition of the Chinese fan dance have captivated audiences for two thousand years. Just one of
many forms of traditional folk dances, fan dances has been preserved to share the stories and beauty of Chinese
culture.
III.
Learning Content:
Chinese Fan Dance the Chinese fan dance is performed in celebration of Chinese culture. It represents beauty,
grace and delicacy, according to the Chinese Educational Development Project. It also expresses feelings of joy.
The dance is composed of consistently changing rhythms paired with consistently changing body positions.
Feather fans and silk fans both are part of the traditional Chinese dance that has its roots in the Han Dynasty,
circa 206 BC.
History
While archaeologists have found pottery depicting Chinese folk dances dating from about 4000 to 2000 BC, the
fan dance is believed to have begun during the Han dynasty. This dates the fan dance to around 200 AD. It was
also during the Han dynasty that the first effort was made to collect and preserve the country's folk dances.
Thankfully, this practice became important to following generations and folk dances of old are still shared today.
Classifications
Chinese dance was divided into either civilian or military dance and their movements can vary based upon the
classification. Civilian fan dances tend to be more flowing and detailed, celebrating grace and beauty. They
derived from early dances celebrating the distribution of the food gathered from hunting and fishing; people
would dance holding feathered banners. The military dancing was done with weapons, in coordinated group
movements. This evolved into the movements used in military exercises.
Function
Like most other forms of folk dance, the Chinese fan dance developed as a way to share stories, preserve the
culture and to communicate feelings and emotions without words. This form of communication and preservation
was vitally important to the Chinese, as dances were created even before written symbols. Chinese fan dances
include a specific type of semantics, symbolism, vocabulary and structure so as to allow the dancer to
communicate her intentions.
Fans
The fans are used to highlight the graceful movements of the dancers and as extensions of very delicate poses.
They can be used as a sort of prop, representing a basket of food, a gift or a found treasure. The fans are made
of a variety of materials including feathers, paper or bamboo and they reflect the highest level of craftsmanship
and artistry.
Different kinds of fans
Japanese flat fan (uchiwa)
Japanese fans are made of paper on a bamboo frame, usually with a design painted on them. In addition to
folding fans (ōgi), the non-bending fans (uchiwa) are popular and commonplace. The fan is primarily used for
fanning oneself in hot weather.The fan symbolizes friendship, respect and good wishes They are given on special
occasions, and they are also an important stage prop in Japanese dance.
STEPS:
1.
Get fans made of feathers or silk and hold them in each hand while standing. With your arms held out to
each side, begin fluttering the fans while raising them above your head and lowering to the side. This step may
be repeated throughout the choreography by facing different directions or including walking steps. As the
choreography varies, the specific techniques of opening, closing and fluttering the fans remain.
2.
Rhythmic Changes
After lowering the arms while fluttering the fans, bring your arms in front of you (as if you are reaching for
something). With a count of 8, open and close the fans by turning your wrists in and out. Repeat for another
count of 8. Continue by tilting your upper body to one side while raising one arm overhead while the other arm is
out to the side. Remember to keep fluttering the fans throughout all the arm and torso position changes. Lower
arms back to the start position with arms to the side.
3.
Positions of Power
Bend your knees, moving up and down, while fans are held close together and arms are outstretched in front of
you. You'll turn your torso to the right and left (see Fun Dance Workshop at dancemedia.com). Raise your arms
abruptly overhead while crossing one fan in front of the other. Hold this position for a few seconds as this pose
represents power. The dance will either continue with new positions or repeat the positions introduced earlier.
PERFORMANCE TASK
MAKE A DANCE PRESENTATION (DIVIDE YOUR SECTION INTO TWO GROUPS ONLY) OF CHINESE FAN DANCE
TO BE PRESENTED ON OCTOBER 26, 2022.
Prepared By: Bernardino R. Agpalo Jr.
INSTRUCTOR