MAT 103

PEDAGOGY IN THE 21ST

CENTURY UNDER THE NEW
NORMAL ENVIRONMENT
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 Short Introduction
• NAME:
• SCHOOL:
• YEARS OF SERVICE:
• GRADE LEVEL CLASSES:
• NO. OF UNITS IN MAED:
• EXPECTATION:
 COURSE DESCRIPTION

• This course deals on teaching and

the application of its theories and
principles under the New Normal
Environment. It includes different
strategies used in teaching with
focus on Science, Mathematics, and
English.
• It also includes views/ tips in
improving the quality of teaching,
guidelines for teaching learning
skills, understanding types of
students, approaches to classroom
management,
instructional methods, styles and the
use of technology in education to
cope with the demands of the 21st
Century. In addition, the integration of
values in every topic is presented in
order to emphasize its importance
and its application becomes obvious.
COURSE INTENDED LEARNING
OUTCOMES

At the end of the course the

students are expected to:

1.Discuss the importance of 21st

Century Education under the New
Normal Environment;
Explain the Enhanced Basic
Education Learning Continuity Plan
(BE-LCP);
•Discuss the principles and views
about teaching and learning;
•Describe the approaches to
classroom management;
• Describe the types of student and
teacher discipline;
• Formulate instructional objectives;
• Discuss the salient points in the use
of assessment, testing and
evaluation;
• Discuss individualized and
Differentiated Instructions,
cooperative and experiential
learning;
• Explain the Eight Habits of Highly
Effective 21st Century Teachers;
• Explain the instructional methods,
the use of instructional materials and
the use of technology in education;
• Discuss individualized instruction,
cooperative learning, experiential
learning;
• Critique lesson plans;
• Demonstrate teaching lessons in
Science, Mathematics and English,
showing the approaches and
strategies learned;
• Apply technology in teaching.
 COURSE CONTENT
1.What is the kind of Education in the
New Normal Environment? BIOL
2.Enhanced Basic Education Learning
Continuity Plan (BE-LCP) BIOL
• What is 21st Century Education?
BIOL
• Teaching-Learning Theories and
Principles Carlo Jay Nono
• Classroom Management and Discipline
– Bernadeth Luib
• Types of Students and Teachers
Discipline – Alyssa Mary Polintan
• Instructional Objectives –Ann Mariel
Ocampo
• Assessment, Testing and Evaluation –
Jemalyn Valmoria
• Instructional Methods and Instructional
Materials-Julia Emmarie Paragili
• Individualized and Differentiated
Instructions- Michael Pareja
• Cooperative and Experiential
Learning –John Kenny Dai Rufon
• Technology Education-Dexter
Orlandez
• Evidence Based Teaching- Aikeen
Rose Valles
• Learning Resources and Materials
Development System (LRMDS-LRMS) – Liza
Mae Ruta
• Most Essential Learning Competencies
(MELCs)- Malou Pasadillo Casane
• Self-Learning Modules (SLMs)- Marichue
Timtim
• Learning Activity Sheets (LASs)- Rozel Jane
Mabilin
• Daily Lesson Plan - Kimchel Redoble
• Revised version of Bloom's Taxonomy-
Michael Pareja
• Eight Habits of Highly Effective 21st
Century Teachers - Marichu Timtim
* RA 10157 –Kindergarten Law- Carlo
Jay Nono
• RA 10533- Enhanced Basic
Education Act of 2013 or K to 12 Act
and its IRR – Alyssa Mary Polintan
•Senior High School Program- Liza
Mae Ruta
•Voucher Program- Liza Mae Ruta
* Assessment Under the K to 12
Education Program – Jemalyn
Valmoria
* RA 10627 – Anti-Bullying Act of
2013- Dexter Orlandez
• MTB – MLE Curriculum -
• Inclusive Education Program -
• Observation Guide
• Demonstration Teaching in English,
Science and Mathematics
Science – Merah Joy Narisma
English – Janice Ramos
Mathematics – Honey Grace
Salonoy
 LEARNING TASKS/STRATEGIES

• Lecture, Discussion, Group Activities

• Demonstration Teaching
• Critiquing of Demo-Teaching
Science – Merah Joy Narisma
English –
Mathematics-
 COURSE REQUIREMENTS

• Perfect Attendance
• Class Active Participation
• Reflection Paper
• Reaction Paper
• TERM Examination
• Oral Presentation (Individual or Group)
CRITERIA FOR RATING
1.Oral Report Presentation with
Handouts 20%
2.Class Active Participation 20%
3.Research Based Requirement 20%
4. Written Exam 40%
Total 100%
 REFERENCES/LEARNING RESOURCES

• Principles and Strategies of teaching by Victorino

O. Acera, et.al. 2000
• Principles and Strategies of teaching by Brenda
B. Corpuz & Gloria G. Salandanan, 2003
• DECS Service Manual 2000
• Google Web/Searches Related to Pedagogy in
the 21st century: Teaching Models and
Technology Education
 REACTION REPORT
Format
•Name:
•Subject:
•School:
•Instructor:
•Title of the Article:
•Author:
•Publication:(Book,Magazine, Newspaper,
Journal)
•Page(s)
•Summary(2-3 paragraphs only)
•Reaction(more than 3 paragraphs)
 REFLECTIONS/INSIGHTS
The Reflections/Insights should be
about 1-2 pages (approximately
500 words) in length and must
highlight the following:
1.Learning needs related to the
video/article presented
2.Brief summary of main learning
activities
3. Evaluative Statement re: the
relevance and applicability of
the content of the video/article
to the work place
4. Any challenges/areas for
development in the workplace.
5. Significant learning insights
6. Suggestions for improving the
content of the video/article.

[email protected]
09998842671
 WHAT IS 21ST CENTURY
EDUCATION?
• It is bold.
• It breaks the mold.
• It is flexible, creative, challenging,
and complex
• It addresses a rapidly changing
world filled with fantastic new
problems as well as exciting new
possibilities
 WHAT IS 21ST CENTURY EDUCATION?

• Our students are facing many emerging

issues such as global warming, famine,
poverty, health issues, a global
population explosion and other
environmental and social issues.
These issues lead to a need for students
to be able to communicate, function
and create change personally,
socially, economically and politically
on local, national and global levels.
 WHAT IS 21ST CENTURY EDUCATION?

• Even children can make a difference in

the world by participating in real-life,
real-world service learning projects.
They’re never too young or too old, to
make your voice heard and create
change that makes the world a better
place.
• Emerging technologies and resulting
globalization also provide unlimited
possibilities for exciting new
discoveries and developments such as
new forms of energy, medical
advances, restoration of
environmentally ravaged areas,
communication, and exploration into
space and into the depths of the
oceans.
 ikids in the New Millennium

• Students are referred to as “digital

natives”, and today’s educators as
“digital immigrants”
• Today’s students are digital learners-
they literally take in the world via the
filter of computing devices: the
cellular phones, handheld gaming
devices, computers, TVs, and game
consoles at home.
• Many are multi-tasking: listening to
music while surfing the Web or
instant-messaging friends while
playing a video game.
 AFTER SCHOOL MATTERS

• We need after school programs that

meet the needs of the 21st century
students. What are those needs?
What possibilities exist for designing
such programs? How can we create
programs that are fun, motivational
and educational?
 SCHOOL, TEACHER, LEARNER, and
CURRICULUM FOR THE 21ST CENTURY
• How should education be structured to
meet the needs of students in the 21st
century?
1. “Schools” will go “from ‘buildings’ to
nerve centers, with walls that are
porous and transparent, connecting
teachers, students and the community
to the wealth of knowledge that exists
in the world.”
2. “Teacher”- from a primary role as a
dispenser of information to
orchestrator of learning and helping
students turn information to
knowledge, and knowledge into
wisdom.
3. “Learner” –In the past learner was a
young person who went to school, spent
a specified amount of time in certain
courses, received passing grades and
graduated. Today we must see learners
in a new context:
First- we must maintain student
interest by helping them see how
what they are learning prepares
them for life in the real world
Second – we must instill curiosity,
which is fundamental to lifelong
learning
Third- we must be flexible in how we
teach.
Fourth – we must excite learners to
become even more resourceful so that
they will continue to learn outside the
formal school day.
4. “Curriculum”- it must be
interdisciplinary, project-based, and
research-driven. It is connected to the
community- local, state, national and
global. It incorporates higher order
thinking skills, multiple intelligences,
technology and multimedia, the
multiple literacies of the 21st century,
and authentic assessments.
• Today’s students are digital learners-
they literally take in the world via the
filter of computing devices: the
cellular phones, handheld gaming
devices, computers, TVs, and game
consoles at home.
• Curriculum is not textbook-driven or
fragmented, but is thematic, project-
based and integrated.
• Knowledge is not memorization of
facts and figures, but is constructed
through research and application, and
connected to previous knowledge and
personal experience.
WHAT DOES ALL THIS MEAN FOR HOW
WE DESIGN AND BUILD SCHOOLS?

• There is no “one size fits all”, or “one

style fits all” blueprint. Each school
should be designed with the
students and the goals of the school
and community in mind.
• The design takes into account the kind
of spaces needed by students and
teachers as they conduct their
investigations and implement their
projects- large groups, small groups
and for independent work.
• This includes a place where the
parents and community can gather
to watch student performances as
well as a place where they can meet
for discussions.
 WHAT ABOUT TECHNOLOGY
RESOURCES?
• Technologies are tools students use to
create knowledge and to create
personal and social change.
• There should be full access to
technology-laptops.
• Buildings will need to be wired so
students can access their files, as
well as the internet, from anywhere
in the school.
• Various labs and learning centers
should be set up around the campus
• Art, music, theatre, television, radio
and film studios can be created with
relatively small expenditures.

• All classrooms should have televisions

to watch broadcasts created by their
school as well as other schools in the
district.
 THE GLOBAL CLASSROOM

• Every day students from countries all

over the world collaborate on
important projects. The web site,
ePals, is a site where teachers and
students can go to join or start a
collaborative project with anyone in
the world.
• Our Global Community is the largest
online community of learners,
enabling more than 325 educators
and 126, 000 classrooms in over 200
countries and territories to safely
connect, exchange ideas, and learn
together.
• Video, technologies, especially the
Internet have resulted in a globalized
society. The world is now ‘flat’. Our
world has been transformed, and will
continue to change at ever-increasing
rates.
• In order for our students to be
prepared to navigate this 21st
century world, they must become
literate in 21st century literacies
including multicultural, media,
information, emotional, ecological,
financial and cyber literacies.
• Collaborating with students from
around the world in meaningful, real-
life projects is a necessary tool for
developing these literacies. Students
can learn at through collaboration,
not competition, they can work
together to make the world a better
place.
• Students will use the Internet and
global collaboration to solve critical
issues online technical assistance.
 The Winds of Fate

One ship sails east

One ship sails west
Regardless of how the winds blow
It is the set of the sail
And not the gate
That determines the way to go
THANK YOU!
 RESEARCH WORK
CHAPTER 1: INTRODUCTION
CHAPTER 2: BODY
CHAPTER 3: CONCLUSION

REFERENCES