Module 1

How do we mold ourselves as a Global Teacher?

. Reconsider your role as a teacher. Evaluate how do we define ourselves as a teacher. Aside from being good in our respective expertise or subject, we should commit ourselves in helping our students to become global citizens who will make a better world. 2. Rethink your classroom atmosphere. A global classroom can be decorated with global posters, world maps, etc. Further, a global classroom makes an environmental-friendly classroom if students and teachers are using eco-friendly materials, saving energy and water, and doing the 3Rs (reduce, reuse, recycle). 3. Go global. Integrate global topics to your teaching. May it be an English, a TLE, or a Psychology related subject, integrate global topics in our lessons. For example, in English lessons, teachers can give an assignment to their students to write an essay on how to take care of the environment. In TLE, teachers can make their students research about Fast Fashion and its environmental and labor impacts. 4. Make use of your international experience in class. Teachers can add an international dimension to their teaching if they utilize their international experiences or global backgrounds (e.g., fluency in English, expertise on Chinese cuisines, country visits, etc.). Utilizing these can brighten our discussions, motivate, promote global awareness, and encourage language learning. 5. Experiment with global education activities. Activities such as role plays, video, and games can stimulate motivation, promote global awareness, and practice language skills. 6. Organize extra-curricular activities. School activities such as school trips, United Nations Month, and charity events can help promote international understanding. 7. Explore Global Education and Related Fields. Exploring new fields can help improve our teaching. Moreover, we can turn to fields related to global education, peace education, human rights education, and environmental education. These can be achieved by looking through and trying out learning materials, attending conferences or workshops, and reaching out organizations. 8. Deepen your knowledge through professional development. Enrolling in academic courses related to global and peace education can increase your professional knowledge and skills in those areas.

The Taba Model

1) Diagnosis of Learners Needs and Expectations of the Larger Society - Taba believed that teachers were aware of what students need so they should be the main creators of the curriculum. 2) Formulation of Learning Objectives - Development of overall goals, originates from a variety of sources such as the demands of society, and the need for students. 3) Selection of the Learning Content - In this curriculum model, Taba believed that the content should match the objectives. 4) Organization of Learning Content - The content is organized based on the students' achievement levels. 5) Selection of the Learning Experiences - Instructional methods must keep students engaged. Learning experiences are created so that they develop multiple objectives: THINKING, ATTITUDE, KNOWLEDGE, SKILLS 6) Organization of Learning Activities - The learning experiences are organized to allow continuity of learning. Each activity is pre requisite for those that follow. This provides the students with a challenge without going beyond what the students are capable of. 7) Determination of What to Evaluate and the Means of Doing it. - Students' progress is monitored throughout of the year. Evaluations were included at different points to help teachers and students plan and adapt learning activities to meet the objectives.

1) EVALUATES THE CURRICULUM (evaluator)

1) EVALUATES THE CURRICULUM (evaluator) - How can one determine if the desired learning outcomes have been achieved? - Is the curriculum working?

IMPLEMENTS THE CURRICULUM (implementor)

1) IMPLEMENTS THE CURRICULUM (implementor) - The curriculum that remains recommended or written will never serve its purpose. - Somebody has to implement it. - Heart of schooling is the curriculum. - It is in this role where the teacher becomes the implementor of the curriculum. - She is at the height of an engagement with the learners, with support materials in order to achieve the desired outcome. It is where teaching, guiding and facilitating skills of the teacher is expected to be the highest level.

1) KNOWS THE CURRICULUM (KNOWER)

1) KNOWS THE CURRICULUM (KNOWER) - Learning begins with knowing. The teacher as a learner starts with knowing about the curriculum, the subject matter or the content. As a teacher, one has to master what are included in the curriculum. It is the acquiring academic knowledge about formal (disciplines, logic) or informal (derived from experiences). It is mastery of the subject matter.

1) PLANS THE CURRICULUM (PLANNER)

1) PLANS THE CURRICULUM (PLANNER) - A good curriculum has to be planned. It is the role of the teacher to make a yearly, monthly or daily plan of the curriculum. - The teacher takes into consideration several factors in planning a curriculum. These are: learners, support material, time, subject matter or content, desired outcomes, context of the learners among others.

Ø What does a teacher do to deserve the label as curricularists?

1) The classroom is the first place of curricular engagement. 2) The first school experience sets the tone to understand the meaning of schooling through the interactions of learners and teachers that will lead to learning. 3) Hence, curriculum is the heart of schooling.

WRITES THE CURRICULUM (WRITER)

1) WRITES THE CURRICULUM (WRITER) - A classroom teacher takes record of knowledge concepts, subject matter or content. These need to be written or preserved. The teacher writes books, modules, laboratory manuals, instructional guides, and reference materials in paper or electronic media.

Assessed Curriculumn

Assessment tools such as pencil and paper tests, authentic instruments like portfolio are being utilized

Curricularists in the Past

Curricularists in the Past

Global education

Global Education associates learning regarding cultures, geographies, histories, and occurring issues around the world's regions. It helps students understand the interconnectivity between their respective lives and those from the other parts of the world. Moreover, it enables them to develop a sense of appreciation and sensitivity towards cultural diversity, uphold social justice and human rights, and as well to mold a sense of open-mindedness to create concrete plans and actions for change.

John Dewey

He felt that the curriculum should ultimately produce students who would be able to deal effectively with the modern world. Curriculum should build an orderly sense of the world where the child lives.

· Peer influence, school environment, physical condition, teacher-learner interaction, mood of the teacher and many other factors make up the hidden curriculum

Hidden Curriculum

INITIATES THE CURRICULUM (INITIATOR)

INITIATES THE CURRICULUM (INITIATOR) - In cases where the curriculum is recommended to the schools from DepEd, CHED, TESDA, UNESCO, UNICEF or other educational agencies for improvement of quality education, the teacher is obliged to implement. - Implementation of a new curriculum requires the open mindedness of the teacher, and the full belief that the curriculum will enhance learning.

INNOVATES THE CURRICULUM (INNOVATOR)

INNOVATES THE CURRICULUM (INNOVATOR) - Creativity and innovation are hallmarks of an excellent teacher. A curriculum is always dynamic, hence keeps on changing. From the content strategies, ways of holding, blocks of time, ways of evaluating, kinds of students and skills of teachers, one cannot find a single eternal curriculum that would perpetually fit.

Ø He felt that the curriculum was a way to prepare students for their future roles in the new industrial society. .He created five steps for curriculum making

John Franklin Bobbit

TYPES OF CURRICULUM OPERATING IN SCHOOLS:

RECOMMENDED CURRICULUM

· In order to have a successful teaching, other than the teacher, there must be materials which should support of help in the implementation of the written curriculum

SUPPORTED CURRICULUM

Hilda Taba

She is the developer of the Taba Model of learning. This model is used to enhance the thinking skills of students

· The different planned activities which are put into action in the classroom compose the taught curriculum · These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum · It varied according to the learning styles of the students and the teaching styles of the teacher

TAUGHT CURRICULUM

Global education helps teachers and students to?

appreciate of multiple perspectives ▪ commit to promote equity around the world ▪ understand global conditions and current events ▪ recognize how the world is interconnected ▪ recognize various cultures ▪ understand intercultural communication ▪ develop multilinguistic skills ▪ create a classroom environment that values diversity and global engagement ▪ integrate learning experiences for students that promote content-aligned explorations of the world ▪ facilitate intercultural and international conversations that promote active listening, critical thinking, and perspective recognition ▪ create local, national, and international partnerships that provide real-world contexts for global learning opportunities; and ▪ make appropriate methods of inquiry to assess students' global competence development.

WRITTEN CURRICULUM

· Includes documents, course of study or syllabi for implementation · Most written curricula are made by curriculum experts with participation of teachers · Basic Education Curriculum (BEC) and the written lesson plan of each classroom teacher made up of objectives and planned activities of the teacher are some examples under written curriculum

Supported curriculum

· Must enable each learner to achieve real and lifelong learning

RECOMMENDED CURRICULUM

· Proposed by scholars and professional organizations · Most of the curricula are recommended · May come from DepEd, CHED, DOST, or any professional organizations who has stake in education

ASSESSED CURRICULUM

· Refers to a tested or evaluated curriculum

LEARNED CURRICULUM

· Refers to the learning outcomes achieved by the students

DIFFERENT VIEWPOINTS OF CURRICULUM:

· Robert M. Hutchins views as "permanent studies", where the rules of grammar, reading, rhetoric and logic and mathematics for basic education are emphasized. · Arthur Bestor, an essentialist, believes that the mission of the school should be intellectual training, meaning to say that curriculum should focus on the fundamental intellectual discipline of grammar (e.g. mathematics, history, science and foreign language). · In our educational system, curriculum is divided into chunks of knowledge we call subject areas in the basic education such as English, Mathematics, Science, Social Studies, among others. In college, discipline may include humanities, sciences, languages and many more.

Assessed curriculum

· Series of evaluations are being done by the teachers at the duration and end of the teaching episodes to determine the extent of teaching or to tell if the students are progressing

SUPPORTED CURRICULUM

· Support curriculum includes material resources (e.g. textbooks, computers, audio-visual materials, laboratory equipment, playgrounds, zoos and other facilities)

TAUGHT CURRICULUM

· The different planned activities which are put into action in the classroom compose the taught curriculum · These are varied activities that are implemented in order to arrive at the objectives or purposes of the written curriculum · It varied according to the learning styles of the students and the teaching styles of the teacher

curriculum

· The lessons and academic content taught in a school or in a specific course or program · The total learning experiences of the individual (anchored on John Dewey's experiences and education) · The information that teachers teach throughout a class · A collection of lessons, assessments, and other academic content that's taught in a school, program, or class by a teacher

LEARNED CURRICULUM

·Learning outcomes are indicated by the results of the tests and changes in behavior which can be either cognitive, affective or psychomotor

HIDDEN CURRICULUM

·· The unintended curriculum which is not deliberately planned but by modify behavior or influence learning outcomes ·

Curricularists

Ø A professional who is curriculum specialist. Ø A person who is involved in curriculum knowing, writing, planning, implementing, evaluating, innovating, and initiating. Ø A teacher's role is broader and inclusive of other functions and so teacher is a curricularist.

Ø Functions of a teacher as a curricularist

Ø Functions of a teacher as a curricularist

Ralph Tyler

Ø He believed that learning should be meaningful to the student and his community. Ø It should be taught through appropriately designed and organized learning experiences. Ø Learning should be evaluated not only to see what students are really learning, but to see what changes might need to be made to the curriculum. Ø The Tyler Model:

John Franklin Bobbit

Ø He created five steps for curriculum making. 1) Analysis of human experience - This is about separating all of human experience into major fields. 2) Job analysis - This step is where the fields were broken down into more specific activities. 3) Deriving objectives - The third step was to form the objective from the abilities needed to perform the activities. 4) Selecting objectives - This is where the objectives are selected from to find ones that would serve as the basis for planning activities for the students. 5) Planning in detail - This is where teachers lay out activities, experiences, and opportunities that would be needed to obtain the objectives.

Hilda Taba

Ø She believed that there must be a process for evaluating student achievement of content.

The Tyler model

Ø The Tyler Model: 1) Determine the school's purposes (aka objectives) 2) Identify educational experiences related to purpose 3) Organize the experiences 4) Evaluate the purposes