Issues on Cultural Education - TLE

1. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page1
World situation and issues into opportunities and challenges
5.1.4 page 8 “Address the need to fulfill people’s cultural needs, right and responsibilities as key to human survival,
environmental sustainability and global harmony in the future.”
Enculturation and acculturation process in learning
Or the group is free to choose
Instruction:
1. UNDERSTAND = create a SCHEMA
Try to understand the statement and make a schema or visualize it. (kung ano ang issue na naka-assign understand it better)
2. MATCH the issues with your LESSON
Don’t forget to indicate the Year/Level
After visualization or schema, try to identify or find a lesson that will much the issue.
3. DEVELOP and PRESENT contents-processes (flow) of a LESSON
(Present a content process flow) there must be the process using the METHOD assigned to the group. If you have found a lesson or
subject matter, make a lesson plan on how it will be develop/prepare/presentcontent-processes of the Lesson. Outline or a flow
(sunod-sunod na pangyayari, must be specificmethod or approach) if you can make a way to integrate the results of mapping, utilize
it if possible if you can add activities, much better. This will show the process by which a human being acquiresthe culture of a
particular society from infancy.)

2. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page2
World situation and
issue:
“Address the need to
fulfill people’s cultural
needs, right and
responsibilities as key
to human survival,
environmental
sustainability and
global harmony in the
future.”

3. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page3
Contents-Processes
Result
World situation and
issue:
“Address the need to
fulfill people’s cultural
needs, right and
responsibilities as key
to human survival,
environmental
sustainability and
global harmony in the
future.”

4. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page4
Enculturation and acculturation process in learning
in teaching of Technology and Livelihood Education – Commercial Cooking – Grade 8
Lesson/Topic: Use and Maintain Kitchen Tools and Equipment
Cultural Icon: Bingka
Enculturation is the process by which an individual learns the
traditional content of a culture and assimilates its practices
and values.
Acculturation refers to cultural modification of an individual,
group, or people by adapting to or borrowing traits from
another culture.
Content/Objectives: Methods Activities Connection to Schema
Lesson/Topic:
Use and Maintain
Kitchen Tools and
Equipment
Cultural Icon:
Bingka
Objectives:
I. Enculturation
 Identify kitchen tools and
equipment based on their
uses.
 Classify kitchen tools and
equipment in accordance
to their functions.
I. Enculturation
1. Group Dynamics
Technique and Board
Activity
I. Enculturation
1. Begin the lesson by grouping the
students into 3 and will be given
2 minutes to discuss within the
group the different kitchen tools
and equipment that they can find
from their homes. Then each
member will write their answers
on the board one at a time
Addresses to the:
1. Needs of the students
because they become
aware of the basic kitchen
tools and equipment at
home.
Global Harmony of the
students because they will

5. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page5
2. Interactive Learning
(Teacher-Learner
Interaction)
3. Process Approach –
Reading and Interactive
Learning (Teacher-
Learner Interaction)
simultaneously within 3minutes.
At this point the teacher would
ask the students to take their
seats and would start to count
the number of items listed and
announced the group with most
number of items listed to be the
winner.
2. The teacher presents the topic
and objective of the class for the
day. And further introduce the
definition of the following:
cooking materials, cooking tools,
and cooking equipment.
3. Teacher distributes Fact Sheets 1
to students regarding cooking
materials, tools and equipment
for purposes of individual reading
within 10 minutes, to get basic
information on the different
cooking materials, tools and
equipment.
be cooperative with the
group activity.
2. Needs of the students
because they will be
introduced to the basic
cooking tools, materials
and equipment.
Rights of the students
because they will know
the objectives of the lesson
and that it is their rights to
learn.
3. Responsibilities of the
students to read the given
fact sheets about cooking
tools, materials and
equipment.
Rights of the students to
be aware on the cooking

6. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page6
4. Inquiry Approach
(Asking Questions)
5. Research Approach and
Interview
4. Based on reading of Fact Sheets
1, questions will be given to
students:
a. What are the different
materials, tools and equipment
in cooking?
b.How important is to identify
them?
c. Why do you classify them
according to their functions
and uses?
d.Can you now appropriately use
specific materials, tools and
equipment in cooking at home?
Support your answer.
5. The students are grouped
according to the place of
residence for them to look for
native delicacy maker in their
place. And record information
regarding how the delicacy is
made as well as its ingredients
which will be written on a manila
paper for presentation.
materials, tools and
equipment.
4. Human Survival because
the students learns the
different tools and
equipment in cooking, its
importance and how they
are used at home.
Environmental
Sustainability because
with the learning, the
students is equipped with
the knowledge that they
can make use in daily
activities inside and
outside their homes.
5. Needs of the students
because be aware of what
is available native delicacy
in their community.
Rights of the students
because get acquainted
with the community.
Responsibilities to get
correct information of the
available native delicacy
from their community.

7. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page7
 Discover the appropriate
tools, equipments and
procedures used in cooking
native delicacies.
 Maintain and clean tools
and equipment based on
correct type and size.
 Explain the importance of
using correct kitchen tools
and equipment in cooking
6. Group Dynamics and
Brainstorming
7. Reporting
8. Group Dynamics and
Brainstorming
6. The class will do the Pinoy Henyo
Game. The teacher has prepared
5 paper strips and picture and
name of native delicacies such as
puto, dodol, maja, cuchinta, and
palitaw. 5 pair of students will be
called to participate in the game.
7. The group will post the manila
paper on the board in reporting to
the class the native delicacy that
they have found in their
respective places by introducing
the delicacy maker, the delicacy,
its process, as well as its
ingredients.
8. Based on the reports given, the
reporting group will discuss
among themselves what tools and
materials are used as well as how
these tools will be cleaned and
maintained in the preparation of
the native delicacy. And present it
in class in a form of a rap song.
6. Human Survival because
they develop the attitude of
being a goal setter and an
achiever.
Responsibilities to be able
to associate to others.
7. Responsibilities of the
students to be prepare task
given during the
preparation of the report.
Needs of the students to be
able to express their
thoughts and opinions.
Human Survival because
it will develop their self-
confidence.
8. Human Survival because
it is an avenue for them to
show their talent and
skills.

8. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page8
9. Process Approach –
Reading and Interactive
Learning (Teacher-
Learner Interaction)
II. Acculturation
10. Culture-Based
Multimedia Approach
“Bingka sa Labo” and
Process Approach –
Outlining and Note
Taking
11. Process Approach –
Interactive Learning
(Teacher-Learner
Interaction)
9. Teacher distributes Fact sheets 2
to students on the proper ways of
cleaning and maintaining of
cooking materials, tools and
equipment for purposes of
individual reading within 10
minutes. After then, student –
teacher interaction follows with
regards to the information in the
fact sheets and their report.
II. Acculturation
10. Viewing of Culture-Based Media
Presentation “Bingka sa Labo”
Instructions: The students are
required to observe and take
note of the tools and materials
that they could find in the video
Bingka sa Labo on a sheet of
paper.
11. A teacher-student interaction
follows that discusses the tools,
materials that they have noted
from the video.
9. Rights of the students to
be aware of the proper
ways of cleaning and
maintaining of cooking
materials, tools, and
equipment.
Responsibilities of the
students to cope up with
time frame.
Human Survival because
they will develop the
attitude of being time
conscious.
10. Rights of the students to
be provided with new
insights in cooking other
type of delicacy.
Responsibilities of the
students to be a keen
observer.
11. Human Survival because
they can express their
thoughts in a way that the
ideas and observations
really came from them.

9. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page9
 Follow instructions and
procedures.
 Use appropriate tools and
materials in cooking bingka.
 Develop the value of
patience and perseverance.
 Observe safety
measures/precautious in
cooking.
 Explain the importance of
cleanliness.
 Internalize the value of
following instructions and
procedure as a model
citizen in the community.
12. Assignment Method
13. Demonstration Method
and Assessment
14. Process Approach –
Interactive Learning
(Learner-Learner
Interaction ) and
Reporting
12. The day 1 grouping of students
will be utilized for the group
cooking activity. Instructions:
Each group will bring cooking
materials and ingredients in
cooking bingka following the
Bingka sa Labo video clip.
13. The class will start with the
presentation of rubric to
students as well as giving of
instruction by the teacher. A
recipe will be provided to each
group. The class will be given 40
minute to cook. During the
cooking process, the teacher will
roam around to supervise and
assess the group work using the
rubrics.
14. The teacher will give 15 minutes
for the group discussion on the
activity they have done on day 3
that includes preparation to after
care. And a summary of findings
will be reported in class by a
Rights of the students to
express freely their
thoughts and ideas.
12. Responsibilities of the
students to follow
instructions.
13. Rights of the students to
know clear assessment of
their performances.
Responsibilities of the
student to perform well
the instructions given.
Human Survival because
the students will learn the
cooking process which
they can apply at home or
even outside their homes.
14. Rights of the students to
express their points of
view.

10. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page10
15. Value Clarification
Approach
group representative. (Rubric for
the group participation and
reporting will be given.)
15. The students will write a
reflection in a sheet of paper
regarding the activities
undertaken during the lesson. (To
be assessed utilizing Reflection
Rubric.)
Individual reflection with a
guide questions:
a. How did you come up with a
good bingka?
b. Did you find your learning
applicable at home? .In what
way?
c. How did this activity change
your attitude towards giving
value in organizing and
keeping things in order?
d. Did you find this activity
helpful in your community
Responsibilities to
cooperate with other
learners.
Human Survival because
they will be able to
surpass activities that
challenges their capability
to work with others.
15. Needs of the students with
regards to forming the
Rights of the students to
express their experiences
in a way that would
benefit themselves as well
as the community as a
whole.
Responsibilities of the
students to apply learning
from school to their own
homes and in the
community. And also to
follow instructions and
procedures so that they
will practice it in their
daily living.
Human Survival because
the skills and talent of
students were develop and

11. CAROLINO, Jeanelei L. May 5, 2014
CulED 208 - Issues in Cultural Education
DR. ORLANDO B. MAGNO
Professor
Page11
they become a strength in
which they can use in
facing the world of work.
Environmental
Sustainability because
the students know the
importance of many things
thus valuing its work and
the things around him.
Global Harmony because
the students were already
equipped with the attitude
to go well with others and
be an asset in the
community by extending
their knowledge and skills.