Name: Dumulag Karen Kate Date of Submission: February 14 2022

Year and Section: BSED 2A Modality of Learning: Online Learning

Module No. 1

VI.LEARNING ACTIVITIES
Reminder: Module 7 (including the accomplishment of the learning activities) will last for
four (4) weeks . Make sure that you answer the different activities INTELLECTUALLY
HONEST and SCHOLARLY. Proper citation is needed whenever you wish to cite
information from sources and other readings other than the modules to support insights or
answers as regards the questions presented in this part of the module.

III. SYNAPSE STRENGTHENERS (Research Work)

We are interested in what is true. Our teaching methodologies are based on
our quest for truth. Likewise, our teaching – learning goals are based on what we value
or what we cherish as good. Identify what each philosophy considers as good and
valuable and true. Complete the given table given below. The first one is done for you.
Philosophy Theory of Methodology to Theory of what Goal of
Truth arrive at truth is teaching –
valuable/good learning
Progressivism The Universe is We must relate to Values differ from To help develop
real and is in the universe and place to place, students who
constant change interact with from time to time. can adjust to a
others intelligently, From person to changing world
scientifically and person; what is and live with
experientially. The considered good others in
curriculum for one may not be harmony.
stresses on good for another.
science and
experiential
learning such as
“hands-on-minds-
on-hearts-on”
learning.
Linguistic It is consist Allow them to Teachers teach The ability to
Philosophy
coherence or send and students to communicate,
consistence receive signals speak as many to voice out the
with other true in a variety of as they can. meaning and
statement. ways, including values of things
verbal, that one
nonverbal, and acquires
paraverbal. through one's
 experience of
life and the
world is the
very essence of
man.
Constructivism Learners Teachers must The To create
construct give data or constructivist intrinsically
knowledge experiences that classroom is motivated and
through an allow students to participatory, self-directed
active, mental hypothesize, encouraging learners who
development predict, dialogue are well-
process. manipulate between equipped with
objects, pose students and learning skills
questions, between to construct
examine, teachers and knowledge and
imagine, and students. make sense of
invent. it.
Essentialism Academically, Teachers place What is most Teachers do
essentialist an emphasis on important for not teach in
programs are subject matter students to learn order to
tough. The expertise. is decided by dramatically
focus is on teachers. alter
academic society rather,
content in they teach in
order for order to convey
students to the
develop the conventional
fundamental moral values
skill. and intellectual
understanding
that students
require in order
to become
model citizens.
Existentialism The person is Demands that Students are To assist
 the focus of the complete presented with a students in
existentialist person, not just wide range of embracing and
techniques. the mind but be choices from understanding
educated. which to pick. themselves as
Students have a unique
lot of freedom individuals.
when it comes to
choosing their
subjects.
Perennialism A perennialist Don't reject Teachers that Students cognit
is a universalist students reasoni are perennialists ive and moral
who believes ng abilities teach from the faculties should
that all humans because we classics. be developed.
share the same deprive them the
essential opportunity to
nature. manage their
desires and
needs with their
higher faculties.
Behaviorism Students beha Teachers should Values are also Develop
vior is shaped set up their caught (catch) students
by providing a classrooms in not only taught behaviour
positive such a way that (teach)
environment, students can
according to respond to
behaviorists. stimuli.

A. With which philosophy do you associate the following quotations? Write your answer before
the number.(Single Response Activity)

Progressivism 1. “Education is life not a preparation for life”. _Dewey

Behaviorism 2. “Man is nothing else but what he makes of himself…” _ Sartre
Perennialism 3. “Gripping and enduring interests frequently grow out of initial learning efforts that
are not appealing or attractive.”
 Essentialism 4. “Give me a dozen healthy infants, well – informed, and my own specified world
to bring them up in and I’ll guarantee to take anyone at random and train him to become any type
of specialist I might select – doctor, lawyer, artist, merchant, chief, and yes, even beggar – man
and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his
ancestor.” _ Watson
Existentialism 5. “Existence precedes essence.” Sartre
Constructivism 6. “Life is what you make it.: _ William Thackeray
Linguistic Philosophy 7. “Listening in dialogue is listening more to meaning than to words…In
true listening, we reach behind the words, see through them, to find the person who is being
revealed. Listening is a search to find the treasure of the true person as revealed verbally and
nonverbally…” _ John Powell
Progressivism 8. “When a relationship is working, the act of communicating seems to flow
relatively effortlessly…” _Chip Rose

B. Upon which philosophy/ies is each program /practice anchored? Write your answer before the
number (single response activity)

Essentialism 1.Back-to-the Basics movement

Essentialism 2.Conduct of National Achievement Test to test
Perennialism 3.Use of Great Books
Behaviorism 4.Use of Rewards and incentives
Progressivism 5.Use of simulations and problem-solving method
Existentialism 6.Learners learning at their own pace.
Essentialism 7.Mastery of the 3 r’s – reading, writing, ‘rithmetic
Essentialism 8.The traditional approach to education
Essentialism 9.Subject matter – centered teaching
Perennialism 10.Student – centered teaching
Perennialism 11.Authoritarian approach to teaching
Existentialism 12.Non – authoritarian approach to teaching
Constructivism 13.Making meaning of what is taught
Linguistic Philosophy 14. Understanding message through verbal, non-verbal and paraverbal
means.
Constructivism 15. Asking learners to draw meaning from what they are taught

Lesson 2: Formulating Your Philosophy of Education

• formulate / write your philosophy of teaching

My Philosophy of Education as a Future Teacher

I believe that every student

- Has a variety of knowledges

- Has a distinct personality and abilities
- Each individual has unique set of life experiences
- Has distinct views and points of view that I need to grasp to them
- They have their own perspectives on everything

I believe that there are some things that cannot be easily changed, but that all of these
things require a change from me as a teacher and as my work by encouraging and
giving/doing my best to fulfill my job because I also believe that every teacher has the
ability to change and mold students to be the best version of themselves.

I believe that my task as a teacher is to provide and give the best learning I can to the
optimum and maximum by:
 - Making friends with my students and allowing them to feel at ease with me because we
are in the same classroom.
- Providing them with the opportunity to demonstrate their hidden abilities and skills
through an activity or performance task.
- Creating processes and expectations that reduce wasted downtime and increase
interesting learning opportunities for them.
- I'm going to share and apply my other knowledge to them.
- Using various principles and values to act as a role model for all students
- Assisting students in smoothly coping with other academic lessons
- Putting my best foot forward in front of my students to serve as a role model, source of
inspiration, and motivation.
- Treating my students fairly in all situations
- showing how friendly/approachable I am in times of difficulty and when they require
any help

• Lesson 3: The Foundational principles of Morality and You

• By means of a poem or an acrostic show the importance of morality in education.

Morality refers to our ideals and the way we spend our lives
Opportunity comes every day to brings fresh possibilities, especially in education, with
new options and new starts so 
Remember that we receive the benefits of what life has to offer
And morality is set of principles to guide us to evaluate what is right or wrong but
Successes in education are our footprints that we leave in the sand, Thus,
Let our minds and knowledge be our guide to lead in the journey. Also
It builds personal character, as well as helps students to justify decisions, goals and
actions all through education so for morality is the very foundation of our humanity and
The youth for new generation is all the students nowadays
Yet teaching morality matters because the essential thing is not knowledge but morality.

Lesson 4: Values Formation and You

Reaction Paper:
1. In the modern parable “The Little Prince” written by Antoine Exupery, the Little prince in his visit to one
planet, met an alcoholic. The following was their conversation
Little Prince: “What are you doing?”
The Alcoholic: “I am drinking.”
Little prince: “Why are you drinking?”
Alcoholic: “To forget!”
Little Prince: “To forget what?”
Alcoholic: “That I am a drunkard!”

Based on the above conversation, is the alcoholic (or any alcoholic for that matter) happy
for being one. What lessons can you learn from the life of an alcoholic and how does that
convo relate to the lesson on Values formation.

Based on the abovementioned conversation, I believe the alcoholic is unhappy about

being a drunkard because when the Little Prince asks him, he responds, "I am drinking, to
forget," implying that maybe he is unable to be happy in his current situation. And as we
all know in today's society what people think about us or what they have been thinking
abiout us is it is we cannot change it because it what they all opinions and judgements
about us so it is the lesson from the life of the alcoholic that I get because I felt that the
reason why he is drinking is yes, to forget that he is a drunkard because I suppose that's
 what people think about Him, that's how they judge him that he is a drunkard." As a
result, he responds, "Forget it." In relation to that, this conversation is about values
information since it is about how you value your life and according to module also you
should be aware of what you need to value and how you intend to value it. And, in my
opinion, the conversation between the Little Prince and the Alcoholic demonstrates how
your intellect discerns a value and offers it to your will as right or bad.

2. In his book “Morality and You”, James Finely wrote:…”look at the modern advertisements. Commercials
for deodorants, mouthwashes, skin blemish removers and other cosmetics have a basic assumption that
man is a creature who must be physically attractive to have much worth in the eyes of his fellowmen.
They try to sell…the following concept to a person; to have bad breath is to be socially undesirable.”
Reflect if this thought of man as sold by the media in a very subtle manner has in a way influenced your
value orientation.

-For me, certainly, this media sold image of man has changed my value orientation in a
subtle way. Modern advertising influence my value orientation by providing new impressions,
evaluations, thoughts, and arguments, and by making me think more complex and conflicted
about my value orientation. Whereas, this advertisement promotes unfavorable thinking, causing
us to be unimpressed in ourselves, and rather than acknowledging the reality that we are not
perfect imperfect and have flaws, we truly hate ourselves as a result, and this causes our value
orientation to change as a result of the impact of many things in our environment.

Lesson 5: Teaching as Your Vocation, Mission and Profession

• Write a reflection paper to prove that teaching is the noblest profession.

It's easy to believe that you've been assigned the runt's duties as a teacher. It's easy to go to class
every day and believe that your job is mundane and routine: keep the students occupied until
their parents arrive home from work. It's simple to compare your compensation to the amount of
energy you expend and conclude that you're underpaid. It's easy to overlook your own efforts
because you believe the students you educate will not benefit from the knowledge you provide.
Teaching, on the other hand, is such a noble job. Your primary responsibility is to impart
knowledge and direction to others who are younger than you, not only academically, but also
morally and professionally. Some teachers even go so far as to provide their students with
extracurricular guidance that has an impact on other aspects of their lives. It may appear to be
simple to explain a teacher's work in such basic terms, yet we all know that a teacher is one of
the most important persons on the planet. In reality, a teacher is tasked with shaping a
generation's future. One can escape many aspects of life, but one cannot avoid being taught by a
teacher. Students enrolled in school are the most vulnerable. Their minds are like a dry sponge,
ready to soak up anything that is thrown to them. As a result, when entrusted with these precious
hearts to mold into what they think proper, the teacher occupies such a lofty and sensitive
position. We frequently observe children returning home and repeating phrases they have heard
from their teachers. This is the gravity of the situation. We may not realize it, but teaching is the
noblest of professions because you hold the destiny of nations in your hands, which you can
choose to ruin or sculpt beautifully. There is no other profession with such influence. As a result,
this is a message to all teachers: The price you pay for your sacrifice is not your monthly
paycheck (although we agree that that is important as well). The cost of your sacrifice, on the
other hand, is the number of lives you affect, even if it doesn't appear that they are being
changed, even if no one thanks you or treats you badly. You've been chosen for a great calling!
Give it the respect it deserves!

• ASSIGNMENT

Research Work
 • Lesson 1:
Research on the following philosophies. Give a gist of each philosophy. Cite those thoughts with which
you agree and also those which you disagree.

a. Realism

Realism is the doctrine that is associated with the study of the world we live in. It is a
philosophy away from the world of ideas or spiritual things. In Realism the word ‘real’ denotes
actual or the existing. It indicates those things or events which exist in the world in its own right.
It opposes the thing or event which is imaginary or fictitious. It holds the view that knowledge
acquired through senses is true and what we observe and perceive through our own senses is real
and the true entity of the world. It says that physical world is objective and factual whereas
personal feelings and desires are subjective and secondary.
- According to my understanding, realism is all over the world we live in, and it
influences our values and opinions on such things, but I disagree with the view that knowledge
acquired through senses is true, and what we observe and perceive through our own senses is real
and the true entity of the world because we have our own mind and knowledges, opinions, and
values on everything that we sense or see all over the world, and it depends on us on how we
perceive things around us. 

b. Reconstructionism

Reconstructionism is a philosophy that emphasizes the addressing of social questions and

a quest to create a better society and worldwide democracy. Reconstructionist educators focus on
a curriculum that highlights social reform as the aim of education.The objective was to change
society to conform to the basic ideals of the political party or government in power or to create a
utopian society through education.
- As for me, it necessitates that students connect with the subject and the classroom
setting in a social context, allowing them to understand the need and possibility of
transformation as something real, while also emphasizing the addressing of questions and the
search to create a better society.

c. Stoic Philosophy

Stoicism is a school of philosophy that hails from ancient Greece and Rome in the early
parts of the 3rd century, BC. It is a philosophy of life that maximizes positive emotions, reduces
negative emotions and helps individuals to hone their virtues of character. Stoicism was designed
to help people live their best possible lives. It's a philosophy of life that maximizes positive
emotions, reduces negative emotions and helps individuals to hone their virtues of character. At
any moment, in any situation, and at any stage of life, Stoicism provides a framework for living
well. It reminds people of what is truly important, providing practical strategies to get more of
what is valuable.
- In this philosophy, I understand that Stoicism was purposefully designed to be
understandable, actionable, and beneficial; however, Stoicism was only one of the famous
schools of thought during this period because the Stoics provided compelling answers to anxiety,
stress, fear, and troubling questions such as "What do I want out of life?" "The Stoics provided
an operating system for dealing with the difficulties of the human situation." For example, a
person could hone character virtues by emphasizing acts over words. Happy behavior, in
summary, leads to a more positive life experience. And, you guessed it, negative behavior
resulted in a more difficult situation.

Lesson 3
• How does conscience relate to morality?
 - Conscience refers to two things: what a person feels to be right and how that person
chooses what is right. Our conscience is more than simply a "gut instinct." It is a "moral muscle."
It becomes the criterion we use to determine whether or not our acts are ethical by informing us
of our beliefs and ideals.

• Lesson 4
• Which Filipino values pose obstacles to your value formation? How do they block
your value formation?

- The Filipino value of "pakikisama" obstructs my value formation. For example, we are
prone to responding to peer pressure. We tend to do what our friends do in order not to be left
behind, even if it is negative or terrible things. It is nice to have a good relationship with
everyone, but oftentimes these pakikisama tended the cause of violating rules and regulations
and one more thing is the closeness of family members, certain standards are being abandoned.
For example, if someone applies for a job where one of his relatives happens to be the company's
biggest boss, even if he is unqualified, he will still be hired because this boss will simply ignore
it and accept him. This is what we used to call "backer," and it still happens today.

• In the context of value formation, write down your response/action plan as a

proof that you accept continuing personal value formation – “Di baleng mahirap,
basta’t may dangal”.

- One of the most well-known and well-known quotations among Filipinos. This quote
has been passed down through the centuries. As a young person who represents our
generation, I agree with this idea. For me, it is preferable to live a simple and dignified
life rather than a luxurious and prosperous one derived from illegal activities and sources.
I understand that money is necessary for our survival, but we must not sell our dignity for
a huge sum of money. There are a variety of viable and respectable methods for finding
and earning money. It is true that if we have a lot of money, we can buy whatever we
want, which is one of the reasons why individuals, particularly those in need, are willing
to sacrifice their dignity in order to obtain money. However, we must keep in mind that
once we have lost our dignity, there is no way to regain it. You can't buy it even if you're
the richest man on the planet, and all that money and material wealth could vanish in the
blink of an eye. It is a priceless possession to live with dignity and a clear conscience,
and you should be proud of it. We will never be able to take it away from us. Always put
your dignity above your money.

• Lesson 5
• Read any research related to teaching as the noblest of all professions then give
the:
a. Research Title

Perception of teaching as a profession and UB teacher trainees attitude towards training

programme and teaching

b. Research methodology

This is a survey inferential study in design conducted to capture and analyzed the
perceptions of University of Botswana, education students regarding teaching as a profession.
Data were randomly collected from total of 73 education students toward the end of second
semester 2014/2015. Out of the sampled 73 students, 38 were Post graduate Diploma in
Education (PGDE) and while 34 were Bachelor of Education students. One participant failed to
indicate his/her academic status. Among them were 57 females and 16 males without specified
sampling frame.

c. Findings

The findings of the study showed that in the perception of UB teacher trainees, teaching
is a profession and this view is significantly stronger among female than male teacher trainees.
Their level of perception of teaching as a profession has significant influence on their motivation
to do well in their teacher training programme (TTP); attitude towards their teacher training
programme (AtTTP), the value they attached to the programme (VaTTP); and their perception of
the effectiveness of the programme (ETTP). Similarly, the level to which they perceived teaching
as a profession has a significantly positive influence on their willingness to teach (WtT); attitude
toward teaching (AtT) and the level to which they perceive teaching as a stereotypes career
(STC). Generally, the higher their perception of teaching as a profession, the higher is their
attitude towards their teacher training programme as well as towards teaching.

d. Conclusion

The findings of the study is the considering teaching as a profession by teacher trainees, it
is an imperative perception which enriches psycho-logically the working environment for a
teacher. It boosts teachers’ cognitive ability and affective disposition which empowers
improvement through innovative teaching and learning by teacher trainers and the teacher
trainees. Given a conducive psychological environmental afforded other careers as professions,
teachers will be seen as exhibiting specialized skills in the development of human resource for
the betterment of our society. The findings of this study corroborated that of Hargreaves et al.
(2006) who examined the perceptions of the status of the teaching profession and revealed large
differences between the teaching profession and those professions judged to have high status in
terms of reward and respect and as control and regulation. Teachers, trainee teachers and
associated groups saw the teaching profession as virtually on a par with a high status profession
in terms of the training, responsibility and performance that teaching requires. Following these,
UB and other teacher educators and policy makers need to embrace the qualities of effective
teacher training geared towards professional development for effective education. This calls for
educating teacher trainees not only cognitively, but more also behaviourally, affectively or
emotionally to develop some level of psychological robustness against emotional side-attractions
that may impair their determination to imbibe the characteristics of good professionals.

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My Reference:
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