Importance of Edukasyon sa Pagpapakatao (ESP) Today December 1, 2015 / rickycentino30
If we try to look back to our younger years and compare the youths of yesterday and today, then perhaps many would claim that the former are much better than the later when it comes to moral values. Looking at our education curriculum, it started as values education until it evolved into ESP (Edukasyon Sa Pagpapahalaga). Two years ago, it was changed to ESP (Edukasyon Sa Pagpapakatao) in line with the K-12 Basic Basic Education Education Curriculum. Curriculum. But still, teaching teaching values values was the focus. But sad to note, many did not see its real essence because some students and teachers just took it for granted, thinking that it was nothing but an additional burden. But wait…we need to reconsider and take ESP seriously because if we’ll still ignore it up to this time, then the basic principle in life which is to know the sense of Justice and the fulfilment of human dignity could never be achieved.
According to Felix Montemayor, Montemayor, in his book Introduction to Philosophy, “Justitia est constan et voluntas suum cuique t rubuendi,” translated as “Justice is the constant will and disposition to give each one his due,” means that justice is the principle of rectitude and fairness of men’s relation to each other. Taking into account also the two elements of justice which are Universality ( applied to all human species) and Equality ( the same degree to all individual beings regardless of age, race, and status in the society), then we can say that if we are to practice these ideas, we can be assured of a harmonious, prosperous, united, and peaceful community. And ESP is i s begging to everyone, especially to teachers t eachers and students, to understand understand and practice this basic principle so that we will always always do the right thing. And with this, moral issues on illegal drugs, drugs, rape cases, prostitution, brutal killings, human trafficking, abortions, physical violence, graft and corruptions, terrorism – to name a few, could be minimized if not totally eliminated. In ESP, we find wisdom to understand our our action and relate it to our existence. In ESP, we think and understand life itself. In ESP, we can answer the most important important question, as claimed by philosophers, philosophers, Therefor e, ESP should not be disregarded. We need to see how “What Makes Man Truly Human?” Therefore, important ESP is. Otherwise, the moral issued mentioned mentioned above would never never stop and would continue in the next generation. generation. We cannot cannot blame therefore therefore if our youths youths today would neglect neglect us in the future.
RELEVANCE OF EDUKASYON SA PAGPAPAKATAO
Sun.Star Pampanga, 30 Apr 2017 GEMMA M. IBAY
The importance of Edukasyon sa Pagpapakatao or EsP as a subject is heightened by the need to strengthen the moral fiber of society. It emphasizes social reform through the “inner transformation” of an individual. The K to 12 Curriculum Guide for EsP developed by the Department of Education states, “Tunguhin (goal) nito (EsP) ang paghubog ng kabataang nagpapasya at kumikilos nang mapanagutan tungo sa kabutihang panlahat lilinangin at pauunlarin ang pagkataong etikal ng bawat mag aaral.” “Upang maipamalas ito, kailangang magtaglay siya ng limang pangunahing kakayahan: macro skills, pang unawa, pagninilay, pagsangguni,pagpapasya at pagkilos. Nilalayon ng EsP na linangin at paunlarin ang pagkataong etikal ng mag aaral. Ang EsP ay naglalayong gabayan ang mga mag aaral na mahanap/ matagpuan ang kabuluhan ng kanyang buhay, ang papel niya sa lipunang Pilipino upang makibahagi siya sa pagtatayo ng pamayanang pinaiiral ang katotohanan, kalayaan, katarungan at pagmamahal.”
The teaching of EsP has cognitive, behavioral (psychomotor) and affective dimensions. It begins with the student’s understanding of the concept of responsibility to himself, his family, fellowmen, country, world and God which lead to decision-making and responsible action. EsP touches the hearts of the students, not just their minds. Effective EsP makes the student realize that responsibility has a horizontal and vertical dimension. He has to reach out to his fellowmen. The Enhanced Basic Education Act of 2013 (R.A. 10533) states that the K to 12 Curriculum – which includes EsP – is developed based on the principle of spiral progression. The use of spiral progression means basic concepts, big ideas, and important tasks are revisited in every grade level in an ever deepening inquiry and increasing complexity through engaging problems and applications. The EsP teacher must teach the cognitive aspect of virtue intentionally and must live to Guiding Principles in the Teaching of Edukasyon sa Pagpapakatao (EsP) Values cannot be separated from understanding although values and attitudes relate to the affective dimension. At a young age, a child may not yet be capable of understanding his true personhood but can be taught to lead a virtuous life that early for him to develop good character. — oOo— The author is Teacher III at San Jose Elementary School, San Jose, Macabebe, Pampanga
The Role of Edukasyon sa Pagpapakatao in the Moral Education of the Youth By: Anabelle Salibad
A strong nation is built on the strong moral fiber of its citizenry. This is my realization after teaching Edukasyon sa Pagpapakatao (ESP) to my pupils for quite some time now.
As a teacher, I have realized the importance of this subject to every pupil. It is a subject that should not be overlooked or taken for granted not only because it is part and parcel of the curriculum but more so because it is a subject that builds the character of every learner. And we all know that character is what is left when everything else is forgotten.
Putting your feet in the shoes of another: Real essence of Pagpapakatao ESP or otherwise known as Edukasyon ng Pagpapahalaga or Values Education is part of the core subjects that are being taught to both the elementary and secondary schools. It is given the same weight as that of the major subjects such as English, Science or Math. It is a subject that teaches values and virtues. And with the K to 12 Curriculum, this subject has been totally revamped to cover subject areas touching ethics and morality. It is a subject that equips individuals with the necessary prudence and moral responsibility, necessary to guide each individual in making life decisions. It is as important as Math, Science or English because it pertains to the practicality of life. It deals with attitude, of good morals and right conduct, of right values and virtues to live by. More importantly, it develops and instills the core values
of Maka- Diyos, Maka-Tao, Maka-Kalikasan and Maka-Bansa in the hearts of every Filipino. (http://lrmds.deped.gov.ph/list/kto12/subject/849) The government through the Department of Education recognizes the necessity of producing morally upright citizens. For what could be more important than raising responsible citizens who would not compromise their morals and ideals? Morality is part and parcel of the education of the youth. It is imperative to build a nation with its citizens being morally grounded. For without a strong foundation on what is right and wrong, a student could grow up to be a corrupt political leader, a horrifying criminal, or an irresponsible and uncaring citizen. With this subject on ESP, we envision every Filipino to be morally upright. If properly taught at school and reinforced at home, ESP would indeed produce citizens who are of Maka- Diyos, Maka-Tao, Maka-Kalikasan and Maka-Bansa. This is the utopia that we hope to achieve. It may seem an elusive vision of DepEd. But one life that is touched through ESP would mean a big, big difference.
TEACHING STRATEGIES Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate.
Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning. Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information.
Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is nonthreatening to students. The disadvantages are that lecturing minimizes feedback from students, assumes an unrealistic level of student understanding and comprehension, and often disengages students from the learning process causing information to be quickly forgotten. The following recommendations can help make the lecture approach more effective (Cashin, 1990): 1. Fit the lecture to the audience 2. Focus your topic - remember you cannot cover everything in one le cture 3. Prepare an outline that includes 5-9 major points you want to cover in one lecture 4. Organize your points for clarity 5. Select appropriate examples or illustrations 6. Present more than one side of an issue and be sensitive to other perspectives 7. Repeat points when necessary 8. Be aware of your audience - notice their feedback 9. Be enthusiastic - you don’t have to be an entertainer but you should be excited by your topic. (from Cashin, 1990, pp. 60-61)
Case Method. Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active
discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios. Course content cases can come from a variety of sources. Many faculty have transformed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity of finding solutions to critical social problems. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness of multiple perspectives. Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students ’ memories about the assigned reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). These strategies can also be used to help focus large and small group discussions.
Obviously, a successful class discussion involves planning on the part of the instructor and preparation on the part of the students. Instructors should communicate this commitment to the students on the first day of class by clearly articulating course expectations. Just as the instructor carefully plans the learning experience, the students must comprehend the assigned reading and show up for class on time, ready to learn. Active Learning. Meyers and Jones (1993) define active learning as learning environments that allow students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning (p. xi). Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives. Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in college teaching and learning suggests that the use of a variety of instructional strategies can positively enhance student learning. Obviously, teaching strategies should be carefully matched to the teaching objectives of a particular lesson. For more information about teaching strategies, see the list of college teaching references in Appendix N.
Assessing or grading students' contributions in active learning environments is somewhat problematic. It is extremely important that the course syllabus explicitly outlines the evaluation criteria for each assignment whether individual or group. Students need and want to know what is expected of them. For more information about grading, see the Evaluating Student Work section contained in this Guide. Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic
exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in the learning process. When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience. Before you begin, you may want to consult several helpful resources which are contained in Appendix N. In addition, the Program in Support of Teaching and Learning can provide faculty with supplementary information and helpful techniques for using cooperative learning or collaborative learning in college classrooms. Integrating Technology. Today, educators realize that computer literacy is an important part of a student's education. Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students. Many faculty have found electronic mail to be a useful way to promote student/student or faculty/student communication between class meetings. Others use listserves or on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts.
Currently, our students come to us with varying degrees of computer literacy. Faculty who use technology regularly often find it necessary to provide some basic skill level instruction during the first week of class. In the future, we expect that need to decline. For help in integrating technology into a course curriculum contact the Program in Support of Teaching and Learning or the Instructional Development Office (IDO) at 703-993-3141. In addition, watch for information throughout the year about workshops and faculty conversations on the integration of technology, teaching and learning. Distance Learning. Distance learning is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic of discussion on college campuses today. Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995).
Obviously, information technology has broadened our concept of the learning environment. It has made it possible for learning experiences to be extended beyond the confines of the traditional classroom. Distance learning technologies take many forms such as computer simulations, interactive collaboration/discussion, and the creation of virtual learning environments connecting regions or nations. Components of distance learning such as email, list serves, and interactive software have also been useful additions to the educational setting. For more information about distance learning contact the Instructional Development Office at 703 993-3141 (Fairfax Campus) and watch for workshops and faculty discussions on the topic throughout the year.
What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom By Eric Gill January 5, 2013 •
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This post has been updated for accuracy and relevance as of December 2017. Every teacher has her or his own style of teaching. And as traditional teach ing styles evolve with the advent of differentiated instruction, more and more teach ers are adjusting their approach depending on their students’ learning needs. But there are a few fundamental teaching styles most educators tend to use. Which one is yours?
You’ve Got Style These teaching styles highlight the five main strategies teachers use in the classroom, as well as the benefits and potential pitfalls of each. The Authority, or lecture style
The authority model is teacher-centered and frequently entails lengthy lecture sessions or oneway presentations. Students are expected to take notes or absorb information.
Pros: This style is acceptable for certain higher-education disciplines and auditorium settings with large groups of students. The pure lecture style is most suitable for subjects like history, which necessitate memorization of key facts, dates, names, etc. Cons: It’s a questionable model for teaching children because there is li ttle or no interaction with the teacher. Plus it can get a little snooze- y. That’s why it’s a better approach for older, more mature students.
The Demonstrator, or coach style
The demonstrator retains the formal authority role by showing students what they need to know. The demonstrator is a lot like the lecturer, but their lessons include multimedia presentations, activities, and demonstrations. (Think: Math. Science. Music.)
Pros: This style gives teachers opportunities to incorporate a variety of formats including lectures and multimedia presentations.
Cons: Although it’s well-suited for teaching mathematics, music, physical education, arts and crafts, it is difficult to accommodate students’ individual needs in larger classrooms.
The Facilitator, or activity style
Facilitators promote self-learning and help students develop critical thinking skills and retain knowledge that leads to self-actualization.
Pros: This style trains students to ask questions and helps develop skills to find answers and solutions through exploration; it is ideal for teaching science and similar subjects. Cons: Challenges teacher to interact with students and prompt them toward discovery rather than lecturing facts and testing knowledge through memorization. So it’s a bit harde r to measure success in tangible terms.
The Delegator, or group style
The delegator style is best suited for curriculum that requires lab activities, such as chemistry and biology, or subjects that warrant peer feedback, like debate and creative writing.
Pros: Guided discovery and inquiry-based learning places the teacher in an observer role that inspires students by working in tandem toward common goals. Cons: Considered a modern style of teaching, it is sometimes criticized as eroding teacher authority. As a delegator, the teacher acts more as a consultant rather than the traditional authority figure.
The Hybrid, or blended style
Hybrid, or blended style, follows an integrated app roach to teaching that blends the teacher’s personality and interests with students’ needs and curriculum-appropriate methods.
Pros: Inclusive! And enables teachers to tailor their styles to student needs and appropriate subject matter. Cons: Hybrid style runs the risk of trying to be too many things to all students, prompting teachers to spread themselves too thin and dilute learning.
Because teachers have styles that reflect their distinct personalities and curriculum — from math and science to English and history —it’s crucial that they remain focused on their teaching objectives and avoid trying to be all things to all students.
What you need to know about your teaching style Although it is not the teacher’s job to entertain students, it is vital to engage them in the learning process. Selecting a style that addresses the needs of diverse students at different learning levels begins with a personal inventory — a self-evaluation —of the teacher’s strengths and weaknesses. As they develop their teaching styles and integrate them with effective classroom management skills, teachers will learn what works best for their personalities and curriculum. Our guide encapsulates today’s different teaching styles and h elps teachers identify the style that’s right for them and their students. Browse through the article or use these links to jump to your desired destination.
Emergence of the teaching style inventory How have teaching styles evolved? This is a question teachers are asked, and frequently ask themselves, as they embark on their careers, and occasionally pause along the way to reflect on job performance. To understand the differences in teaching styles, it’s helpful to know where the modern concept of classifying teaching methods originated. The late Anthony F. Grasha, a noted professor of psychology at the University of Cincinnati, is credited with developing the classic five teaching s tyles. A follower of psychiatrist Carl Jung, Grasha began studying the dynamics of the relationship between teachers and learning in college classrooms. His groundbreaking book, “Teaching with Style,” was written both as a guide for teachers and as a tool to help colleagues, administrators and students systematically evaluate an instructor’s effectiveness in the classroom. Grasha understood that schools must use a consistent, formal approach in evaluating a teacher’s classroom performance. He recognized that any system designed to help teachers improve their instructional skills requires a simple classification system. He developed a teaching st yle inventory that has since been adopted and modified by followers.
Expert: Similar to a coach, experts share knowledge, demonstrate their expertise, advise students and provide feedback to improve understanding and promote learning. Formal authority: Authoritative teachers incorporate the traditional lecture format and share many of the same characteristics as experts, but with less student interaction. Personal model: Incorporates blended teaching styles that match the best techniques with the appropriate learning scenarios and students in an adaptive format. Facilitator: Designs participatory learning activities and manages classroom projects while providing information and offering feedback to facilitate critical thinking. Delegator: Organizes group learning, observes students, provides consultation, and promotes interaction between groups and among individuals to achieve learning objectives.
Although he developed specific teaching styles, Grasha warned against boxing teachers into a single category. Instead, he advocated that teachers play multiple roles in the classroom. He believed most teachers possess some combination of all or most of the classic teaching styles.
How does differentiated instruction affect teaching styles?
Carol Ann Tomlinson, a professor at the University of Virginia, is an early advocate of differentiated instruction and a pioneer in the development of learning-based teaching styles. If Grasha laid the groundwork for 20th-century teac hers to adopt styles tailored to match their personalities and strengths, Tomlinson has advanced this theme into the 21st century by focusing on differentiated instruction. In the simplest terms, differentiated instruction means keeping all students in mind when developing lesson plans and workbook exercises, lectures and interactive learning. These student-focused differences necessitate instructional styles that embrace diverse classrooms for students at all learning levels and from various ba ckgrounds without compromising the teacher’s strengths.
What teaching style is best for today’s students? Whether you’re a first-year teacher eager to put into practice all of the pedagogical techniques you learned in college, or a classroom veteran examining differentiated instruction and new learning methodologies, consider that not all students respond well to one particular style. Although teaching styles have been categorized into five groups, today’s ideal teaching st yle is not an either/or proposition but more of a hybrid approach that blends the best of everything a teacher has to offer. The traditional advice that teachers not overreach with a cluster of all-encompassing teaching styles might seem to conflict with today’s emphasis on student-centered classrooms. Theoretically, the more teachers emphasize student-centric learning the harder it is to develop a well-focused style based on their personal attributes, strengths and goals. In short, modern methods of teaching require different t ypes of teachers — from the analyst/organizer to the negotiator/consultant. Here are some other factors to consider as teachers determine the best teaching method for their students. Empty vessel : Critics of the “sage on the stage” lecture style point to the “empty vessel” theor y, which assumes a student’s mind is essentially empty and need s to be filled by the “expert” teacher. Critics of this traditional approach to teaching insist this teaching style is outmode d and needs to be updated for the diverse 21st-century classroom. Active vs. passive : Proponents of the traditional lecture approach believe that an overemphasis on group-oriented participatory teaching styles, like facilitator and delegator, favor gifted and competitive students over passive children with varied learning abilities, thereby exac erbating the challenges of meeting the needs of all learners. Knowledge vs. information : Knowledge implies a complete understanding, or full comprehension, of a particular subject. A blend of teaching styles that incorporate facilitator, delegator, demonstrator, and lecturer techniques helps the broadest range of students acquire indepth knowledge and mastery of a given subject. This stands in contrast to passive learning,
which typically entails memorizing facts, or information, with the short-term objective of scoring well on tests. Interactive classrooms : Laptops and tablets, videoconferencing and podcasts in classrooms play a vital role in today’s teaching styles. With technolog y in mind, it is imperative that teachers assess their students’ knowledge while they are learning. The alternative is to wait for test results, only to discover knowledge gaps that should have been detected during the active learning phase. Constructivist teaching methods : Contemporary teaching styles tend to be group focused and inquiry driven. Constructivist teaching methods embrace subsets of alternative teaching styles, including modeling, coaching, and test preparation through rubrics scaffolding. All of these are designed to promote student participation and necessitate a hybrid approach to teaching. One criticism of the constructivist approach is it caters to extroverted, group-oriented students, who tend to dominate and benefit from these teaching methods more than introverts; however, this assumes introverts aren’t learning by observing.
Student-centric learning does not have to come at the expense of an instructor’s preferred teaching method. However, differentiated instruction demands that teachers finesse their style to accommodate the diverse needs of 21st-century classrooms.
The ‘sage on the stage’ meets the ‘tiger mom’ The objective of blending teaching styles to leverage the teacher’s strengths while meeting the demands of diverse students has become increasingl y difficult, as parents take a decidedly proactive role in child-learning techniques. The traditional authoritative/expert, or “sage on the stage” lecture style, has come under attack by some parents — and contemporary educational leaders — who emphasize that a more diverse approach to teaching is necessary to engage students. This is compounded by the rise of “tiger moms,” a term made popular by parents devoted to improving the quality of education with laser-precision focus on A-list schools and a highly competitive job market. Age of the proactive parent
Regardless of what style a teacher adopts, it’s important for teache rs to develop positive attitudes, set goals and establish high expectations for students. “Assume students can excel!” education authors Harry and Rosemary Wong declare. As former teachers with a combined 80-plus years of educational experience, the Wongs emphasize in their best-selling book, “The First Days of School: How to Be an Effective Teacher” and their more recent, “The Classroom Management Book” that successful teachers share three common characteristics:
effective classroom management skills lesson mastery
positive expectations
All instructors, when developing their teaching styles, should keep in mind these three goals, as well as the primary objective of education: student learning.
How does classroom diversity influence teachers? It is abundantly clear that today’s teachers are responsible for students with a diverse range of learning abilities. The 21st-century teacher does not have the luxury of “picking the low-hanging fruit” and then leaving the rest of the tree for experts who specialize in children with behavioral issues or learning disorders. Today’s teachers must develop instructional styles that work well in diverse classrooms. Effective teaching methods engage gifted students, as well as slow-learning children and those with attention deficit tendencies. This is where differentiated instruction and a balanced mix of teaching styles can help reach all students in a given classroom — not just the few who respond well to one particular style of teaching. The wonderment of teaching, what author/educator Dr. Harry Wong refers to as “that ah-ha moment” when a child “gets it,” is one of the most rewarding and seemingly elusive benefits of becoming a teacher. This transfer of knowledge from expert to student is an art form and a skill. Fortunately, both can be learned and perfected. Knowing how to engage students begins with selecting the teaching style that’s right for you. And remember, even though you may prefer one teaching style over another, you must find the style that works best for your students! Try different styles to meet different objectives, and always challenge yourself to find ways to reach each student.
