INTEGRATING LOCAL KNOWLEDGE IN EDUCATION by Noel R. Buensuceso Asian University Digital Resource Network Forum Ateneo de Zamboanga February 29, 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 animalhealth, education, natural resources management, and other vitalactivities. IK is a key element of the social capital of the poor andconstitutes their main asset in their efforts to gain control of their ownlives. For these reasons, the potential contribution of IK to locallymanaged, sustainable and cost-effective survival strategies should bepromoted in the development 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.”
― Ang hindi magmahal sa kanyang wika ay higit pa sa hayop at malansangisda.‖ – Dr. Jose P. Rizal
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 ( laptop or desktop ) at home
USE PAINTINGS OF NATIONAL ARTISTS ASEXAMPLESLesson: Inelastic Supply
CASE STUDY: MANNY PACQUIAO EARNINGS ANDTHE BEST PAID ATHLETES 2010-2011Lesson: Labor Market
CASE STUDY: COMPETITION LAW, POLICY HOPETO CURB MONOPOLIES, CARTELSLesson: Monopoly and Oligopoly
USE LOCAL BRANDS AS EXAMPLESLesson: Gross Domestic Product
PHILIPPINE STREET FOODLesson: Informal sector of the economy
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
FOLLOW / LIKE PAGES, BLOGS OF EXPERTS:FROM AMBETH OCAMPO’S FB PAGELesson: Corporations
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 learning experience in Microeconomics - To provide 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 cultureSharing of culture 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