SOCIAL DIMENSIONS OF TEACHING Globalization Peace education Multiculturalism Human rights Education Development education Population education Citizenship

education Of the world closer together Gender education Transformative education and new perspective of learning

GLOBALIZATION /GLOBAL EDUCATION Reflects an increased interdependence among nations as a result of technologies that draw most of the world closer together.

MULTICULTURALISM/ MULTICULTURAL EDUCATION As a philosophy, multiculturalism recognizes cultural diversity in a society and believes that, although with different backgrounds, each diverse ethnic, social, racial group, if encouraged, can work towards the societys common good. Multicultural education: aims to create equal educational opportunities to students from diverse racial, ethnic, social class and other cultural groups. Make use of instructional techniques that are personally empowering , socially transformative and pedagogically humanistic.

Human rights and Human rights education Refers to that right of all individual to be human, with a claim to dignity, freedom, equality and justice according to law and moral precepts. - Civil and political rights - Legal - Economic - Cultural rights - Education and right to development and balanced environment - Human rights education- focuses on the teaching and learning of values, principles, and standards of human rights. - Gender education- anchored on gender equality a. Equality of access boys and girls are offered equitable opportunities to gain admission to formal, non-formal, alternative approaches.

b. Equality in learning process- means girls and boys receive equitable treatment and attention and have equal opportunities to learn. c. Equality of educational outcomes- means boys and girls enjoy equal opportunities to achieve and outcomes are based on their individual talents and efforts. d. Equality of external results occurs when the status of men and women, their access to goods and resources. THE FOUR PILLARS OF EDUCATION Pillar 1. Learning to know it implies mastering of the instruments of knowledge. ( knowledge, skills, competencies, expertise, proficiency, specialization). Pillar 2. Learning to do implies application of what learners learned. ( execute, perform, to contribute) Pillar 3. Learning to live together implies development of knowledge and understanding of self and others.( Living in diversified culture, peacefully) Pillar 4. Learning to be this type of learning is based on the principle that the aim of development is the complete fulfillment of man.( self satisfaction, fulfillment, realization ). METHODS AND STRATEGIES OF TEACHING Principles of Teaching: 1. 2. 3. BLOOMS Mastery of learning Cognitive entry behavior Time on task Learning outcomes Active responding Errorless learning Immediate feedback Brunners Readiness Motivation Interaction Optimal sequence Rewards and punishments Markles and Gagmes -Decision making skills needed in teaching a. selecting objectives b. identifying the logical entry points c. Determining ways to motivate students in the classroom d. identifying varied and appropriate instructional materials

e. Presenting/developing lessons to promote learning and retention. DIRECT INSTRUCTION -DEDUCTIVE -EXPOSITORY -TEACHER CENTERED -SHOW AND TELL -LECTURE/ DISCUSSION - DEMONSTRATION - QUESTION AND ANSWER - WHAT TO LEARN INDIRECT INSTRUCTION - INDUCTIVE - SCIENTIFIC / PROBLEM SOLVING - DISCOVERY EXPERIMENT / LAB. INV. - REFLECTIVE / INQUIRY - PROJECT /CONCEPT ATTAINMENT - CONSTRUCTIVISM / METACOGNITIVE - CONCEPT TEACHING - LEARNER CENTERED - HOW TO LEARN

CHILD AND ADOLESCENT DEVELOPMENT Process of development: 1. Physical process biological changes 2. Cognitive Process- changes in individuals thought, intelligence, and language. 3. Socio emotional process- changes in individuals relationships with other people changes in emotion, changes in personality. PHYSICAL DEVELOPMENT IN CHILDHOOD

1. 2. 3. 4.

Grasping Sucking Stepping Startle

Motor and Perceptual Skills within 12 mos., the infants becomes capable of sitting upright, standing, climbing, and often walking. COGNITIVE DEVELOPMENT IN CHILDHOOD Piagets theory of cognitive development: Children actively construct their cognitive world, using schemas to make sense of what they experience. Schema concept or framework that already exist at a given moment in a persons mind and that organizes information and provides a structure for interpreting it. 2 process on how people adapt their schemas: Assimilation when individuals incorporate new information into existing knowledge.

Accommodation occurs when individuals adjust their schemas to new information.

PIAGETS STAGES OF COGNITIVE DEVELOPMENT 1.Sensorimotor stage Birth to 2 years of age Infant construct an understanding of the world by coordinating sensory experiences with physical actions. 2.Preoperational stage 2 to 7 y.o Begins to represent the world with words and images 3.Concrete operational stage 7 to 11 y.o The child can now reason logically about concrete events. 4.formal operational stage 11 to through adulthood The adolescent reasons in more abstract, idealistic and logical ways.

FACILITATING LEARNING DOMAINS OF LEARNING: Cognitive domain ( knowledge , concepts, problem-solving skills) Affective domain ( Attitudes, feelings, emotions) Psychomotor / sensory- motor domain ( bodily movement, performance, development and wellbeing)

LEARNING THEORIES Ivan Pavlovs classical Conditioning Believes that individual learns when a previously neutral stimulus is paired with an unconditioned stimulus until the neutral stimulus evokes a conditioned response.

Edward Thorndikes Connectionism Emphasizes the response of the organism more than the association between the stimulus and the response. 3 major laws: 1. Law of Readiness biological preparedness of learners 2. Law of exercise connection between stimulus and response 3. Law of effect when an organisms response is accompanied or followed by satisfactory state such what rewards, reinforcement, and success bring, connection is strengthened. Burrhus Skinners Reinforcement and operant Conditioning Stresses the consequence of behavior in order to learn and that, reinforcement whether verbal, physical, non-verbal , or thru use of token. Powerful tool in shaping and in shaping controlling classroom behavior. Albert Banduras social Learning States that learning takes place when one person observes and then imitates the behavior of others. 4 phases 1. Attention - observer attends to and recognizes the distinctive features 2. retention- observed behavior has been acquired and retained. 3. Motor reproduction process learners can now demonstrate the acquired behavior. 4. Motivational Process - unless conditions are favorable, no overt performance of behavior can occur. Bruners Discovery learning Theory Believing that students are more likely to remember concepts they discover on their own. Gagnes Cumulative Learning Theory -Learning occurs as the individual develops higher level learning skills built, successively on previously learned lower level skills. Atkinsons information processing learning theory involves storing, encoding, retrieving ( identifying and recalling). Gardners Multiple Intelligence theory of learning learning could occur by sudden comprehension). Piagets constructivist theory of learning - believes that what individuals learn is a result of the meaning, that helps learners build mental structures and construct new ideas. Levels of cognitive development ( Blooms taxonomy ) 1. Knowledge 2. Comprehension- ability to grasp 3. Application act of putting something 4. Analysis resolution of something 5. Synthesis- result of combination 6. Evaluation assessment of value