Northeastern College, Inc.

Santiago City
College of Education

Module I

Unit I- Nature of Teaching and Teacher Roles

Teaching, in its broadest meaning, is a method of facilitating learning. Teaching is the

specialized use of knowledge, abilities, and traits to give one-of-a-kind service to suit the
individual and societal, educational needs. The teaching profession is responsible for
selecting learning activities that help students achieve their educational goals in school.
Teaching stresses the development of values, leads students in their social relationships,
and gives learning opportunities to accomplish curriculum targets. Teachers use
strategies to help pupils build a healthy self-image. Although instructors' work is often
done in a classroom setting, an essential aspect of teaching is the direct relationship
between teacher and student.
A. What is Teaching?
• Teaching is the process of paying attention to people's needs, experiences, and
feelings and then engaging them in specific activities to help them develop specific
skills.
• Teaching instills theoretical concepts in a person, and it is a form of knowledge
transmission between a teacher and a pupil.
• The teacher must facilitate learning by leading discussions, allowing students to
ask open-ended questions, guiding processes and activities, and actively
participating in discussions and interacting with concepts.
• Teachers work in schools to educate students so that they can become decent
citizens of the world. Today's children will be society's future leaders. As a result,
teaching might be seen as a crucial notion.
B. The Teacher's Roles
A teacher's job is to inspire, motivate, encourage, and educate students. Learners of any
age and from any background are welcome. On the other hand, teachers are those who
educate school-aged children for this handbook (roughly 4-18). Teachers play a variety
of roles in the classroom.
I. As a person
1. Personal attributes pertain to a teacher's personality, interests, attitudes, and beliefs,
as well as his or her behavior and working relationships with his or her pupils and peers.
2. Professional attributes refer to a teacher's subject matter knowledge, grasp of
psychological and educational principles, and comprehension of the teaching profession.

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A. Innate Characteristics
• Ability "Teachers are born," as the adage goes. This relates to an individual's
inborn features, such as aptitude, frequently defined as a strong preference for
specific tasks combined with the necessary abilities.

• Mental aptitude A teacher with above-average or more extraordinary mental

abilities is better equipped to handle her many responsibilities. She can quickly
pursue a master's degree after completing a four-year bachelor's degree.
Teachers who are mentally gifted and brilliant can demonstrate higher-order
thinking skills.
B. Personal characteristics
In the chosen teaching profession, one's personality can either inspire or discourage the
students she promises to lead by the hand.
A teacher must fundamentally have the following characteristics:
1. A pleasant voice, decent manners, civility, and a presentable look.
2. Intelligence, emotional stability, and self-control are all essential factors.
3. Patience, empathy, kindness, and helpfulness
4. Integrity, dependability, honesty, and loyalty
5. Cooperation, kindness, and sociability
6. Adaptability, resourcefulness, and inventiveness
7. Tolerance, impartiality, and fairness
8. Enthusiasm, brightness, and a sense of humor
II. As a Professional
1. Mastery of the subject matter is one of the essential professional talents.
2. A grasp of the students' abilities. This refers to the teacher's understanding of the
students and the concepts of human growth and development.
3. Appreciating and appreciating students. A teacher who has a true and honest love for
his or her students might instill in them a desire to learn.
4. Understanding of teaching ideas and techniques. A teacher must understand the
WHATS and HOWS of teaching and the necessary skills and approaches.

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5. A broad awareness of the various disciplines of knowledge, as well as their

interconnections and interdependencies, in order to address life's issues. Arts,
languages, philosophy, math, literature, physical scientific knowledge, and background
studies are required. Teachers must also be familiar with the information and
communications technology (ICT), such as computer use.
6. A respect for the profession of teaching.
III. As a Social Advocate and Community Leader
Teacher leadership roles are diverse. Whether certified and given a job title or simply
making a difference in their school or community, all teacher leaders help advance
education.
In schools and the community, teacher leaders are in the best position to advocate for
instructors and students. They are also welcome to cooperate and exchange ideas with
other teachers to improve their practices and raise student accomplishment. After
parents, teachers provide fundamental education to children, teach them morality, and
play a role in shaping them into a good and noble person. Furthermore, the teacher is the
one who teaches the learners on how to behave appropriately in society.
IV. As a Model of Character
Teachers are role models for students. A role model motivates and inspires the learners
to achieve greatness, reach their most significant potential, and recognize the best in
themselves. Someone they respect and strive to be like is referred to as a role model.
Learners learn from them because of their dedication to perfection and their capacity to
help them accomplish their personal development. We teachers look to them for advice
and guidance. A role model can be anyone: a parent, a brother, a friend, but teachers are
among our most significant and life-changing role models.
C. Teaching Challenges
What are the Obstacles to Becoming a Teacher?
Teachers, after parents, play the most significant role in a student's life. They are the ones
who shape their pupils' personalities and contribute to the development of educated,
sane, and responsible people in our country. This makes teaching professions essential
since they can influence students' lives and the country's destiny. At the same time, this
makes teaching a demanding and responsible profession. Regardless of their training or
location, they face various difficulties, barriers, and problems, as listed below.
• Incentives and Appreciation- Teachers are rarely thanked or rewarded for their difficult
work. The schools, as well as parents, do not adequately recognize their efforts. Parents,
on the other hand, are more likely to own their flaws and faults openly. Part-time teaching
employment, on the other hand, is available and pays well.
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• Student Behavior- Each student comes from a different social class and hails from a
different household. As a result, sure students may engage in problematic behavior. It
can be tough and time-consuming to adapt to their demands, understand their challenges,
and provide appropriate guidance.
• Much paperwork- The instructor must keep track of reports, ledgers, exam papers, test
papers, assignments, projects, certificates, scoreboards, attendance sheets, and a
variety of other documents. It is a tedious and time-consuming operation.
• Number of students in each class-The number of students in the class can range from
40 to 80. Instead of educating, the majority of the time is spent disciplining the class.
• Using the same curriculum and teaching approaches for all pupils—Not all
students are the same. Each student has their own set of talents and shortcomings. They
learn at different rates and have different ways of learning and remembering information.
Because of the high-class size, it is impossible to tailor the teaching to each student's
specific needs.
• Multiple Roles - Teachers serve in various capacities, including counselor, teacher,
career counselor, social worker, and so on. Despite having no prior experience in this
profession, they take on these responsibilities because they care about their pupils and
future. Teachers are true multitasking masters.
• Time Constraints- Teachers have many additional vital responsibilities besides
teaching the curriculum in a set amount of time. Organizing parent-teacher conferences,
administering tests and exams, reviewing notes, planning annual gatherings, sporting
events, and picnics, as well as a mountain of paperwork. They do not have enough time
to prepare and plan before carrying out the activities.
• Educating themselves- Teachers must continue to educate themselves with new
syllabi, more interesting teaching strategies, and effective communication methods. Apart
from that, they must be aware of each student's talents and shortcomings, their family
histories, academic progress, and so on. Given the many pupils, they serve, memorizing
and processing all of this information is nearly impossible.
• Health and Stress—Their physical and mental health may suffer due to their hectic
work schedules. Teachers frequently miss lunch and restroom breaks, and they are
worried about the quantity of work given.
• Collaboration - To ensure that schools run well, teachers must develop adequate
communication among themselves, students, and parents. Due to time restrictions and a
heavy workload, even a primary task like this might be challenging.

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When compared to other careers, it is safe to state that a teacher's job is far more
complicated and fraught with several problems. Proper communication tools, equal
workload distribution, adequate resources, support from school administration and
parents, and effective classroom management can make teaching jobs easier.
1. Multicultural classrooms
When two or more students in one classroom have arrived from various countries or were
nurtured in distinct customs and traditions, the educational process is multicultural.
Its fundamental purpose is to enable kids of all genders, races, social classes, cultures,
and ethnic groups with equal opportunity to learn in school.
Multicultural education also has specific more particular goals:
• Improve academic accomplishment of all students;
• Develop skills, attitudes, and knowledge necessary for community functioning;
• Gain cultural competency, and so on.
These objectives are vital for all members of society, but with all of the problems that
teachers confront in multicultural classrooms, it is clear that achieving them will take
years.
In contrast to traditional classrooms, multicultural education challenges make teaching
and learning significant for both teachers and students. All of this occurs as a result of a
teacher's difficulties in persuading students.
1. A linguistic obstacle - The most significant difference between multicultural and
regular classrooms is the language barrier. Children from other nations and even city
districts may speak the same language, but they will never comprehend one another. This
could be due to the impact of parents, the environment, dialects, and other factors.
However, instances in which students do not understand the language of study occur
more frequently. Young people are placed in an atmosphere where a teacher speaks a
foreign language they do not understand. They have to understand what the teacher says
and learn new material - a task that is twice as difficult as in traditional schools.
2. Predominance of various learning methods - Regardless of their color, religion, or
family history, kids can acquire information in various ways. They may be used to other
teaching methods, methods of presenting material, and it will take time for them to adjust
to everything new.
For students to grasp the knowledge better, a teacher should provide various learning
methods (auditory, visual, tactile, and so on). Furthermore, cognitive styles of specific

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significance, such as field-dependent and field-independent cognition, reflectivity and

impulsivity, and ambiguity tolerance and intolerance, must be considered.
3. The cultural difference can also be seen in the poorly constructed speaker-
listener connections and the various cooperative and competitive patterns. As a
result, kids may not know how to respond when a teacher speaks, are unfamiliar with
group or pair work, and may not comprehend the rules of newly introduced activities.
Another significant feature is the prominence of visual learning tools. Because pupils
struggle to understand the words, visuals can be more successful in helping them learn
new information.
4. Nonverbal communication - It is sometimes easier to understand a foreign language
than another ethnic group's body language. If a teacher is unaware of the nonverbal
behaviors expected in the community of his students, it can lead to a slew of problems
and make proper interpretation difficult. Raised hands, eye contact, and head nods,
among other nonverbal actions, can have a completely different meaning in another
country, leave alone any other body indicators.
5. Presenting a single issue from many angles - You may argue that every instructor
in the classroom should offer a topic from a variety of perspectives, regardless of the
ethnicity of the students. Of course, this would be ideal, but this is not always possible
due to a limited number of school courses.
The situation is different with multicultural classes. It is especially relevant in history
education, as various populations can interpret certain events in different ways. Some
moves, for example, should be referred to as both a country's expansion and a country's
displacement.
In order to avoid offending the sensibilities of any students, a teacher should be
meticulous in his formulations and phrasing. Furthermore, he should avoid persuading
pupils of the unquestionable truth of his words and opinions since this may lead to a
struggle or disappointment among them.
There is no need to downplay any unpleasant parts of history; nonetheless, one of the
teacher's responsibilities is to avoid preconceptions and provide facts from primary
sources to sound objective.
6. Extracurricular activities are diverse.
Because students from different cultures have entered a different classroom, they must
adjust to new traditions, a way of life, and relationships in this new community. In most
circumstances, it is the teacher's responsibility to demonstrate and explain. It is commonly
practiced in a variety of extracurricular activities. Whether it is a holiday or a significant
day, youngsters should be informed.
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7. Communication skills training

Apart from the difficulty of communicating in a foreign language, students may feel
hesitant or unwilling to express themselves due to the fear of being misunderstood. In
some Muslim cultures, boys avoid interacting with girls, whereas in a new environment, it
is widespread.
Teachers should encourage students to explore various issues, express their opinions on
a variety of topics, and maintain a pleasant classroom environment.
8. Constant collaboration with parents
Every instructor should know how a student feels in a completely new situation, and
communication with the student's parents can help. It is critical to comprehend how a
child was raised from childhood, what traditions shaped his worldview, and what is entirely
unacceptable. This knowledge will assist teachers in more efficiently planning classes
and assisting students in finding their place in the classroom.
2. Learner-Centered Teaching
It addresses the balance of power in teaching and learning, moves toward learners
actively developing their knowledge, and places responsibility for learning. Students gain
knowledge by systematically investigating the subject and critically evaluating the
circumstance. Students are involved in the learning process. A teaching method that
requires students to take on active learner roles and duties and passively listen to lectures
and take notes.
Teaching Challenges with a Learner-Centered Approach
• Personalized learning understands that kids learn in a variety of methods and at
various locations.
• Competency-based learning allows students to advance in the curriculum based
on their ability to demonstrate that they have attained significant milestones along
the route to mastery of fundamental competencies and bodies of information,
rather than the number of hours they spend in the classroom.
• Anywhere, anytime learning allows students to learn outside of the traditional
school day and away from the campus.
• Ownership (Agency, Growth Mindset) develops as students understand and
take responsibility for their learning through frequent opportunities to choose topics
to study, books to read, projects to work on, and curricular pathways to follow to
meet college and career readiness standards.

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3. Multi-grade classes
A multigrade class is a single grade classroom with two or more different grade levels
staffed by one instructor for the whole school year. It is frequently applied in elementary
schools in rural and thinly populated areas. In today's culture, teachers perform a critical
role.
For isolated barangays where the number of pupils registered did not meet the needed
amount to form a single grade class and assign the necessary instructor for each class,
multigrade courses were created as a matter of necessity: the barrio's distance the tiny
number of students in each lesson. Teachers and educational buildings are also in short
supply.

Challenges for LEARNERS:

• Requires more discipline, concentration, and focus in order to profit from effective
tactics
• Less reliance on direct instructor supervision
• Requires more initiative and resourcefulness to perform well
• Less individual attention from a less experienced teacher
Teachers' Challenges
•Requires a more thorough examination of student developmental features across
the age levels participating in the class and practical and variable techniques and
strategies within a multigrade class.
• More attention to classroom organization as a learning environment is required.
• More precise and systematic record-keeping is required to maintain student
achievement, curriculum development, and implementation.
Challenges for the COMMUNITY and SCHOOL SYSTEM
• Student achievement may be low in programs that lack the necessary resources
and teachers who are not adequately trained.
• Teachers, supervisors, and administrative personnel must be trained to meet
multigrade teaching and administration demands.

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4. ICT integration
ICT use to introduce, reinforce, augment, and expand skills is known as ICT
integration (Pisapia, 1994). Researchers in professional development groups and
human-computer interaction circles have been very interested in ICT integration.
Students' engagement in ICT-based learning environments and shared learning
resources leads to a radically new pedagogy; a shift from the traditional instruction
model of knowledge transmission to autonomous, active, and collaborative
learning through ICT-based learning environments and shared learning resources.
Technology is being used in education in a comprehensive and transformative
way.
This refers to the degree to which information and communication technologies
have been integrated into the school environment and the impact they have had
on the school's structure and pedagogies. The interplay between infrastructure,
teacher motivations, innovations, and the growth of e-pedagogies determines the
amount of integration.
Integration of ICT Challenges
1. Change aversion: The easy way out is to maintain the status quo. Educators
are accustomed to and comfortable with the old way of instruction and hence reject
change and stepping outside their comfort zones. According to the researchers,
technological experimentation is typically outside the purview of teachers and
school administrators' job descriptions.
2. Lack of hardware and instruction on using it: Schools are still unsure of
which computers and other technological equipment to employ. Institutions must
comprehend their needs and work under them. The availability of gadgets is critical
for efficient and trouble-free operation.
Institutions and teachers must prepare themselves to have students work
collaboratively on a single device and separately on a single device. There is also
a need for instructors to receive sufficient and timely guidance on using technology
effectively.
3. Children will know more than I do attitude: Today's children are more
engaged and knowledgeable regarding technical matters. Teachers are terrified of
the potential of technology and the power of knowledge it may provide to kids. This
mindset that children may know more than I do makes educators feel uneasy and
defend themselves.

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Instead, teachers should connect with and interact with other students, attempting
to learn alongside them. To reap the benefits of this combination, teachers must
also become learners.
4. Technology Fear: Educators have a fear of the unknown when it comes to new
technologies. They are hesitant to try out new technologies. Also, the concept of
having to learn everything at once deters people from incorporating technology.
Another reason they avoid the idea is that they believe a technology coach must
have all the answers.
5. Inadequate training opportunities and restrictive teaching models:
Educators do not have adequate training or technical support. There is not enough
time to practice with new and ever-changing technologies because there are many
roles to fulfill. The current teaching models are too rigid to be changed.
Educators, professors, and the entire school and university systems may and do
benefit from technology. Basic literacy in subject areas will be required of students
and educators in the twenty-first century, but pupils will also require basic scientific,
economic, and digital literacy.
Teachers must be able to grasp the benefits of technology as a learning tool to
comprehend the benefits of using it for learning correctly. They must see the tool
as advantageous to their students and themselves, allowing them to do their tasks
more efficiently. Classrooms must provide learning settings that reflect an
understanding of what motivates students to learn.
5. Brain-based education
Brain-based education strives to improve and expedite the learning process by
selecting a curriculum and method of delivery for each group of students based on
the science of learning. Educators must set aside traditional conventions when
using this strategy. They must also let go of preconceived notions about learning
and previous behaviors. Instead, teachers must draw inspiration for future course
delivery from the most recent cognitive science breakthroughs.
Teaching methods, lesson designs, and school programs based on the latest
scientific research about how the brain learns, including factors like cognitive
development—how students learn differently as they age, grow, and mature
socially, emotionally, and cognitively—are referred to as brain-based learning.
The following are some of the typical obstacles that come with brain-based
learning:
1. Finding individuals and resources to learn from that you can trust (websites,
famous people, etc.)
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2. choosing on a learning format or vehicle (in person, online, books?)

3. setting aside time to make it happen (learning plus the implementation)
6.Multiple intelligences
• Visual-Spatial Intelligence (Visual-Spatial Intelligence) - is a skill that
allows people to visualize objects. These people are usually good with
maps, charts, films, photographs, and directions.

• Linguistic-Verbal Intelligence- is the ability to understand and

communicate in a variety of languages.
People with high linguistic-verbal intelligence can utilize words well in both
writing and speech. These people are usually excellent at composing
stories, memorizing facts, and reading.
• Intelligence logical-mathematical - Reasoning, spotting patterns, and
rationally assessing situations are skills that people with high logical-
mathematical intelligence have. These people tend to think in terms of
numbers, relationships, and patterns.
• Bodily-Kinesthetic Intelligence - is a type of intelligence that is based on
the sense of touch. Body movement, action, and physical control are
suitable for those with vital bodily-kinesthetic intelligence. People with good
hand-eye coordination and dexterity are usually good in this field.
• Intelligence in Music - People with a high level of musical intelligence can
think in terms of patterns, rhythms, and sounds. They have a tremendous
musical appreciation and are frequently talented in musical composition
and performance.
• Interpersonal Intelligence - People with high interpersonal intelligence
are adept at comprehending and communicating with others. These people
are adept at analyzing feelings, motivations, desires, and intentions.
• Intrapersonal Intelligence - is a type of intelligence that exists between
people. Intrapersonal intelligence is the ability to recognize and understand
one's emotional states, feelings, and motivations. They like self-reflection
and analysis, fantasizing, examining interpersonal interactions, and
evaluating their personal qualities.
• Naturalistic Intelligence - Naturalistic is Gardner's most recent addition to
his theory, and it has sparked more controversy than his initial seven bits
of intelligence. Individuals with high levels of this type of intelligence,
according to Gardner, are more in tune with nature and are more interested
in nurturing, exploring the environment, and learning about other species.

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These people are known to be acutely observant of even minor changes in

their surroundings.
Multiple Intelligence Challenges
• Encourages teachers to differentiate their teachings to fit the requirements
of varied students
• Provides eight distinct learning routes if a student is struggling with the
traditional approach.
7. Children with special needs

Special needs is an umbrella phrase covering many conditions, ranging from those that
resolve quickly to those that will be a lifelong burden and from moderate to severe.
Developmental delays, medical issues, psychiatric conditions, and congenital conditions
can all affect children with special needs. These children's unique requirements
necessitate adjustments in order for them to realize their full potential.

The special needs label is helpful for a variety of reasons. It can assist you in obtaining
necessary resources, establishing reasonable goals, and gaining a better understanding
of your child and the stressors that your family may be experiencing.

Triumphs and Challenges

• Milestones are frequently missed, foods are forbidden, activities are shunned, and
experiences are denied to children with special needs. These obstacles can be
particularly difficult for families, making special needs feel like a sad label.

• Their child's unrealized potential will always sadden some parents, and some
conditions worsen over time. Other families may discover that their child's trials
sweeten victories and that incredible strengths frequently complement deficits.

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IV. Four Pillars of Learning

Introduction
There is a great need to develop a broader vision of educational goals, to facilitate holistic
approaches to reorganizing educational contents, and to build national capacity in
developing critical competencies required of all learners through curriculum renewal in
emerging knowledge-based societies of the twenty-first century in order to achieve the
goals of quality education for all (EFA).
Education must respond to demands in two directions in an information-intensive age: on
the one hand, it must transmit an increasing amount of constantly evolving knowledge
and know-how adapted to a knowledge-driven civilization; on the other hand, it must
enable learners not to be overwhelmed by information flows while keeping personal and
social development as its end goal. As a result, 'education must...provide maps of a
complicated world in perpetual turmoil as well as the compass that will enable people to
navigate it'. (p85, Delors et al.)
Curriculum evolution is becoming more significant. It is critical that what students learn
be relevant to them as individuals and members of society in their current and future
settings. It is at the heart of educational processes, allowing students to become
responsible citizens, effective workers, caring community members, and life-long learners
in an increasingly interdependent society.
The purpose of the four pillars of learning proposed by the International Commission for
the Twenty-First Century in its report (Delors et al.) to UNESCO, Learning: The Treasure
Within, and to consider their implications for curricular change as guiding principles and
cross-cutting themes. One primary argument is that, in order for education to achieve its
goals, the curriculum should be reorganized or repacked around the four pillars of
learning: learning to know, learning to do, learning to live together, and learning to be.
Apply the four pillars of learning-learning to know, learning to do, learning to live together,
learning to be- in responding to the aspirations of the learner and the community.
Key Topics
• Learning: The Treasure Within
• UNISCO’s Task Force on Education for the Twenty-first Century
• Lifelong Learning
• Four Pillars of Learning: to know, to do, to live together and to be.

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“Learning: The Treasure Within”

✓ The four pillars of learning is proposed by the International Commission for the
twenty-first Century chaired by Jacques Delors, in its Report to UNESCO: “
Learning: The Treasure Within”
✓ A central argument is that if education is to succeed in its task, curriculum as its
core should be restructured or repacked around the four pillars of learning:
learning to know, learning to do, learning to live together, and learning to be.

UNESCO

✓ United Nations Educational, Scientific and Cultural Organization

✓ Founded in 1945
✓ Preamble: Since war begins in the mind of men, it is in the minds of men that
the defenses of peace must be constructed.
✓ Founding fathers believe:

a. In full and equal opportunities for EFA

b. In the unrestricted pursuit of objective truth

c. In the free exchange of ideas and knowledge

✓ Purpose of the organization:

a. Contribute to the peace and security

b. Collaboration among nations thru education, science and culture

c. Universal respect for justice, for the rule of law and for the human rights
and fundamental freedoms

d. Without distinction of race, sex, language or religion.

LEARNING TO KNOW

✓ Learning to KNOW lays the foundations of lifelong learning

✓ It is about basic knowledge that we need to be able to understand our
environment and to live with dignity
✓ It is about competences to acquire info and search actively knowledge
✓ It is arousing curiosity, allowing to experience the pleasure of research and
discovery
✓ It is about developing the powers of concentration, memory and thought
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✓ Learning to KNOW is Learning to learn

➢ LET Essential:

Metacognitive skills, curiosity, scientific research, memory concentration, art of

discourse, competence in collecting, selecting, processing and managing
information, competence in mastering instruments of knowing and understanding.

LEARNING TO DO

✓ Learning to DO refers to the acquisition of practical skills, but also of social and
psychological skills
✓ It refers to an aptitude for teamwork and initiative, and readiness to take risks
✓ It is about personal initiative and the ambition to innovate, and a readiness to
take risks.
✓ It is about competence of putting what was learned into practice so as to act
creatively to the environment
✓ Learning to DO enables us to turn knowledge into effective innovations
✓ From skill and practical know-how to competence

➢ LET Essential:

Occupational Skills, Education for Work, Social Skills, Acquisition of Competence,

Competence in cooperatively working in teams, Technical Vocational Education and
Training or Tech-Voc, Competence in effectively communicating with.

LEARNING TO LIVE TOGETHER

✓ Learning to live TOGETHER is the pillar that the UNESCO Commission

emphasizes more than any other.
✓ It refers to developing an understanding of others thru dialogue – leading to
empathy, respect and appreciation.
✓ And, if we are to understand others, we must first know ourselves.
✓ It is about recognizing our growing interdependence, about experiencing
shared purposes, and about implementing common projects and a joint future
(peace, education for all, environment…)
✓ Appreciate the diversity of human race

➢ LET Essential:

Art of dialogue Diplomacy, Peace education, engaging in common projects,

interdependence, art of empathy, competence in resolving conflict through
peaceful
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LEARNING TO BE

✓ Learning to be is founded on the fundamental principles that education needs

to contribute to the all-round development of each individual
✓ It is about the broadening of care for each aspect of personality
✓ It deals with the freedom of thought, feeling and imagination that we need to
act more independently, with more insight, critically and responsibly.
✓ The end of education is to discover and open the talents which are hidden like
a treasure within a person.

➢ LET Essential:

Human Development, Personality Training Independence, Self-Actualization,

Competence in adapting oneself to changes in life.

Summary of the Four Pillars

To Know To Do To Be To Live
Together
Acquiring Putting Encouraging Discovering
tools for knowledge discovery and others by
understanding to work experimentation discovering
the world one-self
Access to Acquiring Revalorizing Adopting
scientific technical oral culture the
method and perspective
professional of other
trainings ethnic,
religious,
and social
groups.
Expanding Developing Developing Participating
general skills for a imagination and in projects
culture variety of creativity with people
situations from
different
groups
Exercising the Exploring Acting with Developing
power of innovative greater the ability to
concentration, and creative autonomy and resolve
memory and abilities in personal tensions
thought action responsibility and conflicts

This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or
of all its contents is prohibited. © 2021
 Northeastern College, Inc.
Santiago City
College of Education

Reorienting Curriculum Objectives

✓ The pillar of learning to be reflects a shift from an instrumental view of education

(e.g economic productivity) to a humanistic view of education that emphasize the
development of the complete person.
✓ The pillars of learning stresses an important educational goal in contributing to
social cohesion, intercultural and international understanding, peaceful
interchange, and harmony.

✓ The pillars of learning imply an educational goal in developing a learning society

in a new century.

✓ The pillars of learning points to a goal for much closer linkage between education
and the world of work.

Prepared by:

Melvin C. Dumelod, LPT

Instructor

Emails : [email protected]
Cellphone Numbers : 0953-274-5245
Facebook Account : Melvin Kingson Dumelod

This material is exclusively for Northeastern College students ONLY. Any redistribution or reproduction of part or
of all its contents is prohibited. © 2021