MODULE

in
Educ. 212
(Special Topics 2)
by

NILO L. MASBAÑO
LOLITA G. MANEJERO

1
 West Visayas State University
(Formerly Iloilo Normal School)
Janiuay Campus
SCHOOL OF TEACHER EDUCATION
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero Nat’l Comp.
High School,Janiuay Nat’l Comp. High School, Janiuay National
Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 317-1894
* Website: janiuay.wvsu.edu.ph*Email Address: [email protected]

ED 212- Special Topics 2

NOTES TO STUDENTS:

Welcome to your ED 212 (Special Topics 2) class!

Before we start you need to create a Group Chat or (GC) for this
course and you have to add me as your subject teacher.
This is a three-unit course which consists of eleven (10) special
topics which are relevant to your curriculum. Each topic contains
task/s and assessment for you to answer after reading it
thoroughly.
Topics 1-5 are intended for the midterm and topics 6-10 for the final
term. Please provide notebook preferably cattleya brand for you to
write your answers. You may also use extra sheets of short bond
paper if necessary but be sure to staple it to your notebook.
For questions or clarifications regarding our lessons just chat me
through our subject GC.

Sir Masbaňo & Ma’am Manejero

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 TOPIC 1: The Global Teacher

At the end of the lesson, the learners shall have:

1. identified the characteristics of a global teacher;
2. discussed the effects of globalization in education; and
3. explained the importance of a global teacher in 21st-century teaching and
learning.

INTRODUCTION:

In the era of globalization and internationalization, the teacher is at the forefront of

meeting the challenges of 21st-century education. Innovations abound, millions of
information are made available on the world- wide web and new ways of learning
have emerged. The teacher is faced with educating the technology savvy generation
whose dependency on technology can be a blessing or a curse. Some teachers
have observed that the present generation is too distracted with many things to the
point that learning is sacrificed. On the other hand, learners are complaining that
their teachers are not making them learn as they should. Who is the culprit in this
cycle of continuous learning gap? If you consider teaching as a system wherein the
adult (the teacher) is given the responsibility to guide and educate the young (the
learner), there is wisdom in refocusing the attention of the teachers to train them to
capably lead the young. What should the teachers possess to effectively carry out
learning, in this globalized world? Are there new competencies that the teacher
should possess to be a global educator? What does it take to be a teacher in a world
of globalization and internationalization? These questions will be dealt with in this
section.

A. Globalization and Global Education

Globalization is multifaceted. It needs an encompassing and multifaceted
definition to cover its complexity. Thomas Larson (2001) in his book The Race to the
Top: The Real Story of Globalization has defined the term as the process of world
shrinkage, of distances getting shorter, things moving closer. It pertains to the
increasing ease with which somebody on one side of the world can interact with
mutual benefit, with somebody on the other side of the world. Others define
globalization as the integration of economics and societies all over the world
globalization, political, and cultural exchanges made possible largely by advances in
communication, transportation, and infrastructure. Globalization is a simplified term
describing the spread and connectivity of economic and cultural life all over the
world. By its very nature, globalization encompasses a multitude of disciplines,
communities, and cultures. There is no area of human activity that is not affected by
globalization.
Globalization finds its greater impact on education. Due to the advent of
globalization, the way people think, study, and learn has changed tremendously. The
effects of globalization on education can be seen in the rapid developments in
technology and communications, changes within learning systems, the changing
roles of students and teachers, and major concern on lifelong learning. More so,
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there is a shift in the concept of learning as contained and organized in school, to the
learner with the vast potential to form all his experience. The use of the internet and
other computer forms has paved the way for alternative learning systems in
education like online learning and distance learning. Educationally sound and well-
packaged curriculum materials become the priority of schools as well as the
technologically sophisticated solutions to the pedagogical problems of overworked
teachers. In this borderless information society, education has to respond to
additional demands of a rapidly globalizing world by raising awareness of societal
and cultural diversity and the idea of a global village.
The major concern of teachers is to carry out the lesson effectively and effect
learning. Teachers need to master the subject matter, implement efficient classroom
management strategies, and understand the learners in order to maximize learning.
Beyond these expectations is the ability of the teacher to bring a global touch to the
classroom. It is not complete if students will be taught how to speak the English
language correctly. To add a global dimension is to make sure that students learn
how to communicate in English in a variety of audiences considering the rich cultural
context. There is an increasing need to broaden the horizon of people in the
academic community to embrace the concept of global education. To produce global
citizens is global education.
Global education has been defined as an "education which promotes the to
provide global education. Knowledge, attitudes and skills relevant to living
responsibly in a multicultural, interdependent world" (Fisher & Hicks, 1985, p. 8).
Kniep (1985) states that "global education consists of efforts to bring about changes
in the content, methods and social context of education in order to better prepare
students for citizenship in a global age. Global education develops skills such as
critical and creative thinking, problem-solving, conflict resolution, and communication
skills. It promotes values like respect for diversity, a commitment to peace and
harmony, and empathy with peoples of the world thus, taking concrete steps locally
and globally to make a better world. Global education doesn't happen by accident. It
must be thoroughly planned and consciously taught.
The mission of global education is outlined in UNESCO's Recommendation on
Education for International Understanding, Cooperation, and Peace. This document
calls on teachers in schools around the world to promote education at all levels with
an international dimension and a global perspective in, to understand and respect all
peoples and their cultures,' values, and ways of life, to become aware of the
increasing global interdependence between people and nations and to understand
the -necessity for international solidarity and cooperation.
TASK:
1. Draw an object that would symbolize an effective teacher in the 21st century
and explain why you have chosen such an object. (20 pts.

Rubrics
CRITERIA Indicator/Points
Content (message) 10
Artistry (design/color) 5
Mechanics 5
Over All 20

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 2. Interview at least 3 of the following education stakeholders: parents, students,
teachers, and barangay officials. In doing such, observe proper health
protocols. Ask them about their idea of a global teacher. Submit an article on
the global teacher based on the stakeholders’ responses. (20points)
Rubrics
CRITERIA Percentage
Content (focus and details) 40
Organization 35
Diction (choice of words) 15
Mechanics 10
Total 100%

B. On becoming a global teacher

The realities of globalization and global education have increased the demand
for a global teacher who can effectively carry out the challenges of the globalized
world. What does it mean to be a global teacher? What are the characteristics of a
teacher in a globalized world?
Various experts have identified the characteristics of a global teacher. Most
say that a global teacher should be an expert in his field, a good communicator,
pragmatic, critical thinker, problem-solver, and creative thinker. Others believe that
the most important skill that a global teacher should possess is information literacy.
Considering many literature and researchers across countries, the characteristics of
a global teacher can be categorized into two: a global teacher with CHARACTER
and a global teacher with COMPETENCE. A global teacher should have the heart to
love the unlovable, to endure the unbearable, and she or he must have the
competence to make learning possible. The CHARACTER of the teacher refers to
his/her personal characteristics while COMPETENCE refers to the professional traits
of the teacher needed in the effective performance of his/her work. Of what use is
competence with character and vice versa. A global teacher should have both
character and competence. Being a global teacher does not mean going out of the
country and teach there. A global teacher thinks globally and acts locally. Being able
to address the diversity of learners in her/his very own classrooms is the essence of
the global teacher.

The Teacher with Character

A mother once asked Gandhi to get her son to stop eating sugar.
Gandhi told the child to come back in two weeks.
Two weeks later, the mother brought the child to before Gandhi.
Gandhi said to the boy, "Stop eating sugar".
Puzzled, the woman replied, "Thank you, but I must ask you why you didn't tell him
that two weeks ago.”
Gandhi replied, "Two weeks ago, I was eating sugar" (author unknown)

Gandhi, the teacher, realized that for the boy to follow him, he must stop
eating sugar. This is an example of modeling. A teacher should be a model of good
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behavior before he/she can demand the same behavior from the students. If the
teacher demands that his/her students will be punctual, he/she should model
punctuality by arriving early in school. A teacher with desirable character should
have CLASS: Commitment, Love of learners, Accountability for high standards,
Sociability and Sincerity. An effective teacher should be committed to his/her work.
She is willing to render extra service without counting the cost. Her commitment to
serve others and create a difference becomes her passion. A global teacher should
be accountable for high standards. The global teacher aims for quality and
excellence in carrying out the teaching-learning process. She does not settle for
anything less. She attends classes regularly and listens to her students. • The global
teacher should be sociable. Teaching primarily deals with people and to succeed in
the profession, the global teacher must have social skills. In this world of diversity,
the global teacher must know how to deal with people in all walks of life. She/he
should know how to persuade the students to do what is expected of them. She/he
should establish rapport with the community people to get their support. An effective
teacher must know how to communicate, to say the right words at the right time; to
make students learn through clear and understandable language. Lastly, the global
teacher has sincerity. Sincerity can be measured in one's dealings with the learners
and other people in the community. A teacher with the sincere intention of helping
the learners is always loved by the students.

The teacher with competence

Teachers' competence can be measured through mastery of content knowledge
and pedagogical skills. A competent teacher should have the professional artistry to
induce learning among students. Cognitive skills like critical thinking, creative
thinking, and problem-solving are required of the teacher in the 21st century.
However, effective teaching in the 21st century requires more than a basic
understanding of educational theory and classroom management. Teachers must
also collaborate with other educators to learn how to implement new technology in
the classroom, and how to prepare students to enter a global economy. This is
where 1CT skills are very important. The global teacher must-have information and
communication technology literacy skills. She//He should be proficient in finding and
managing resources, using the internet, publishing on the web, connecting with
colleagues, students, peers, and global communities. The global teacher becomes a
networked teacher who has the skill in using social networking, blogs, wikis, digital
photo sharing, and the like to promote and enhance learning.
Learning how to learn is one very important skill of a global teacher. The
those that teacher needs to learn, relearn previously learned concepts, and unlearn
the ability are insignificant. To do this, she/he has to be a lifelong learner' to learn on
your own is one of the most single skills that will empower the teacher for a lifetime.
Once the teacher is in the workplace, she/he needs to make experiences around
her/him to become a lifelong learner. Reflection is one of the skills that facilitate
lifelong learning. The concept of growth through reflection is not new for educators,
However, only very few teachers engage in reflection since it entails deep thinking.
The aim of reflection is to offer the opportunity to compare theory to practice, belief
to behavior, understanding to do. Reflection can provide the 'bridge" from an
educator's technical knowledge to professional competence (Schon, 1987), Further,
Schon opined that there are two •kinds of reflection: "reflection-in-action" and
reflection-on-action". The former is immediate thinking -while acting to reshape the
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current action to address an unexpected problematic situation. For example, while
actively practicing, a teacher can think of what she/he is doing. She/he makes sense
of analyzing the situation, challenges assumptions, and analyzes feelings that lead
to the particular course of action. The teacher then critically evaluates and
restructures these beliefs and incorporates them into further action. On the other
hand, reflection-on-action is a process used by learners to look •back on action
already taken, critically reasoning and data, and evaluate by testing that action,
which results• in forming a new to become a perspective for future action. By using
reflection, the teacher continues lifelong learner g and gain professional expertise in
the profession.

Below is the schema characterizing the global teacher.

I need to remember the following:

What do I Globalization ushers a lot of challenges for the teacher. A global
need to teacher has to relearn, unlearn, and learn new skills to be effective. A
remember? global teacher is an educator with character and competence.
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 She/He should possess the personal and professional characteristics
and lifelong learning skills needed in carrying out effectively the
teaching-learning process.

What does Various researches have been conducted on the teacher in the
the research global community. One study involved students from 4 universities in
say about the South West of England and set out to investigate how
this? knowledgeable the teacher trainees are on global issues, where do
their knowledge and understanding come from and how prepared
(and motivated) they are to include global perspectives in their
teaching. The study revealed that pre-service teachers are
knowledgeable, enthusiastic, and interested to teach about global
issues. The teacher trainees cited television and newspapers as
main sources of information, but after that, they differed. Important
sources of information for them were parents and school, followed by
magazines and books. Although teacher trainees have knowledge on
global issues, they are not confident to teach them. One implication is
that teacher education institutions need to equip the trainee teachers
with content knowledge and pedagogical skills in teaching global
issues. The curriculum should be relevant to the changing times
exposing pre-service teachers to the real world and relevant issues of
the 21t century.

A study on the Uniqueness of the Filipino Science Teacher in

California USA (unpublished master's thesis, Cebu Normal
University, 2009) by Ms. Jerry Potter revealed that Filipino teachers
have adjusted easily as educators in a foreign land. They have the
ability to transfer their learning/training to the new environment.
diverse culture. One of the factors that contribute to their adaptability
to the environment is the Filipino traits of perseverance, patience,
commitment, positive thinking, and sense of humor. The study
recommended that the personal traits of the teachers should be
honed and developed in the pre-service training to prepare them for
the challenges in the real world of work. Technology-based
instruction should be emphasized since classroom instruction always
integrates technology.

ASSESSMENT/APPLICATION

What significant learnings have you gained from this lesson? What concrete steps
will you undertake to be a teacher for the world?
(20 pts.)
Rubrics
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 CRITERIA Percentage
Choice of words 25
Creativity 40
Organization of ideas 15
Over All 100

TOPIC 2 : CRITICAL THINKING: The Power To Think Beyond

At the end of the lesson, the learners shall have:

1.discussed the concept of critical thinking;

2. relate the significance of critical thinking to education
3.identified expected behaviors associated with critical thinking; recommend
some strategies and tactics in teaching critical teaching;
4. crafted a written engagement on becoming a global teacher in the 21st century
with the power to think beyond.

ATTRIBUTES CHARACTERISTICS
Teachers should possess: Teachers think critically when
they:

Self- Awareness/Control ● analyze their own

Self -Control strengths and

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 weaknesses.
● recognize their own
beliefs and points of view
towards a course of
action
● gather facts and analyze
them before taking
decisions.
● take challenges as
opportunities to grow and
develop.
● resist corruption of
practices and values.

Concern for Others ● express feelings, ideas,

and opinions carefully.
● give comments and
suggestions using the
sandwich effect.
(strengths-weaknesses-
assurance for
improvement)
● share their time, talent
and resources in the
service of others.

Objectivity ● gather facts not mere

opinions.
● use reasons and not
feelings when confronting
situations.
● use systematic
guidelines/criteria when
giving
reactions/comments.

Open-Mindedness ● conduct active

engagement from others'
points of view.
● discuss the • pros and
cons about the given
situations and plans of
action.

Judgement ● consider varied

alternatives/sources.
● see the extent and
veracity of evidence.
● recognize series of

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 observations before
giving decisions and
conclusions.

Credibility ● report issues with

authenticity and
conviction.
● build conscious efforts to
practice honesty and
sincerity in any
undertaking.
According to Huitt, W, (1998) and Thomas & Simon (1994), critical thinking is an
important issue in education today. The information age has focused attention on
good thinking as an important element of life's success. Old standards of simply
being able to score well on a standardized test of basic skills though still appropriate,
cannot be the sole means by which we judge the academic success or failure of the
students.

What is Critical Thinking?

Over decades, the spectrum of critical thinking has evolved from purely cognitive
to the holistic progression of a person's development. The following as noted by Mitt
W. 1998 are some to definitions of critical thinking:

• ... the ability to analyze facts, generate and organize ideas, defend opinions, make
comparisons, draw inferences, evaluate arguments and solve problems (Chance,
1986, p.6);
• ... a way of reasoning that demands adequate support for one's belief and an
unwillingness to be persuaded unless support is forthcoming (Tama, 1989, p.64);

... a conscious and deliberate process which is used to interpret or evaluate

information and experiences with a set of reflective attitudes and abilities that guide
thoughtful beliefs and actions (Mertes, 1991, p.24);

• ... active, systematic process of understanding and evaluating arguments. An

argument provides an assertion about the properties of some object or the
relationship between two or more objects and evidence to support or refute the
assertion. Critical thinkers acknowledge that there is no single correct way to
understand and evaluate arguments and that all attempts are not necessarily
successful (Mayer & Goodchild, 1990, 0.4);

• ... the intellectually disciplined process of actively and skillfully conceptualizing,

applying, analyzing, synthesizing, and/ or evaluating information gathered from or
generated by, observation, experience, reflection, reasoning, or communication, as a
guide to belief and action (Scriven & Paul, 1992); Reasonable reflective thinking
focused on deciding what to believe or do (Ennis, 1992).

Edward Glasser proposed that the ability to think critically involves 3 elements:
1. An attitude of being disposed to consider in a thoughtful way the problems as

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subjects that come within the range of one's experience.
2. Knowledge of the methods of logical inquiry & reasoning.
3. Some skills in applying those methods developing critical thinking in children and
adult learners, individually or in a group problem solving and decision making
contexts continue to address these same three central elements.

Critical thinking is a complex activity and that no one method of instruction will
prove sufficient for developing each of its component parts. We have learned that
while it is possible to teach critical thinking and its components as separate skills,
they are developed and used best when learned in connection with a specific domain
of knowledge (e.g., teaching, auto machines, etc) (Carr, 1990). We should not
expect that a "critical thinking course" will develop our students' competencies in this
area. If students are not expected to use these skills in traditional courses, the skills
will simply atrophy and disappear. Teachers and instructors at all levels must require
students to use these skills in every class and evaluate their skills accordingly. As
Hummel and Huitt (1995) have stated "What You Measure Is What You Get." That
is, students are not likely to develop these complex skills without specific, explicit
expectations and their measurement in the form of important assessments.

Why Critical Thinking?

Critical thinking, the power to think beyond is highly essential to teaching and
learning. It, being a skill in gathering and assessing relevant information within
alternative !1st., of thoughts, is very much useful where teachers, as well as
students, are well-guided to solve problems, make decisions in reasonable and well-
discerned ways in order for them to succeed in their daily understanding. When
thoughts and ideas are well woven and cultivated, then these people become
purposeful and self-regulatory.

Strategies and Tactics in Developing Critical Thinking

To cultivate the power to think beyond, teachers are encouraged to guide the
students to:

● Track down and evaluate their meaningful learning experiences.

● Help each other in making decisions.
● Include factual data and a series of observations before reaching at a
conclusion.
● Never react to any situation without careful analysis.

● Know and examine their strengths and weaknesses.

● Read appropriate and relevant minted materials.
● Examine their varied roles and responsibilities.
● Answer questions substantively.
● Share some processes on how they arrive at an answer or solution/s to
problems.
● Open up with their feelings and ideas on certain situations.
● Negotiate diverse opinions and come up with a common understanding.

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 To actualize these, the teachers' skillfulness and creativity in processing their
music, thoughts are highly expected. Thus, teachers need to:

a. allow students to think for a few seconds before answering thought provoking
questions.
b. guide the students how to visualize and stay focused on a certain situation.
c. provide opportunities to students for experiential sharing.
d. follow the dimensional questions (Literal, Inferential, Critical Evaluation and
Application) to check comprehension.
e. encourage socialized recitation. Students take turns in asking and answering
questions initiated by the teacher.
f. stars the day with a 5 to 10 minute sharing of news report or significant stories
events to class
g. motivate the class to give reactions(reaction, comments, additional input or a
relevant experience) to the topics discussed.
h. present a challenging proposition suitable for a mini-debate.
i. show ways on how to offer rightful] solutions to certain problems and vice-
j. guide the class to use positive reinforcement in giving comments Or evaluating
their classmates' performance/output.

TASK
Critical thinking is important among educators in the 21st century. Indicate
certain behavioral manifestations of teachers who are:

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Reflect on this question (Please check if "yes" and cross if "no") then write
your justification.

. ASSESSMENT/APPLICATION
As a 21" century teacher how would you develop the critical thinking of your
students? (20 pts.)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________________________________________________________

Rubrics
CRITERIA Percentage
Choice of words 25
Creativity 40
Organization of ideas 15
Over All 100

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 TOPIC 3 : Distance Education: Alternative Learning System Beyond Borders

At the end of the lesson, the learners shall have:

1. familiarized with the concepts and context of distance education as an alternative

learning mode of delivery;
2. cited the advantages and disadvantages of distance education;
3. described how interaction and technology operate in distance education as a
system;
and
4. affirmed and recognized that distance education is a viable strategy for access to
quality higher education

INTRODUCTION

Teaching and learning are no longer confined to the classroom or the school
day. There are many technologies that can offer a great deal of flexibility in when,
where and how education is distributed. Distance Education is rapidly becoming a
strategic alternative delivery mechanism in the global educational landscape. As an
education strategy other than the traditional face-to-face classroom setting, distance
education has been adopted to reach out to remote and diverse independent
learners. Distance Education allows a certain degree of flexibility which enables a
distant learner to pursue any degree, anytime, anywhere convenient to him/her. It
provides opportunity to those who have missed the opportunity of taking advantage
of conventional mode of learning.
Today distance education is carried out via a number of media. This emerging
learning environment through the rapid advances in computer utilizes non-print
which requires creatively interactive computer technologies (ICT) including
technological elements such as video transmission, e-mail, teleconferencing or the
Internet, and the World Wide Web.
Central to this emerging learning environment is the availability of these
educational resources to the learners. These are user-friendly, tailored-fit to their
needs in acquiring knowledge in their own time, at their own pace, personalized and
customized learning. Distance learning has the capacity to reach many more people
in a more cost-effective manner than traditional classroom instruction. As resources
shrink and learning requirements expand, many educational institutions in many
countries are relying on communication technologies, such as distance education, to
enhance access effectiveness and efficiency of education.

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CONCEPTS AND CONTEXT OF DISTANCE EDUCATION

In retrospect, the history of distance education shows that it had more than
one historical path and that the evolution of distance education has not been easy.
WV of the same problems facing implementation and acceptance of educational
innovations today have been faced by distance education throughout its history.
The history of distance education could be traced •back to the early 1700s in
the form of correspondence education, but technology-based distance education
might be best linked to the introduction of audiovisual devices into the schools in the
early 1900s. In the nineteenth century, in the United States, several activities in adult
education preceded the organization of university extension beyond campuses.
From the United States, subsequently many correspondence courses spread
throughout Europe. The earliest form of distance learning took place through
correspondence courses in Europe. This was the accepted norm until the middle of
this (the 20th) century, when instructional radio and television became popular."
In tracing the history of distance education, the introduction of television as an
instructional medium appears as an important entry point for theorists and
practitioners outside of the correspondence education tradition, and marks parallel
paths for correspondence study and instructional media.
The system was embraced by other countries like Canada, England, Australia,
and Russia. Correspondence study has grown in popularity, acceptance and
effectiveness, thus giving birth to distance education in many parts of the globe.

Definition of Distance Education (DE)

Distance education is synonymous to distance learning, open learning, e-
learning, online learning or web-based learning.. What is distance learning or
distance education? Here are some definitions:

• a field of education that focuses on pedagogy and andragogy technology, and

instructional systems design that aim to deliver education to students who are not
physically on site.
• education where teachers and
• students are separated in the place and time. They communicate at times of their
own choosing by exchanging printed or electronic media, or through technology that
allows them to communicate in real time and through other online ways.
• mode of educational delivery where teacher and learner are separated in time and
space, and instruction is delivered through specially designed materials and methods
using appropriate technologies and supported by organizational and administrative
structures and arrangements.
• education that takes place when the instructor and student are separated by space
and/or time. The gap between the two can be bridged through the technology. A
mode of education in which students enrolled in a course do not attend the
institution, but study off - campus and may submit assignments by mail or email.
• instructional programs or courses in which the instructor and students need not be
in the same physical place, particularly those relying on computers, audio, or video
technology as the medium for delivery and, sometimes, for two-way interaction.

"Online learning can be a lifeline to those who have obstacles, such as geographical
distances or physical disabilities." - Paul Levinson, Author; "The Soft Edge”
16
Characteristics of Distance Education (DE)

• DE provides learning opportunities to individual learners and groups who may not
have the chance and time to attend formal schooling or face-to-face instruction due
to physical disabilities, ailment, work early marriage, etc..
• DE is learner-centered - It is focused on the needs of the learner with the end goal
of facilitating independent and self-paced learning. For slow and quick learners this
reduces stress and increases satisfaction.
• DE provides learning packages designed for self-directed learning utilizing various
media, multi-media and other new technologies prepared by academically qualified
instructional designers.
• DE has an organizational structure and clear systems and procedures for
managing and ensuring academic supervision.
• DE is an outgrowth of research on theoretical and conceptual models of learning.

Advantages of distance education

• Distance education does not require commuting. This saves you money and time
that you would otherwise spend on travel back and forth to school. You can schedule
teaming around other aspects of your personal and professional life.
• You can complete most of the classes at your convenience. Most of the class. are
asynchronous, which means you don't have to attend a lecture at a particular time
and place. You can review the assignments for your homework during off-hours or
from home.
• Live anywhere, study from anywhere while pursuing the education of your choice.
You don't have to live in the same city or the same country to attend the learning
institution of your choice. You can study wherever you have access to a computer
and Internet connection.
• Gain extra knowledge. You can transfer the computer and Internet skills that you'll
gain in the process of your distance teaming experience to other facets of your life.
• Self-paced learning. For slow and quick learners, this reduces stress and increases
satisfaction
• Accessibility. Online classes address physical accessibility issues that some people
with limited mobility encounter when taking traditional classes. You don't have to
worry about gaining access to a classroom or sitting on uncomfortable desks.
Instead, you can use your comfortable furniture in your home while enjoying free
movement and a chance to further your education.
• Convenience and Flexibility: Through distance education you have access to your
studies .essentially free from ma, of the barriers of time and location, allowing you to
access instruction at any time from anywhere.
• Interaction: The Internet and other devices provide an opportunity for a high level of
meaningful interaction between you and your instructor and between you and your
fellow students. Each individual can contribute to course discussion and comment on
the thoughts of other, creating a free flow of dialogue that becomes a valuable
element of your learning.
• Individualized Instruction: Working independently, you can focus on specific topics
of personal interest as you complete your assignments. Additionally, course
materials are presented in a variety of forms accommodating your own unique
17
teaming style You can progress at your own pace.
• Vast Resources Readily Available. Technology makes access to a world of
valuable resources extremely easy and relatively inexpensive. Internet links can take
you to other websites, databases, libraries, museums, associations, special archives
and much more.
• Potential. The opportunities for distance education have exploded along with
increased use of the internet. Many degrees are available through distance
programs, including high school, college and post-graduate diplomas. There are now
distance education options for nearly every career choice, from nursing to
accounting
• Cost. In many cases distance education can be considerably cheaper than
attending a traditional college. Not only are the classes cheaper, but you can learn
from the comfort of your own home. It is estimated that the tuition for distance
education programs is typically three to four times lower than at traditional
universities.

Key Players in Distance Education

The different key players in distance education have important roles to play.
The following briefly describes the roles of these key players in distance education
and the challenges they face.

• Students - Meeting the instructional needs of students is the cornerstone of every

effective distance education program, and the test by which all efforts in the field are
judged. Regardless of the educational context, the primary role of the student is to
learn. This is a daunting task under the best of circumstances, requiring motivation,
planning, and an ability to analyze and apply the instructional content being taught.
When instruction is delivered at a distance, additional challenges result because
students are often separated from others sharing their backgrounds and interests,
have few, if any, opportunities to interact with teachers outside of class, and must
rely on technical linkages to bridge the gap separating class participants.
• Faculty - The success of any distance education effort rests squarely on the
shoulders of the faculty. In a traditional classroom setting, the instructor's
responsibility includes assembling course content and developing an understanding
of student needs. Special challenges confront those teaching. at a distance.
• Facilitators - The instructor often finds it beneficial to rely on a site facilitator to act
as a bridge between the students and the instructor. To be effective, a facilitator
must understand the students being served and the instructor's expectations. Most
importantly, the facilitator must be willing to follow the directive established by the
teacher. Where budget and logistics permit, the role of on-site facilitators has
increased even in classes in which they have little, if any, content expertise. At a
minimum, they set up equipment, collect assignments, proctor tests, and act as the
instructor's on-site eyes and ears.
• Support Staff - These individuals are the silent heroes of the distance education
enterprise and ensure that the myriad details required for program success are dealt
with effectively. Most successful distance education programs consolidate support
service functions to include student registration, materials duplication and
distribution, textbook ordering, securing of copyright clearances, facilities scheduling,
processing grade reports, managing technical resources, etc.
18
• Administrators - Although administrators are typically influential in planning an
institution's distance education program, they often lose contact or relinquish control
to technical managers once the program is operational. Effective distance education
administrators are more than ideal people. They are consensus build, decision
makers, and referees. They work closely with technical and support service
personnel, ensuring that technological resources are effectively deployed to further
the institution's academic mission. Most importantly, they maintain an academic
focus, realizing that meeting the instructional needs of distant students is their
ultimate responsibility.

INTERACTION AND TECHNOLOGY IN DISTANCE EDUCATION

Interaction is an important component of any learning experience. One of the
most important factors relating to distance teaming is the clement of interaction.
Interaction in a traditional classroom is much different than the interaction that occurs
in distance education. Successful distance education programs mix instructional
technologies with strategies to help the learners interact with the instructional
content. As you select the instructional technologies that will support distance
education, you must provide support to the following four types of interaction:
1) learner-content
2) learner-instructor
3) learner-learner
4) learner-technology/ system.

Synchronous vs. Asynchronous Interaction

Distance Learning can be roughly divided into synchronous or asynchronous,

delivery types. In traditional classrooms, learners and instructors interact
synchronously, interaction in real-time: you talk I immediately respond. For example,
with two-way videoconferences, students interact with “live” video of an instructor.
In distance education, however, learners and instructors interact
asynchronously interaction between them are delayed. Asynchronous delivery does
not take place simultaneously. in this case, the teacher may deliver the instruction
via video, computer, or other means, and the students respond at a later time. For
example, instruction may be delivered via the Web or videotapes, and the feedback
could be sent via e-mail messages. A good example of asynchronous interaction is
email: you email me this morning. I respond this afternoon. An important
characteristic of distance education is that it supports both synchronous and
asynchronous interactions. For example, video-based instruction may be
synchronous, as when participants in an interactive videoconference use camera
and microphones at their respective sites to interact with the originating site and
each other. But some video-based instruction maybe asynchronous, as when
instruction is video-taped and learners later view the video or listen to the audio.
Interaction is accomplished at another time by either written electronic
correspondence or telephone,
Similarly, computer-based instruction may be synchronous, as when computer
conferences are held at pre-established times via chat technologies, or it may be
asynchronous as when learners retrieve instructional materials via the interim and
act on them at their convenience.

19
Four Types of Interaction in Distance Education

Thurmond (2003) defined interaction as:

...the learner's engagement with the course content, other learners,
the instructor, and the technological medium used in the course. True interaction
with these results in a reciprocal exchange of information. The exchange of
communication is intended to enhance knowledge development in the environment."
1. Learner-Content Interaction
The first type of interaction takes place between the student and the content, or
the subject matter that is delivered to him or her. Interaction with content takes place
when the learner, with the help of the teacher or the teaching institution, establishes
new knowledge by encountering new information and combining it with the body of
knowledge already retained by him or her.
2. Learner-Instructor
The interaction that transpires between students and instructor is intended to
help reinforce student understanding of the material or elucidate meaning.
Interaction with instructors can help students clarify unclear points and reinforce
correct interpretation of course information. Most often this type of interaction is
transmitted by electronic means such as chat discussion or e-mail communications.
Unlike the traditional classroom where the instructor takes the center stage as a
lecturer, in distance education, the instructor becomes more of a facilitator.
3. Learner- Learner
The interaction that occurs among students is extremely dissimilar between a
web-based learning and a traditional classroom setting. The intern. format excluded
physical interaction, which may have an impact in learning. Learner-learner
interaction can be between one student and another or between several students.
Teamwork or collaborative teaming involves students working together in groups to
complete academic requirements. This form of lamer-learner interaction is intended
to promote understanding of the course content and stimulate critical learning.
4. Learner-Technology/System
Students' experience with computers can affect their teaming in distance
education as well as improve their computer skills. How students view their
interaction with technology is affected by their access to the technology. Many
students may not have access to the computer lab or a personal computer. In order
to effectively participate in distance education, learners must be computer-literate.

DISTANCE EDUCATION TECHNOLOGIES

The various technologies used in distance teaming can be roughly divided into
four categories: print, audio (voice) computer (data), and video. Be aware, however,
that many of the technologies overlap into more than one category. For example,
audio conferences and video conferences can take place using a computer and the
Internet.
You can use various technologies to deliver instruction. The four major
technologies are.
1) Print technology
2) Computer technology
3) Video technology
4) Audio technology

20
1. Print Technology
The original form of distance learning was correspondence courses, in which
print materials were mailed to students and returned to the teachers through the
postal system. Even though there are numerous new options for distance learning,
print remains a significant component of most courses. Print materials may serve as
the primary source of instruction, or they may be supplemental. As primary source,
distance students might use a textbook and read various units on a specific
timetable. Other technologies, such as e-mail, could then be used to ask questions
or send assignments back to the teacher. As a supplement to instruction, text
materials may take the form of worksheets or study guides that are used in
conjunction with video or voice technologies. It is important to note that the
supplemental print materials may be disseminated via regular mail or over the
Internet.
2. Computer Technology
With the increased popularity of the Internet, computer technologies are
receiving more and more attention as a means of delivering distance learning. The
primary computer technologies used for distance education include email, online
collaborations, and Web-based education.
3. Video Technology
The ability to sec and hear an instructor offers opportunities for behavior
modeling, demonstrations, and instruction of abstract concepts. Video technic, for
distance learning are often characterized by the transmission media (videotapes,
satellites, television cab., computers, and microwave). Each of the media can
describe as it relates to the direction of the video and audio signals -- one-, video;
two-way video; one-way audio; and two-way audio.
Videotapes and DVDs offer popular, easy-to-use formats for instruction.
materials. Almost all students have access to a videotape or DVD player in homes,
and they are also common at school. Videotapes and DVDs have several
advantages for the delivery of distance learning. In addition to easy access, the
hardware, tapes and discs are quite inexpensive. If a video camcorder is available,
the video is relatively easy to record.
4. Audio Technology
Audio or voice technologies offer cost-effective ways to distance learning
courses. The audio component of a distance learning co, be as simple as a
telephone with voicemail, or it can be as complex as a conference with microphones,
telephone bridges, and speakers.
What Insights and Learning have I Gained from this topic?

21
TASK

1. Describe the differences between traditional/conventional (face to face) education

and distance education. (10 pts.)

traditional/conventional distance education

education

1.

2.

3.

4.

5.

RESEARCH AND DISTANCE EDUCATION

Distance Education has experienced unprecedented growth in the past
decade. However, a big challenge is posed and critical issues like how can it sustain
its growth in the foreseeable future? This could be answered by many research
conducted about this emerging trend, within a context of mind technological change
in providing increased educational opportunities for all types of learners. Research
comparing distance education to traditional face-to-face instruction indicates Ili,
teaching and studying at a distance can be as effective as traditional instruction.
Local and International Research
Much of the research done to date has centered around the use of new
technologies for teaching and distance education s effectiveness as a teaching
medium. This empirical research is useful in learning about student preferences and
attempting to compare the variety of media used for delivery.
The University of the Philippines Open University (U.P.O.U.) is a public distance
learning institution and research university that provides quality higher and
continuing education to Filipinos through the distance education system. Melinda
dela Pena-Bandalaria (2007) in her article on Impact of ICTs on Open and Distance
Learning in a Developing Country Setting: The Philippine Experience, pointed out
that the development of Open and Distance Learning in the Philippines has
undergone four general stages or generations. Also included in her paper was an
examination on how quality of education is ensured in a technology-driven system of
teaching and learning, which includes, among others, the employment of the 'quality
circle approach' in the development of courses and learning packages, and the
provision of appropriate technologies to perform academic processes and achieve
institutional goals.
Brenda McDonald (2009) in her paper Appropriate Distance Education Media in
the Philippines and Mongolia, as cited by Ramos (2009) it was revealed that
educators in the Philippines and Mongolia are exploring technologies for DE delivery
that go beyond the online methods that are prevalent elsewhere. Both countries are

22
interested in the opportunities of mobile education (m-learning) and the potential use
of mobile devices such as the cell phone. The use of cellular technology throughout
Mongolia and the Philippines indicates the commitment to mobile devices of their
governments and of the public.

ASSESSMENT

1. List down at least 10 benefits of distance learning? How do they provide access to
the different types of learners?
2. Differentiate synchronous from asynchronous interaction.
3. Describe how the four types of interaction result in reciprocal exchange of
communication and understanding of the course content.

TOPIC 4: Special Education

At the end of the lesson, the learners shall have:

1. formed sound judgment on the curriculum applicable for the child's disability;
2. discussed the importance of special education;
3. identified various disabilities.

INTRODUCTION:

A God-fearing individual envisions every child with special need to possess an

adequate knowledge of the basics of education helping him/her to realize his/her
dream through the utilization of his /her potentialities and expressions without the fear
of being ridiculed by others. RA 7277 (Magna Carta for Disabled Persons) described
persons with disabilities as part of Philippine society and so the State shall give full
support to the improvement of the total well-being of disabled persons and their
integration into the main society. Educating students with physical, mental and
behavioral problems is everyone's concern. Moreover, teachers must be able to
redirect his/her teaching techniques for children like them.

DISCUSSION:

What is Special Education?

Special education, in short SpEd, is an individually planned and systematically

implemented and carefully evaluated instruction to help exceptional children achieve
the greatest possible personal self-sufficiency and success in present and future
environments (Inciong, et al 2007). Every child in the SpEd classroom is provided with
23
individualized programs that will focus on enhancing the child's sphere of
development. Teachers must employ effective strategies that will lead the Children
with Special Needs (CSNs) to embark into a quality of life making them independent,
integrated and contributing members of society.

It would be helpful to give the readers a glimpse of terms used in special

education as defined in Section 4 of Republic Act 7277:

a. Disabled Persons-are those suffering from restriction or different disabilities, as a

result of a mental, physical or sensory impairment, to perform an activity in the
manner or within the range considered normal for a human being.
b. Individualized Education Program - commonly called an IEP, is a legal
document collaboratively prepared by the special education team of professionals
(including child's parents) describing the child's academic assessment, progress, and
instructional plans and procedures and necessary interventions.
c. Mainstreaming - or Least Restrictive Environment to the maximum *extent for the
child to participate with non-disabled peers in conjunction with the general education
curriculum.
d. Reasonable Accommodation - includes (1) improvement of existing facilities used
by employees in order to render these readily accessible to and usable by disabled
persons, and (2) modifications of work schedules, reassignment to a vacant position,
acquisition or modification of equipment or devices, appropriate adjustment or
modifications or examinations, and other similar accommodations for disabled
persons.
e. Rehabilitation - is an integrated approach to physical, social, cultural, spiritual,
educational and vocational measures that create conditions for the individual to attain
the highest possible level of functional ability.
f. Sheltered Employment - the provision of productive work for disabled persons
through workshops providing special facilities, income-producing projects or
homework schemes with a view to give them the opportunity to earn a living thus
enabling them to acquire a working capacity required in industry.
g. Social Barriers - refer to the characteristics of institutions, whether legal,
economic, cultural, recreational or other, human group, community or society which
limit the fullest possible participation of disabled persons in the life of the group.
h. Zero Defect - specifying that all children, regardless of ability, are guaranteed a
free and appropriate public education (PL94-142)

What are the types of disabilities?

Not one is authorized to label and segregate children with an identified disability if the
child is not submitted for a legitimate assessment. The evaluation will serve as a
functional and meaningful tool that will emphasize the child's disability. Assessment in
special education is based on the same principles of assessment in the general
education classroom. Behavior is observed, progress is evaluated, and a program is
planned. The special educator has a professional responsibility to be accountable for
each assessment decision (Overton, 1992). Thus, testing and follow-up is a necessity

24
for each special education teacher to perform.

The following are the common types of disabilities that may be identified after
thorough assessment of the child:

1. Autism is a neurological disorder that affects communication and the processing of

sensory information. Autism or Pervasive Developmental Disorder (PDD) affects a
child's ability to communicate, understand language, play, and relate to others. Others
believe that the developmental disability of children with autism is lifelong. Their
behavior and interests, as well as communication and social interaction skills, are
repetitive and restrictive. This repetitive communication disorder manifested by autistic
children is called echolalia. They have unusual physical mannerisms such as rocking
or hand flapping. Their general movements may be clumsy or poorly coordinated.
Whenever his/her routine has a slight change the child starts manifesting tantrums.
Since autism is a pervasive disorder, a multi-disciplinary team of professionals are
authorized to identify the child's educational needs. More information can be read
especially on the different diagnostic terms that fall within the broad meaning of PDD
such as Autistic Disorder, Asperger's Disorder, Rett's Disorder, Childhood
Disintegrative Disorder and Pervasive Developmental Disorder Not Otherwise
Specified (PDD-NOS).
2. ADD/ADHD means Attention Deficit Disorder or Attention Deficit Hyperactivity
Disorder is a biological, brain-based condition that is characterized by poor attention
and distractibility and/or hyperactive and impulsive behaviors. Things of less
importance or interest for them can ignite an exhibition of inattentive disorders. They
are physically active, they care much less on difficult things, they experience
restlessness, they press their fingers as an outlet for energy, they daydream a lot,
they talk a lot, they exhibit many motor movements, and they make noises (annoying
to others but not for them). These are some manifestations of children with
ADD/ADHD. All learners are equipped o with the cognitive and appetitive faculties,
however, the degree to which they are utilized and expressed differs based on
learners' abilities, aptitudes, attitudes and home background (Corpuz & Salandanan,
2007). Likewise, children with ADD/ADHD left untreated, will lead to poor school/work
performance thereby resulting in poor social relationships and low self-esteem.
3. Learning Disabilities refers to a disorder in one or more of the basic psychological
processes involved in understanding or using spoken or written language, which can
result in difficulties in reading, writing, listening, speaking, thinking, spelling, or
mathematics. This does not apply to children with learning problems that are primarily
the result of visual, hearing or physical disabilities, mental retardation, emotional
disturbance; or environmental, cultural, or economic disadvantages. These students
are characterized by their struggle with school learning that will eventually lead to
differences in their social interaction with peers. The essential dimensions of learning
disabilities are:

a. Dyslexia - an impairment in the ability to read or comprehend written language

which is considered to be a significant learning disability on reading problems, and/or
oral language. Dyslexic children undergo dilemma on comprehension, identification of
words, spelling, sentence and paragraph construction.
b. Dysgraphia - is a disorder related to written language. People who become

25
disoriented with directions or distinctions between north from south, cast from west,
left from right are included in this classification. Those who labor on handwriting,
suffer clumsiness or encounter difficulty in walking, skipping and balancing cover
spatial skills are classified within this disability.
c. Dyscalcula or Dyscalculia - is the difficulty of the individual in mathematical
problems. Mental calculation, probability, mastery of fraction or decimals, geometry,
and problem solving are extraordinary challenges for them. Telling time on a regular
clock, making change with money, reverse of numbers and even lining up the
problems in correct rows and columns can be difficult for dyscalculic children.
d. Non-verbal - it is a disorder manifested by children who have motor, visual and
spatial difficulties. Organizing time and tasks (commonly referred as executive
function), sensitivity to senses and social skills are included in this classification.
However, they are fluent and capable with language.
4. Mental Retardation- is a condition that affects an individual's general ability to
learn school, to adopt to the social demands/ characteristics of a given age level and
to maintain appropriate interpersonal relationships with other people. In the book of
Davis (1986), the severity of children/adults who are mentally challenged are
classified as:

Classification IQ Range Capabilities according to

supervision

Mild 50-55 to 70 Can learn basic academics and

have enough social adaptive ability
to become semi-independent or
independent living

Moderate Severe 35 40 to 50-55 Can learn self-help, communicate,

social and simple occupational
skills but limited to academics and
vocational skills

Severe 20-25 to 35-40 Can learn self-help, communication

and simple work tasks under
supervision

Unspecified There is no strong presumption and the person is

considered to be untestable by standard intelligence test
5. Physical Impairments - are conditions that affect
movement - an individual's gross-motor control or mobility
(e.g. walking, standing) and fine-motor control (e.g.
writing, holding, or manipulating small objects using the
hands, oral-motor skills). These disabilities have a
significant effect on students' lives and educational needs
(Friend, 2008). Types of physical impairments are:

Impairment Description

26
 Cerebral Palsy Literally means "paralysis of the brain" involving muscle
control, posture and movement that is not progressive or
does not get worse over time.

Hearing A permanent or temporary disability in listening that will

affect learning skills or academic achievement. The
inability-to absorb verbal instruction indicates a commonly
called deafness impairment.

Visual Blindness is referred to as having low or no vision. Similar

to deafness, this impairment will adversely affect the
child's educational performance.

Aphasia or Apraxia Expressive speech disorder or any language impairment,

receptive or expressive, caused by brain damage. The
child is unable to use the lips, tongue, and other speech
structures that can produce sounds for language.

6. Another classification of children that needs special education is the Gifted and
Talented. These children exhibit excellence in the areas of intellect, creative arts,
leadership and in some specific academic areas whose parents or teachers are
astonished with their reasoning power or geniuses. We may have heard of stories
about gifted and talented children who are often teased by their peers because they
cannot relate well to others. They are very sensitive and expect perfections on things
and undertakings assigned to them. Failures are heartbreaking for them most likely
lead to frustrations.
7. Other types of disabilities that need further readings by non-special education
students are Tourette syndrome, Down syndrome, Asperger's syndrome,
traumatic brain injury, and emotional behavior disturbance.

What's in a Plan? Making special children learn

Every teacher comes to school with a plan for the benefit of the whole class. A
plan gives the teacher a direction and focus for the entire duration of the lesson.
Special education teacher's plan is not for the entire class but rather for an individual
child. This is called Individual Education Plan, or IEP. It is a legal document made
through with special education assessment, eligibility, and instructional planning
procedures (Friend,2008). Based on the child's disability, a pool of professionals
administers the procedures with the consent and knowledge of parents and/or
guardian. IEPs are effectively deployed - support curriculum and assessment and
organizational flexibility. are observed to ensure that provision and assessment take
place and relate to activities that are additional to or different from the usual (Farrell,
2004). IEP is a planning tool where knowledge is taught. Differentiated steps and
teaching requirements are needed to help the pupil reach the IEP learning target.

27
The Special Education Curriculum

Bauzon (2001) emphasized the necessity of the curriculum. Curriculum is

viewed as the very heart of all educational systems. The issues, problems, and with
the issues, prospects of an educational institution are intimately intertwined problems,
and prospects of the curriculum. There are different approaches to curriculum design
and let us underscore two approaches relevant to the teaching special education.
These are:
1) Integrative or Activity - Centered Curriculum Approach. The scope and sequence
of this approach is found in the child himself. The learner's needs and interests supply
the basis for planning the activity or experience - centered curriculum.
2) Child - Centered Curriculum Approach. It is designed for the child as the center of
the educational process. Children become the focus of educational efforts. Experience
becomes the medium of learning.

For purposes of discussion in special education, Stowe (2006) presented the

curricula for children with special needs. They are given below:

Disability Suggested Curriculum

Learning Weekly spelling tests with schedules posted on the bulletin

Disabilities board. Students with dyslexia have much easier time
focusing on a topic that is interesting to them. Take an
active role in helping your student gain skills in the area of
reading' writing, and calculating. Teach your student to
function independently with homework and class
assignments, as he moves into higher grades. For
dyscalculic children, keep 3 sharp eye for opportunities
and skills that are appropriate with mathematical
understanding and interest. Use graphs, blocks of different
sizes and clearly outline boxes with numbers. Provide
copies of any computation or word problems that were
undertaken in the class. Children with dysgraphia must be
taught with cursive writing. When letters are connected it
eliminates the issue of spacing in words and makes it
easier to stay on the baseline. Use paper with wide lines
to determine a student's skill level. Plastic pencil grips may
relieve the physical tension of gripping the pencil. Correct
children's way of gripping the pencils. Provide guides in
cursive designs, at your student's desk or in his/her
notebook.

ADD/ADHD The curriculum includes a balance of teacher-directed and

self-directed activities. Provide a chart that specifies what
s/he needs to do and estimate the time to finally reach her
goal. Teach the child to be on time. Create a class poster
on how a student looks when paying attention. Provide

28
 activities (ideal for his/her intelligence) to maintain focus.

Autism In as much as students with autism tend to be visual

learners, visual cues greatly help them understand
language, concepts, directions and schedules which are
strategically posted inside the classroom. Teach concepts
in many different settings. Identify the interest of each
child with autism and utilize these as your instructional
materials.

Tourette Syndrome Many students with this disability have difficulties with fine
motor and visual functioning. For this reason, some
homework and classroom assignments need to be shorter,
since handwriting can be laborious. Work closely with an
occupational therapist who can make- helpful suggestions
on his/her classroom work.

Mental Retardation Learn about your student's developmental level and types
of intelligence so you can plan how to include her in
learning activities. Structure lessons carefully. by thinking
about steps involved, present skills and concepts. Take
time to introduce new information. Then practice, practice,
practice and review. Depth of learning rather than breadth
is important for the child to remain confident on what
he/she can learn. Use many cues (such as visual, tactile
and kinesthetic) in presenting information. Create
situations where your student is an active learner rather
than a passive one.

Gifted and Gifted students can have different assignments, but they
Talented should be in the same area of study as what the class is
working on. Even if your student has already mastered, s/
he still has academic needs. When you are beginning an
area of instruction, quickly assess whether your student
already has the concepts and skills. If he has, have an
alternative plan for instruction. Otherwise, he will feel that
school is boring. Put forth effort on creativity. Provide drill
work for your student to willingly accept the task. Let your
student come up with great ideas you feel can profit
him/her most.

Physical If you are teaching children with hearing impairment, use

Impairments visual cues to reinforce concepts and facts. Films shown
must be provided with captions or written scripts. Provide
written directions on the board at her desk. Picture cues
are equally important. A weekly buddy system assignment
may be beneficial for your student. On the other hand for
visually impaired children, use a lot of verbal cues in your

29
 instruction. Teach your student to give you a signal if he is
confused. The sizes of your print materials are helpful for
them.

I need to remember the following:

Embracing special children in the mainstream of regular education is the call of

the times. A Special education teacher knows how to design and innovate to suit the
needs of special children. Scaffold and other interesting strategies should be used by
Special Education teachers to maximize students' experiences thereby increasing
success.
Teachers touch lives, but special education teachers "reach and touch" (kule-
teacherblogspot.com) lives of children under their care.

TASK

A. Choose only four disabilities and show them in a web. Connect the
disability associated with another disability.

Researchers' Point of View

30
 A research on issues in educating children with disabilities by Barbara
Bateman's revealed that the predominant strategy in the field of learning disabilities
has been the diagnostic-remedial approach. This conceptualization is characterized
by the medical model, prescriptive teaching, abilities and process training,
psychometric phrenology and psycho-education. According to Bateman, this approach
assumes that the child's cognitive, perceptual, sensorimotor and other processes - as
assessed by numerous psycho-educational instruments provide Information about
where the strong and weak functions are. Remediation then, is planned to overcome
the deficit taught effectively by improved instruction through which any Add with
reading problems would leant.
Pamela Wilson develops reading readiness and reading strategies for children
with special needs after accomplishing the pre-reading goals of an IEP. Teaching
reading to children with special needs opens up a whole new world of information and
communication for them. A student with a disability will learn to read when given the
opportunity. Children with speech disorders are able to speak more clearly with
sounds and syllables in a word when speech therapy is done. Therefore, teachers
must employ big books with word and sentence boa., children's software programs,
DVD or educational television shows to help children learn to decode words, use
phonics and count syllables or other forms of innovative programs using music and
physical movement... Talking books and computer software that read aloud to children
can entertain them as well as build their skills in sight reading. One thing certain is
that children need many opportunities to learn and no matter how soon or late they
become as readers, they still have the potential to develop reading skills if they are
given access to books and other reading materials.

http://www.bellaonline.comiarticles/an35577.asp (5/9/2012)

____________________________________________________________________

ASSESSMENT
A. Complete the table below
Disability How do I As a non-SpEd Who should be
describe teacher what my support
them? can I do to staff?
promote the
love and
compassion for
special
children?

Autistic

Dyslexic

Cerebral Palsy

31
 Blind/People
with Low
Vision

ADHD

B. Below is a letter sent to Richard. Fill in the blanks Choose from the list below
Mainstreaming Needs Special Education by Ms de Guzman to Carmen, the mother of
Baby Boy with appropriate terminologies used in special education.

Dear Carmen,
It is my pleasure that your child Baby Boy Richard is with us in our special
education school. We are glad to inform you that we have accepted your child on the
premise that his (1) _______________ from the previous school- is transferred to our
school. This document is very vital so we can provide appropriate assistance in his
(earning development. Based on our assessment, we have temporarily grouped
Richard among children with (2) _________________ as he manifests slight social
disorder. We have also provided support services to cater to your child's (3)
____________ . Richard will have association with children who have problems in
Mathematics, Sparing, Reading, and (4) ____________.
We have also observed that your child needs to focus his attention on
something. He is ( 5 ) _____________ in class. Thus, we will initiate interesting
activities to get his attention. Please allow us to refer your child to a (6)
_______________ for further analysis of his behavior. Should for Richard show signs
of improvement we can recommend him for (7)_____________ so he will be given a
chance to interact with regular students.

Sincerely yours,

Mrs. Lairah de Guzman

SPED Teacher

32
Topic 5: The Teacher as a Researching Professional

At the end of the lesson, the learners shall have :

1. identified the characteristics and qualities of a teacher as a researching

professional;
2. discussed concepts about research and the different research methods applicable
in education; and
3. conducted simple research activity following the scientific methods of research in
relation to one's field of specialization

INTRODUCTION

The role of a teacher in the 21st century is different from what it was 10 or
many years ago. The teacher is challenged not only in fields relevant to instruction
such as research, extension and publication. Reports such as the perennial students'
poor performances which eventually. resulted in the implementation of K-12
educational reform; a teacher's use of instructional strategies or materials because
he/she knows that these work more effectively in his/her classroom could be
products of research. In this vein, definitions of teacher as researcher range from
discussions of classroom practice to data-based interventions (Fuego, V. &
Koorland, M., 1997).
The competencies that a teacher should possess in the 21st century had been
identified and stated in many books. In relation to these competencies, based on a
survey among employers, about 70% thought that colleges and universities should
place more emphasis in the areas which focus on the graduates' capability to be
innovative and think creatively while 64% of the employers said that it would be on
the graduates' ability to solve problems, among others (Hart 2007). How can the
teachers meet the market demands in the 21st century... they should be trained and
be equipped to respond to the economic development of the country as well as to be
able to compete globally.
Teachers can start in their own classrooms and take that responsibility of
examining their own practices (Zulueta & Costales, 2005). They ought to take
leadership in knowing what insights about learning should be systematically applied
in the classrooms especially with diverse learners. How can the 21st century
teachers improve or enhance their competence to improve their students'
performance'? How can the teachers bridge the gap between research findings and
classroom practices'? How can they create a problem-solving mind set when they
face classroom dilemmas'? These concerns can be addressed through their love for
research.

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DISCUSSION

A. Characteristics and Qualities of a Teacher as a Researching Professional

• Characteristics
There are major characteristics expected of a teacher as a researcher
(Berliner, 1987 in Zulueta & Costales, 2005) applicable also to a researching/
professional.
• Professionals verify ideas and practices believed to be effective. Teachers as
professionals cannot just rely On intuition and perception on their choice of a new
teaching technique. Their decision should be supported by empirical data that are
existing, reliable and valid, substantiated through research.
• Professionals discover new ideas and practices that are exemplified by air idea that
has been extensively researched on and utilized in schools
• Professionals clarify ideas that are designated to simplify teaching. Research
results about learning procedures can be applied to problem solving in the different
subject areas.
• Professionals discover ideas and practices that are counter-intuitive. Many
educators assume that homogeneous grouping of students permits pupils to work
more effectively with their peers and perform better; however, research evidence
shows that pupils achieve more when they are in elapse". of mixed ability.
• Qualities (Qualities and Characteristics of a Good Researcher, 2011) There are 10
qualities identified of a good researching professional using the acronym
RESEARCHER. He/she has to possess these qualities to be equipped to respond to
local needs and to be able to compete globally:
● Research-oriented
● Efficient
● Scientific
● Effective
● Active
● Resourceful
● Creative
● Honest
● Economical
● Religious

B. Research Concepts
• Definition of Research
Research is a systematic, controlled, empirical, and critical investigation of
hypothetical propositions about the presumed relations among natural phenomena.
(Kerlinger, 1972)
Research is a purposive, systematic and scientific process of gathering, analyzing,
classifying, organizing, presenting and interpreting data for the solution of a problem,
for prediction for invention, for the discovery of truth, or for the expansion or
verification of existing knowledge, all for the preservation and improvement of the
quality of human life (Calderon and Gonzales. 1993).
Research is the process of gathering data or information to solve a particular or
problem in scientific manner (Halpin, 1996).
Research in its broadest sense is an attempt to gain solutions to problems. It the
collection of data in a rigorously controlled situation for the purpose of prediction or
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explanation (Quinton, 2006).
• Characteristics of Research (Zulueta and Costales. 2005)
• Empirical. Researches based on the researcher's experience or observation.
• Logical. Research is founded on principles and valid procedures.
• Cyclical. Research, as a cycle, starts with a problem and ends with a problem.
• Analytical. Research utilizes proven analytical procedures in gathering data
whether quantitative or qualitative research.
• Critical. Research demonstrates careful and precise judgment using a higher
level of confidence.
• Methodical. Research is conducted in a manner without bias using systematic
methods and procedures.
• Replicability. The research design and procedures may be repeated to enable
the researcher to arrive at valid and conclusive results.
• Types of Research (Amante, Atienza, Mendoza, 2008)
• According to purpose:
• Predictive or Prognostic Research - It determines the future operation of the
variables under investigation to control or redirect such.
• Directive Research - It finds out what should be done based on the - findings to
remedy a certain condition.
• Illuminative Research - It looks into the variable being investigated.
• According to goal:
• Basic or Pure Research - It refers to the development of theories and principles.
• Applied Research - It refers to the application of pure research which is utilized
to test the efficacy of theories and principles.
• .According the level of investigation
• Exploratory Research - It is primarily concerned with discovery and with
generating a theory.
• Descriptive Research - It investigates prevailing conditions, processes, cause
and effect relationships.
• Experimental Research - It determines the effects of the variables on each other.
• According to choice of answers to problems
• Evaluation Research - In this research, all possible courses of action are
identified and considered to be used as bases in making decisions.
• Developmental Research - In this study, thC 'focus is on finding or developing
more suitable systems or processes.
• According to statistical content
• Quantitative - This is characterized by the use of statistical analysis or where
inferential statistics is utilized to determine the results of the study.
• Qualitative - This is where statistics is practically not utilized but description
which involves collecting data in the natural setting where these data are analyzed
rationally not statistically.
• According to Time Element (Major Research Methods) (Zulueta & Cotales, 2003)
• Historical Research - It is a systematic and critical inquiry of the whole truth of
past events using the critical method in the interpretation of facts applicable to
current issues and problems.
• Descriptive Research - It studies the present condition and seeks to understand
the nature, characteristics, components and aspects of a phenomenon.
• Experimental Research - It seeks to answer questions about cause and effect
relationships. It establishes the change in one variable due to the effect of one or
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more variables.

C. Research Process

• Steps: 1.

1. Problem identification - The choice of a research problem may be based on

the researcher's interest, a current issue or a problem within one's capability
and without moral or legal impediments which can be taken from experiences,
work environment, classroom discussions, technological and scientific
advancement, or offshoots of other researches (Adanza, 2002)
2. 2. Literature review - The process provides the researcher the concepts or
theoretical framework of the planned research which provides the information
about past researches related to the intended study and lends support to the
researcher's assumptions and procedures (Adanza, 2002)
3. 3. Research design - It is the entire procedure of planning and carrying out a
research study as well as the description of the sources of data, the data-
gathering procedure to follow, the instruments to be used and finally, the data-
processing techniques.(Sanchez, 2002) 4
4. Data collection - It refers to the method of gathering relevant data to provide
information such as interview, questionnaire, observation, etc.
5. Data presentation, analysis and interpretation - It is the manner of organizing
the collected data, analyzing and interpreting to give meaning to these data
based on the specific problems / objectives, and hypothesis uses, etc.
6. 6. Formulation of implications and conclusions - These are brief statements
based on the findings of the study for other researchers to learn from. •
Outline of the Research Report (may vary in format but the basic elements
should be present)

Chapter 1 The Problem and Its Scope

Introduction/Rationale
Theoretical/Conceptual Framework
Statement of the Problem
Statement of the Hypotheses
Basic Assumptions of the
Study Scope and Delimitation of the
Study Significance of the Study
Chapter 2 Review of Related Literature
Foreign and Local Literature
Foreign and Local Studies
Chapter 3 Methodology
Design
Environment
Subjects
Instruments
Procedure
Chapter 4 Presentation, Analysis and Interpretation of
Chapter 5 Summary of Findings, Conclusions and Recommendations
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References:
Bibliography
Appendices

• Introduction/Rationale- This provides the information of what the research is all

about, the purpose of the study and the situation challenging the reader to read.
(Zulueta & Costales, 2005). This part may include some previous research and legal
bases which can strengthen the reason for the conducting the research.

• Theoretical/ Conceptual Framework - Theoretical framework shapes the

justification of the research problem objectives to provide the basis on its
parameters. Conceptual framework presents specific and well-defined concepts.
(Zulueta & Costales, 2005)

• Problem/ Objective - A good reward problem is characterized as one of great

interest to the researcher; useful to the concerned people in a particular field; novel;
time-bound; and has no ethical or moral impediments (Sevilla, et al, 1992).

• Hypothesis - This is basis for determining assumptions which is a tentative

explanation for certain behaviors, phenomena, or events which have occurred or will
occur .(McGuigan, 1978) It may be a null or alternative hypothesis.

• Assumption - It is a sell-evident truth which is based on a known fact; it is a

proposition of some occurrences that may he considered in delimiting the area of
study; generally. every specific question is implicitly based upon an assumption
(Amante. Atienta. Mendoza, 2008).
• Scope and Limitations of the Study- The scope identifies the boundary or coverage
of the study in terms of subjects, objectives, facilities, areas, time frame and issues
to which the research is focused. Delimitations defines the constraints or
weaknesses which arc not within the control of the researcher, therefore not
expected to be covered by the study.(Zulueta & Costales, 2005)

• Significance of the Study- This expresses the value or importance of the study or
the contributions of the results. (Zulueta & Costales, 2005) The beneficiaries may be
enumerated specifying the benefits they may receive as a result of the study.
• Review of Related Literature and Study- The major process that leads to past
theory which involves the systemntic identification, location and analysis of
documents containing information related to the research problem (Gay, I976 in
Sevilla, et al.2005), This may include foreign and local readings.

• Research Methodology - Illis contains the design, description of the environment.

the sample. the measures used and the procedures taken in carrying out the study
(Sanchez, 1997) as well as data processing and statistical treatment.
• Presentation. Analysis and Interpretation - The major data are being presented,
discussed. interpreted to give information relevant to the study.

• Summary. Conclusions and Recommendations - These are brief statements or

answers to the specific problems following the sequence stated as concisely as
37
possible with conclusion based on the findings which are valid outgrowth of the
findings followed by recommendations based on the findings or the conclusions of
the study with suggestions to future researchers who would like to pursue
investigation related to the same problem.

• References - These include bibliography where listing of sources of materials are

alphabetically arranged and appendices which may include the questionnaire, letter
of transmittal, legal documents and supplementary materials all that have been
referred to in the study or have been cited the study

TASK
A. Teachers or educators in the 2 1st century have an edge if they know how to
conduct research. Write indicators to manifest the qualities in your journey as
researching professionals:

Qualities Indicators

• Research-
oriented

• Efficient

• Scientific

• Effective

• Active

• Resourceful

• Creative

• Honest

• Economical .

• Religious

B. Below are issues and challenges that public and private school teachers face in
the classroom.
1. Absenteeism and Tardiness in Class
2. Poor Performance of Students in Mathematics, English, Science, Filipino, etc.
3. Implementation of the K to 12
4. Internet Use and students performance
5. Lack of study habits of learners
6. Classroom discipline
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7. Classroom strategies that work
Have a sample of research related to these issues and indicate the following:
a. Specific title
b. Statement of the problems
c. Results
d. Conclusion
e. Recommendation

Title of Research: RESEARCH AND TEACHING - CAN ONE PERSON DO BOTH? A

CASE STUDY

Researcher: Michal Tabach The Weizmann Institute of Science

Excerpts:

In the last two decades, it seems that the border between teaching and research has
become blurred. Teachers are doing research in their classrooms, while researchers
are turning to teaching the population they are investigating.

A short analysis is presented in the various roles of teachers and researchers. I

described the strategies used to distinguish between the two roles, as well as
examples of synergy and clashes between them. The case study is used as an
example to illuminate possible gains and losses in holding such a dual role.
In mathematics education, being a teacher and researcher are two related roles. For
one or two decades now, a phenomenon has been observed in which people are
deciding, or feeling the need to "serve" in both roles---teaching and research. In this
presentation, I took an introspective stand, as I traced my own professional
development from a teacher, to a teacher involved in research, to a researcher
teacher.

While examining my path, I tried to refer to the similar_itedifferences

researcbheetrwaenend the two practices, and examine two types of mixed
practices:teacher researcher-teacher. s and I started my path in the mathematics
education community as a teacher. I was given new curriculum material, and tried
them in my class. I ,v-is asked to reflect on the given activi(ics, and was encouraged
to make my own suggestions regarding ways of improving (teaching/Learning
processes. I became a member of the research team and found myself involved in
reflective talks regarding the materials and classroom events. Meanwhile,.the teacher
is moving among all the learners, watching parts of the learning processes of many
students. The researcher usually records observations, and hence can observe
events and episodes, in an attempt to analyze and understand what happened from
different perspectives, and to suggest interpretations and conclusions. The functions

39
of the researcher and teacher might align while interacting with students, and asking
questions. Both teacher and researcher function as designers: the teacher chooses
curriculum materials s/he may adopt and change to suit instructional goals. A
researcher might design his/her research tools, or adapt existing tools. The role of
teacher-researcher has some typical characteristics: it is performed by the teacher's
group---school staff, professional development program, or academic courses.
Sometimes it is driven by the teacher's own needs concerning her/his practice, but in
other cases it is driven by some main theme which is the focus of the group's leader
(usually an academic member). The research is conducted by the teacher in his/her
own classroom. The phenomenon of teacher-researcher is widespread, and it is
perceived as advancing one's teaching practice.

Findings:
1. One can use own experience to demonstrate a possible way of moving between
the roles of a teacher and researcher at the same time.
2. The most problematic part of being a teacher and researcher simultaneously arose
during the lessons: the teacher's first commitment is to attend to students' needs and
keeping the researcher's voice silent; however, in analysis, the main perspective
belongs to the researcher.
3. A teacher who is doing research may become more reflective as a teacher.

Reference:
2006. In Novotna, Montoya, H., Kt-Atka, M. & Stehlikova, Proceedings 30th
Conference of the International Group for the Psveholo,,v of Mathematics l'education,
Vol. 5, PP. 233-240. Prague: PIM. s 133

ASSESSMENT

As a student aspiring to be a teacher and a researching professional, what insights

have you gained in this topic? (20 pts.)

Rubrics
CRITERIA Percentage
Choice of words 25
Creativity 40
Organization of ideas 15
Over All 100

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