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Integrating local knowledge in  College Teaching and Learning
 

Integrating local knowledge in College Teaching and Learning

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Presented by Noel R. Buensuceso at the September 17, 2012 Workshop at AUDRN- Miriam College

Presented by Noel R. Buensuceso at the September 17, 2012 Workshop at AUDRN- Miriam College

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    Integrating local knowledge in  College Teaching and Learning Integrating local knowledge in College Teaching and Learning Presentation Transcript

    • INTEGRATING LOCAL KNOWLEDGE INTO EDUCATION by Noel R. Buensuceso Asian University Digital Resource Network Forum Miriam College September 17, 2012
    • Outline of PresentationIntroductionFramework: SWOTStrategy ToolImplementationResultsConclusion and Recommendations
    • Why is Local Knowledge or IndigenousKnowledge important ?―Indigenous knowledge is used at the local level by communities as thebasis for decisions pertaining to food security, human and animal health,education, natural resources management, and other vital activities. IKis a key element of the social capital of the poor and constitutes theirmain asset in their efforts to gain control of their own lives. For thesereasons, the potential contribution of IK to locally managed, sustainableand cost-effective survival strategies should be promoted in thedevelopment process.‖ ( Gorjestani, 2000)Indigenous knowledge is not confined to indigenous peoples alone—allcommunities have developed their own body of knowledge overgenerations. ( Ibid )
    • Sabi nga ni Dr. Jose P. Rizal“Ang hindi marunong lumingon sa pinanggalingan ay hindimakararating sa paroroonan.”
    • Framework: SWOT
    • STRENGTH: TEACHERS’ EXPERTISE ―Teaching is the only profession that teaches all other professions‖– author unknown
    • STRENGTH: HETEROGENEOUS STUDENTS
    • STRENGTH: ACADEMIC FREEDOM The 1987 Philippine Constitution states that, "Academic Freedom shall be enjoyed in all institutions of higher learning.‖
    • WEAKNESS: TECHNICAL COURSES ANDSUBJECTS Business Policy Economics Management
    • WEAKNESS: STANDARDIZED OR DEPARTMENTALEXAM
    • WEAKNESS: LACK LOCAL BOOKS ANDREFERENCES WITH LOCAL FLAVOR
    • OPPORTUNITY: LEARNING MANAGEMENTSYSTEMS
    • OPPORTUNITY: SOCIAL MEDIA
    • OPPORTUNITY: FREE MOBILE APPLICATION
    • OPPORTUNITY: MUTIPLE INTELLIGENCES
    • OPPORTUNITY: OPEN, DISTANCE , E-LEARNING
    • THREAT: ICT INFRASTRUCTURE
    • THREAT: SCHOOL POLICIES
    • THREAT: COSTS
    • PROFILE OF CLASSES: Economics- 6 units for Entrep.and BA students and 9 units for Accountancy students 6 sections, 174 students College courses-Accountancy, BA, Entrep. Year levels- 60 % 2nd year, 35 % 3rd year, 5 % 4th year Age range - 16 to 20 Nationalities- mostly Filipinos with 4 foreigners 100% with mobile phones 100% with access to a computer at home
    • STRATEGY TOOL: BLOOM’S DIGITAL TAXONOMY
    • PHOTOS OF ENDANGERED SPECIESLesson: Natural Resources and Endangered Species
    • POST PHOTOS OF NATIONAL HEROES DURINGNATIONAL HOLIDAYSLesson: Holiday Economics
    • POST PHOTOS THAT REFLECT FILIPINO VALUES
    • USE PAINTINGS OF NATIONAL ARTISTS ASEXAMPLESLesson: Inelastic Supply
    • CASE STUDY: MANNY PACQUIAO EARNINGS ANDTHE BEST PAID ATHLETES 2010-2011Lesson: Labor Market
    • CASE STUDY: MARKET STRUCTURESLesson: Monopoly and Oligopoly
    • USE LOCAL BRANDS AS EXAMPLESLesson: Gross Domestic Product
    • PHILIPPINE STREET FOODLesson: Informal sector of the economy
    • FIREFLYLesson: Externalities
    • SPOTTED TORTOISE BEETLELesson: Integrity of Creation
    • Pre-Hispanic Era Trade among the early Filipinos and with traders from the neighboring islands was conducted through barter. The inconvenience of barter later led to the use of some objects as medium of exchange. Gold, which was plentiful in many parts of the islands, invariably found its way into these objects that included the piloncitos, small bead-liked gold bits considered by the local numismatists as the earliest coin of the ancient Filipinos, and gold barter rings.USE GOVERNMENT WEBSITES: BANGKO SENTRALNG PILIPINASLesson: Money and Barter
    • CASE STUDY: USING ORIGINAL PILIPINO MUSICTO TEACH ECONOMICS Objective: To reinforce students understanding of basic microeconomic concepts - Choose at least one microeconomic principle discussed in Eco-103 class. - Find a corresponding Original Pilipino Music illustrating the same concept(s). - Write a paper with at least 20 sentences summarizing the message of the song, defining the economic concept (s) in student’s own words, and explaining how the economic concept(s) is (are) illustrated in the song. - Post the lyrics of the song ( with the composers name ) and paper in FB online group.
    • RESULTS: Songs chosen: Tatsulok, Kayod Kabayo, Kayod Barya, Higante, Paraiso, Karaniwang Tao, Bahay, Esem, Upuan, Masdan Mo ( Ang Kapaligiran ) Artists: Gloc 9, Francis M., Eraserheads ,Noel Cabangon, Juan Dela Cruz Band, Asin, Brownman Revival, Apo Hiking Society, Apl de Ap, Ely Buendia, Mike Hanopol, Yano, Parokya ni Edgar, Gary Granada, Joey Ayala, Economic Concepts: Externalities ( pollution ), Unemployment, Inflation, Inequality, Capitalism, Labor Market, Water-Diamond Paradox, Utility
    • RESULTS: Reinforced learning ( validated their class performance ) (Re) discovered old songs Time constraint on both the teacher and the student
    • CASE STUDY 2: PROJECT-BASED LEARNING Objectives: - To reflect on the learning experience in Microeconomics - To provide a final evidence of project-based learning activity Procedures: - Create an Audio-Visual Presentation ( AVP ) - The AVP must be at least 3 minutes and no more than 5 minutes. - The AVP must be a first person narrative told in student’s own voice. - Use original photos, videos, drawings, or illustrations.
    • CASE STUDY 2: PROJECT-BASED LEARNING - Use a music track to add emotional tone The music must only be used as a background. Any genre or type of music as long as it does not distract the viewer from the message of the AVP. An Original Pilipino Music ( or OPM ) will be highly appreciated. - Upload AVP ( via link from YouTube ,Slideshare, or other means ) in online FB group.
    • RESULTS: More personal / Ownership of work Multiple Intelligences- Acting, Photography, Singing, Drawing, Animation, Puppetry, etc. Learned how to make a storyboard Most used mobile phones ( smart phones ) for video Improved communication skills Lack technical skills in editing
    • CONCLUSIONS AND RECOMMENDATIONS:Appreciate local cultureShare local knowledge within the classAddress Multiple IntelligencesEasier to understand technical termsAppreciate economicsMore Personal / OwnershipBetter class performance ( grades )
    • CONCLUSIONS AND RECOMMENDATIONS:Should be given and explained at the start of thesemesterCollaborate with Communication Departmentre technical skillsSet parameters re choice of OPM songs ( 1970s and 1980s )Experiment on cooperative learningOPM in Pilipino but analysis in EnglishIssue: OPM for foreign studentsExperiment on Filipino literature and AdvertisementsTime Constraint
    • Thank you!