COURSE ENHANCEMENT PROGRAM 2

PED 5: Facilitating Learner Centered Teaching part 1 Page 1 of 13

TOPIC PED 5: FACILITATING LEARNER CENTERED TEACHING PART 1

Social Dimension of Education
SUBTOPICS Trends and Development in Education
, Multicultural Education

Welcome BCPians!
I. INTRODUCTION:

This Module explores the fundamental principles, processes and practices anchored on learner-centeredness
and other educational psychologies as these apply to facilitate various teaching-learning delivery modes to
enhance learning. This introduces the students to an overview of social science theories and researches that
are related to education. It emphasizes the basic assumption that education is a social function hence the
attempt to understand and master the educative process must be based on a comprehensive understanding of
social theories and issues. It seeks to develop within the learners a deeper sense of social awareness through
analysis of current issues and concerns affecting the educational system.

1. Determine the roles of the teachers as active member of community and as a global citizen responsible for
the outcomes of their actions and for developing the learners.
3. Specified the significance of learner centeredness in teaching and its principles
4. Explained the theories related to the learners’ development

Before we proceed with the lesson, let’s have a short activity.

III. PRELIMINARY ACTIVITIES:

Briefly answer the Following Questions.
What are the roles of a teacher for community development?
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Explain how cultural and global issues affect education.

___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

Great!!! You may proceed to the main lesson.

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IV: LESSON PROPER:

SOCIAL DIMENSION OF EDUCATION

A. Global Contexts of Education

1. Different Conceptions of Globalization

Globalization as a process (or set of processes) which embodies a transformation in the spatial organization of social
relations and transactions, expressed in continental or interregional flows and networks of activity, interaction and
power (Held and McGrew, et al, 1999)

Globalizations are processes of change which underpin a transformation in the organization of human affairs by
linking together and expanding human activity across regions and continents (Held, McGrew, Goldblatt, Perryton,
1999:15).

Globalization is evident in the following situations/conditions in the incorporation of local, regional, and national
economies into a worldwide global economy

An increase in interaction between societies, resulting in global culture, which exists along with an array of distinctive
local, national, and regional cultures

The emergence of a world-wide international system that is eroding the traditional boundaries between domestic and
international politics the increasing impact of human activity upon the planet's ecosystem, and the increasing
constraints on human activity imposed by the limits of the system an expanding global consciousness that enhances
expands our awareness of being members of the global human species, with the world as our community.

Impact of Globalization on Education

Economic Impact
Increasing commercialization/commodification and the corporate takeover of education, Branding, globalization and
learning to be consumers

Movement of higher education toward supporting the nation’s wealth (growth) as opposed to focusing on the liberal
education of undergraduates. Changing role of education in terms of preparing students for the world of work

Political Impact
The threat to the autonomy of national educational systems by globalization. Reduction of state and government
support and subsidy for education. Increase and close partnership of higher education with industry and government-
sponsored techno science initiative. Re-localization and changing technologies and orientations in education.
More protection and regulation of intellectual property rights. Certain loss of nation-state sovereignty and weakening
of the notion of the "Citizen as a unified and unifying concept.

Socio-cultural Impact
Creation of "tensions" (UNESCO- Learning the Treasure Within)
• Between the individual and the universal
• Between the local and the global
• Between tradition and modernity
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• Between information and the limitation of human capacity to assimilate knowledge

• Between short term and long-term considerations
• Between spiritual and material

Reforms in Education
• universal literacy and universal access to education
• educational quality as a key component of equity
• education as lifelong education
• education as a human right
• education for peace, tolerance, and democracy
• eco-pedagogy, or how education can contribute to sustainable ecological development
• new technologies of information and communication

The social cultural context of education

In the 1960s, Marshall McLuhan popularized the term "global village to describe the effect that the ability to connect
and exchange ideas instantaneously would bring to the world.

Cultural globalization is the rapid traversing of ideas, attitudes, and values across national borders. Interaction
between peoples of varied cultures and ways of lite.

Globalization is the rally leads to an interconnectedness. The Clash of Civilizations, a theory, proposed by Samuel P.
Huntington, that people cultural and religious identities will be the primary source of war world and argued that
conflict in the future.

TRENDS AND DEVELOPMENT IN EDUCATION

Changing Values and Morality

The Environmental Context- Changing Environmental Landscapes

Resource shortages The European Commission has identified 14 minerals raw materials, including several metals
and metal groups, which nave high supply risks and could face shortages resuming from limited production sources
and high demand.

Human capital and quality to late the populations of most countries will age and changes such as a shrinking
workforce in coming years, demanding structural societal responses, to adapt to

Changing technology at an exponential rate

Pollution as a global Issue

The Political-Economic Context of Education - Concern for Human Dignity and Human Development
New Developments in Education: Trends and Directions

Transformative Education - an educational process that brings about deep and significant changes (tor the better)
in an individual and ultimately culminates in similar changes at the societal level, principally brought about through
innovative did creative teaching and learning, curriculum reform and appropriate policy of the school level.
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Inclusive Education - education based on the night of all learners to a quality education that meets basic
learning needs and enriches lives. Focusing particularly on vulnerable and marginalized groups, it seeks to develop
the full potential or every individual. The ultimate goal is to end all forms of discrimination and foster social
cohesion. (UNESCO)

An inclusive curriculum treats the knowledge and experience of women, racial groups and ethnic groups as being just
as valid and relevant as the knowledge or dominant groups in mainstream academic discourse.

Alternative Education non-traditional type of approach to education based on the belief that there are many varied
pathways to become educated in many ways. Educational environments and settings, and utilizing different, variety
or structures.

Alternative education covers all educational activities that fall outside the traditional school system (including special
programs for school dropouts and gifted students, home schooling.

Alternative education describes different approaches to teaching and learning other than state-provided mainstream
education, usually in the form of public or private schools with a special, often innovative curriculum and a flexible
program of study which is based to a large extent on the individual student's interests and needs.

Development Education strives for quality of economic, social, and political development in all countries. Fairness
in relationship between and within countries, equitable and meaningful linkages between developed and developing
countries

Global Education -involves learning ab0ut those problems and issues which cut across national boundaries and
about the interconnected of systems cultural, ecological, economic, political, and technological.

Peace Education is education which empowers people with the skills, attitudes, and knowledge to:

• build, maintain, and restore relationships at all levels of human interaction

• develop positive approaches towards dealing with conflicts from the personal to the international
• create safe environments, both physically and emotionally, that nurture everyone
• create a safe world based on justice and human rights
• build a sustainable environment and protect it from exploitation and war

Multicultural Education emphasizes oneself and others through the exploration of concepts of cultural diversity,
similarities, prejudices, and cultural understanding developing tolerance Is a key value in learning to live together in
harmony.

Human Rights Education-promotes understanding of human rights concepts and values to enable learners to
comprehend and transform conditions which give rise to human rights violations and exalts dignity and worth of the
human person.

Civic/Citizenship Education-focuses on the study of the basic concepts, beliefs and values underlying our
democratic political community and constitutional order -draws its content chiefly from four disciplines: political
science, jurisprudence, history, and economics.

Civic Education- learning for effective participation in democratic and development processes at both local and
national levels. It is an important means for capacity development on the societal level by empowering people with
civic knowledge, skills, and dispositions for effective civic engagement.
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Environmental Education-rethinks human-earth relationships, fosters a vision of education for sustainable

development, promotes care for the environment and builds a global culture of ecological responsibility.

Gender Studies -promotes gender equality and harnessing the vital role of women in development.

Future studies-anticipates the future and cope with its challenges and imagines possible and probable futures.
Students are encouraged to envision a preferred future that will help shape their present decision and account.

MAJOR TRENDS AND DEVELOPMENTS IN EDUCATION

1. Global Contexts of Education

A. Different Conceptions of Globalization

in 1945, the United Nations was established to save succeeding generations from the scourge of war, to reaffirm faith
in the dignity and worth or the human person in the equal rights of men and women to establish conditions under
which justice and respect for the obligations arising from treats and other sources of intonational law can be
maintained", and "to promote social progress and better standards of life in larger freedom....(Preamble to the UN
Charter)

Peace education has developed to achieve these goals. it is education that is directed to the full development of the
human personality ana to the strengthening of respect for human rights and fundamental freedoms. It promotes
understanding, tolerance, and friendship among all nations, racial or religious groups and furthers the activities of the
United Nations for the maintenance of peace. (Article 26, Universal Declaration of Human Rights)

Peace education Is an integral part of the work of the United Nations. Through a humanizing process of teaching and
learning, peace educators facilitate human development. They strive to counteract the dehumanization of poverty,
prejudice, discrimination, rape, violence, and war. Unimaginably aimed at emanating the possibility or global
extinction through nuclear war, peace education currently addresses the broader objective of building a culture of
peace. In this global effort, progressive educators worldwide are teaching the values, standards and principles
articulated in fundamental UN instruments such as the UN Charter, Human Rights documents, the Convention on the
Elimination of all forms of Discrimination Against Women (CEDAW),

The following are the central knowledge, Skills and attitudes 01 peace education:

SKILLS

Communication, active listening, and reflection Mediation, negotiation, and conflict resolution
Cooperation Patience
Empathy Responsible citizenship
Critical thinking and problem solving Imagination
Artistic and aesthetic Leadership, vision

KNOWLEDGE

Self-awareness, recognition of prejudice Nuclear and other weapons

Issues relating to: Justice and power
Conflict and war Theories of conflict analysis, prevention, and
Environment/ecology resolution
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International law and Criminal court
Culture, race, gender, religion United Nations and international systems, standards
Human rights, responsibilities and instruments
Globalization Healthcare, AIDS
Labor Drug trade
Poverty and international economy

ATTITUDES
Ecological awareness Gender sensitivity
Self-respect Caring and empathy
Tolerance Non-violence and reconciliation
Respect for human dignity and difference Social responsibility
Intercultural Understanding Solidarity, world mindedness

GENDER EDUCATION

A. Difference between Gender and Sex

Sex-actual biological differences between males and females; a distinction between the physical and biological
characteristics of males and females. The sexual differences between females and males include different
chromosomes (genetic material) sex glands, hormones, and sex organ.

Gender-the different roles, responsibilities and expectations as male or females’ social sciences and cultures; the
socially assigned label and personal definitions as male or female including the corresponding socially defined rights
and responsibility

Gender is a matter of cultural/social definition as to what is considered masculine and feminine

Gender relations describe the social meaning of female and male thus what is considered appropriate and
inappropriate behavior or activity for men and women

Gender roles which are learned, may change over time, and vary widely within and between cultures

The social meaning of being female or male is the result of the history of that society, influenced by the nature of
economy that evolved over time, religious beliefs, and political system

Patriarchy is a set of beliefs and values which lay down the supposedly "proper relations between men and women,
between women and women, between men and men. it is a deeply entrenched and integrated system of male
dominance and that it has built itself into the structures of society and the consciousness of men and women. It is
integrated in the value system, world view and socialization process, reproduced in the family, School and church as
well as in media and political exercises.

Gender equality means that males and females have equal opportunities to realize their full human rights and
contribute and benefit from economic, social, cultural, and political development. Parity and equity are the building
blocks of equality in education.
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MULTICULTURAL EDUCATION

A. Multicultural education defined:

Multicultural education is a field of study and an emerging discipline whose major aim to create equal educational
opportunities for students from diverse racial, ethnic, social class, and cultural groups. One of the important skills to
acquire the knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic society and to
interact, negotiate, and communicate with peoples from diverse groups order to create a civic and moral community
that works Tor the common good."

Multiculturalism is a philosophy that recognizes ethnic adversity within a society and that encourages others to be
enlightened by worthwhile contributions to society by those of diverse ethnic backgrounds.

Liberal multiculturalism focuses on cultural diversly, celebrating ethnic variety and teaching tolerance. It assumes the
existence or pre-existing cultures, winch relate to, and interact with, each other, but does not examine the tolerance
power underpinning these interactions.

Critical multiculturalism sees multiculturalism as concerning major use as much as minorities and is concerned with
the institutions and practices forming the whole society. it sees inequalities ot power, and racism, as central,
emphasizes recognition and rights and advocates the multiculturalization of society.

Schools are expected to serve the human needs or cultural socialization. transmission, and self-perpetuation, and
teach academic skills. Every action that they take is, unavoidably culture bound. Effective understanding of the
educational process in a pluralistic society requires that teaching and learning be viewed as aspects of various
cultural milieus (Kimball, 1978).

B. Benefits of the global perspective of multicultural education:

1. Multicultural education increases productivity because a variety of mental are available for completing the same
tasks and t promotes cognitive and moral growth resources among all people.

2. Multicultural education increases creative problem-solving skills through the differ perspectives applied to same
problems to reach solutions.

3. Multicultural education increases positive relationships through achievement of common goals, respect,
appreciation, and commitment to equality among the intellectuals and students.

4. Multicultural education decreases stereotyping and prejudice through direct contact and interactions among
diverse individuals.

5. Multicultural education renews vitality ot society through the richness of the different cultures of its members and
fosters development of a broader and more sophisticated view of the world.

VI. SUSTAINABLE DEVELOPMENT

A. Education for Sustainable Development education that enables people to foresee, face up to and solve the
problems that threatened lite on the planet. it IS education that understands the concept and inculcates the
values and the principles that are the bases
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Sustainable Development Goals

Goal 1 : End poverty in all its forms everywhere

Goal 2: End and achieve food security and improved nutrition and promote sustainable agriculture

Goal 3: Ensure healthy lives and promote well-being for all at all ages

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunity

Goal 5: Achieve gender equality and empower all women and gender

Goal 6: Ensure availability and sustainable management of water and sanitation

Goal 7: Ensure access to affordable, reliable, sustainable and modem energy for all.

Goal 8: Promote sustained, inclusive, and sustainable economic growth, full and decent work for all

Goal 9: Build resilient infrastructure, promote inclusive and sustainable industrialization and innovation

Goal 10: Reduce inequality within and among countries

Goal 11: Make cities and human settlements inclusive, safe, resilient, and sustainable

Goal 12: Ensure sustainable consumption and production patterns

Goal 13: Take urgent action to combat climate change and its impacts

Goal 14: Conserve and sustainably use the oceans, sees and marine resources for sustainable development

Goal 15: Protect restore and promote sustainable use of terrestrial ecosystems. sustainably manage forests, combat
desertification, and halt and reverse land degradation and biodiversity.

Goal 16: Promote peaceful and inclusive societies for sustainable development, provide access to for all and build
effective, accountable, and inclusive institutions at all levels.

Goal 17: Strengthen the means of implementation and revitalize the global partnership for sustainable development
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V. ANALYSIS, APPLICATION AND EXPLORATION:

PED 5: FACILITATING LEARNER CENTERED TEACHING PART 1

Name: ___________________________________ ____________________
Year & Section: _______
Direction: Identify if the statement is True or False.

_______________1. Gender Development education that enables people to foresee, face up to and solve the
problems that threatened lite on the planet.
_______________2. Multicultural education is a field of study and an emerging discipline whose major aim to create
equal educational opportunities
_______________3. Transformative Education - an educational process that brings about deep and significant
changes (tor the better).
_______________4. Cultural tradition is the rapid traversing of ideas, attitudes, and values across national borders.
Interaction between peoples of varied cultures and ways of lite.
_______________5. Gender equality means that males and females have equal opportunities to realize their full
human rights and contribute and benefit from economic, social, cultural, and political development.

_______________6. Globalization is the rally leads to an interconnectedness.

_______________7.Communal multiculturalism sees multiculturalism as concerning major use as much as minorities
and is concerned with the institutions and practices forming the whole society.
_______________8. Liberal multiculturalism focuses on cultural diversly, celebrating ethnic variety and teaching
tolerance.
_______________9. Gender roles which are learned, may change over time, and vary widely within and between
cultures.
______________10. Social Impact is the threat to the autonomy of national educational systems by globalization.
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You are amazing! You’re done with the activities. Now, let’s summarize the
lesson of what we had discussed.

VI. GENERALIZATION:

Directions: Read and analyze the questions. Be specific and use complete sentences.

1. What is Peace Education?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

2. Explain how cultural and global issues affect education.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. What is the impact of globalization on the society and the world?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________
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KUDOS! You have come to an end of this Module. OOPS! Don’t forget that
you have still an assignment to do. Here it is.

VI. ASSIGNMENT:
Direction: Choose the letter of the correct answer. Write the answer in the blank provided before each number.

1. What kind of tension is referred to when people prefer to have quick answers and ready solution to many problems even if its
calls for a patient, concerted, negotiated strategy of reform?
A. Tension between modernity and tradition
B. Tension between long term and short-term considerations
C. Tension between spiritual and material
D. Tension between individual and universal

2. In what strands of the four pillars of education implies a shift from skill to competence, or a mix of higher-order skills specific to
everyone?

A. Learning to Know
B. Learning to Do
C. Learning to Live Together
D. Learning to Be

3. Which of the following is NOT true about the Four Pilalrs of Learning?

A. The pillars of learning stress the goal of contributing to social cohesion, intercultural and international understanding,
peaceful interchange, and harmony.
B. The Pillars of Learning imply a shift from schooling to learning throughout life by "learning how to learn
C. The pillars of learning stress the importance of closer linkage between education and the world of work.
D. The Pillars of Learning adheres to the instrumental and purely academic view of education that focuses on the
achievement of specific aims of education such as economic productivity.

4. What pillar of education of J. Delors (UNESCO) focuses on voc-tech relevant to people-centered human development?

A. Learning to Know
B. Learning to Do.
C. Learning to Live Together
D. Learning to Be

5. The rapid traversing of ideas, attitudes and values across national borders that generally leads to an interconnectedness and
interaction between peoples of diverse cultures and ways of life. What is being referred to?

A. Cultural Globalization.
B. Fundamentalism
C. Multiculturalism
D. Clash of civilization
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After your long journey of reading and accomplishing the module, let us now challenge your
mind by answering the evaluation part of this module.

VII. EVALUATION:

Direction: Choose the letter of the correct answer. Write the answer in the blank provided before each
number.

1. Which of the following is NOT a characteristic of Multicultural education?

A. Personality empowering
B. Socially transformative
C. Pedagogically humanistic
D. Culturally discriminating

2. What is the character of education that manifests democratization of access and inclusivity?
A. Relevance
B. Sustainability
C. Quality
D. Equity

3. What is the kind of education that emphasizes human-earth relationships and fosters a vision of
education for sustainable development to build a global culture of ecological responsibility?
A. Human Rights Education
B. Development Education
C. Environmental Education
D. Global Education

4. Which of the following is NOT a benefit of multicultural education?

A. Multicultural education increases positive relationships through achievement of common goals,
respect, appreciation, and commitment to equality among the teachers and students.
B. Multicultural education decreases stereotyping and prejudice through direct contact and interaction
among diverse individuals.

C. Multicultural education promotes independence of various ethnic groups in development and

supports fragmented view of the world.
D. Multicultural education renews vitality of society through the richness of the different cultures of its
members and fosters development.

5. Which of the following is NOT one of the benefits of social media?

A. Mass media decreases prejudice and discrimination.
B. Mass media enriches the educational programs.
C. Mass media increases student's exposure to diversity.
D. Mass media helps provoke discussion of current issues.
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6. Which among the following is NOT a core principle of human rights?

A. Human dignity
B. Non-discrimination
C. Universality
D. Independency

7. How are human rights principles reflected in the activities of national and local governments?
A. Legislating laws to include rights education in all levels of schooling
B. Organizing local exhibit or event to highlight the children's talents and local products
C. Asking the community leaders to volunteer in the construction of a barangay hall
D. Lobbying to the UN High Commission for Human Rights to allocate higher budget for Philippines'
Commission on Human Rights.

8. Which of the following could be a reason to justify peace education as a series of "teaching
encounters" or teaching-learning process?
A. Desire for peace
B. Nonviolent alternatives for managing conflict
C. Skills for critical analysis of structural arrangements that produce and legitimize injustice and
inequality
D. All of choices are correct

9. Which of the following is accurate in regard to working with parents in diverse classrooms?
A. The parent's culture is important but should not influence their children's education.
B. Teachers should demonstrate their "expertise" to parents to show they know best.
C. Teachers should strive to use a variety of ways to keep parents informed, including parents who
cannot speak English or Filipino.l
D. The importance of the family's influence on children's education has diminished over the past few
years.

10. Which of the following is NOT a guiding statement of peace education?

A. Peace education teaches students what to think rather than how to think.
B. Peace education employs holistic and participatory approach.
C. Peace education aims not to reproduce but transform.
D. Peace builds bridges of support among key participants.

This evaluation will be submitted on ________________________

CONGRATULATIONS on reaching the end of this module! You may now proceed to the next module. Don’t forget
to submit all the exercises, activities, and portfolio on ___________________________.

KEEP UP THE GOOD WORK. Well, Done!!!

Prepared by:

RYAN CHRISTOPHER M. VILLALON

Part-time Instructor