educ 301:

n in the 21st Century

ching Professio
The Tea
UNIT 1:

The Nature of
Teaching and
TEACHER Roles
Discussant
ALLAN T. FLORES
TEACHING CHALLENGES
Incentives and Appreciation
Student behavior
Much paperwork
Number of students in each class
Using the same curriculum and teaching approaches
for all pupils
Multiple Roles
Time Constraints
Educating themselves
Health and Stress
Collaboration
multicultural classrooms
Multicultural education refers to any form of education or
teaching that incorporates the histories, texts, values,
beliefs, and perspectives of people from different cultural
backgrounds. At the classroom level, for example,
teachers may modify or incorporate lessons to reflect the
cultural diversity of the students in a particular class. In
many cases, “culture” is defined in the broadest possible
sense, encompassing race, ethnicity, nationality,
language, religion, class, gender, sexual orientation, and
“exceptionality”—a term applied to students with
specialized needs or disabilities.
multicultural classrooms
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.
THE CHALLENGES:
1. A linguistic obstacle
2. Predominance of various learning methods
3. The cultural difference can also be seen in
the poorly constructed speaker-listener
connections and the various cooperative and
competitive patterns.
4. Non-verbal communication
5. Presenting a single issue from many angles
THE CHALLENGES:

6. Extracurricular activities are diverse.

7. Communication skills training
8. Constant collaboration with parents
learner-centered teaching
Learner-centered teaching shifts the focus
of activity from the teacher to the learners.

These methods include:

Active learning
Cooperative Learning
Inductive Teaching and Learning
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.
the challenges:

1. Personalized learning
2. Competency-based learning
3. Anywhere, anytime learning
4. Ownership (Agency, Growth,
Mindset)
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.
challenges for learners:
1. Requires more discipline, concentration, and
focus in order to profit from effective tactics
2. Less reliance on direct instructor
supervision
3. Requires more initiative and resourcefulness
to perform well
4. Less individual attention from a less
experienced teacher
challenges for teachers:
1. 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.
2. More attention to classroom organization as a
learning environment is required.
3. More precise and systematic record-keeping is
required to maintain student achievement,
curriculum development, and implementation.
challenges for community
and school system:
1. Student achievement may be low in programs that
lack the necessary resources and teachers who are
not adequately trained.
2. Teachers, supervisors, and administrative personnel
must be trained to meet multigrade teaching and
administration demands.
ict integration
ICT use to introduce, reinforce, augment, and expand
skills is known as 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.
the challenges:
1. Change aversion
2. Lack of hardware and instruction on using
it
3. Children will know more than I do attitude
4. Technology Fear
5. Inadequate training opportunities and
restrictive teaching models
multiple intelligences
Gardner (2013) asserts that
regardless of which subject
you teach—“the arts, the
sciences, history, or
math”—you should present
learning materials in
multiple ways. Gardner goes
on to point out that anything
you are deeply familiar with
“you can describe and
convey … in several ways
the challenges

1. Encourages teachers to differentiate their

teachings to fit the requirements of varied
students
2. Provides eight distinct learning routes if a
student is struggling with the traditional
approach.
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.
triumphs & challenges
1. 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.
2. 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.
the background
“Learning the Treasure Within”, the report of the
International Commission on Education for the Twenty-first
Century, chaired by Jacques Delors, and published by
UNESCO in 1996 provides new insights into education for
the 21st Century. It stresses that each individual must be
equipped to seize learning opportunities throughout life,
both to broaden her/his knowledge, skills, and attitudes,
and to adopt to a changing, complex, and interdependent
world. This is referred to as“lifelong learning.
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
1. Contribute to peace and security
2. Collaboration among nations thru
education, science, and culture
3. Universal respect for justice, for the rule of
law, and for human rights and fundamental
freedoms
4. Without distinction of race, sex, language,
or religion.
“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.
the four pillars of learning
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 competencies 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.
✓ Learning to KNOW is Learning to learn.
the four pillars of learning
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
the four pillars of learning
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
the four pillars of learning
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.
end of report

thank you for

actively listening!

Allan t. flores
Discussant