Integrating Local Knowledge in the Classroom
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The document discusses the integration of indigenous knowledge in education, specifically highlighting its importance for decision-making in various community activities. It presents a SWOT analysis of the educational environment, emphasizing strengths, weaknesses, opportunities, and threats related to teaching methods and resources. The document also outlines case studies using local culture, such as music and art, to reinforce economic concepts and enhance student engagement through project-based learning.
Integrating Local Knowledge in the Classroom
- 1. INTEGRATING LOCAL KNOWLEDGE IN EDUCATION by Noel R. Buensuceso
- 2. Outline of Presentation Introduction Framework: SWOT Strategy Tool Implementation Results Conclusion and Recommendations
- 3. Why is Local Knowledge or Indigenous Knowledge important ? ―Indigenous knowledge is used at the local level by communities as the basis for decisions pertaining to food security, human and animal health, education, natural resources management, and other vital activities. IK is a key element of the social capital of the poor and constitutes their main asset in their efforts to gain control of their own lives. For these reasons, the potential contribution of IK to locally managed, sustainable and cost-effective survival strategies should be promoted in the development process.‖ ( Gorjestani, 2000) Indigenous knowledge is not confined to indigenous peoples alone—all communities have developed their own body of knowledge over generations. ( Ibid )
- 4. “Ang hindi marunong lumingon sa pinanggalingan ay hindi makararating sa paroroonan.” Sabi nga ni Dr. Jose P. Rizal
- 5. ― Ang hindi magmahal sa kanyang wika ay higit pa sa hayop at malansang isda.‖ – Dr. Jose P. Rizal
- 7. STRENGTH: TEACHERS’ EXPERTISE ―Teaching is the only profession that teaches all other professions‖– author unknown
- 9. STRENGTH: ACADEMIC FREEDOM The 1987 Philippine Constitution states that, "Academic Freedom shall be enjoyed in all institutions of higher learning.‖
- 10. WEAKNESS: TECHNICAL COURSES AND SUBJECTS Business Policy Economics Management
- 11. WEAKNESS: STANDARDIZED OR DEPARTMENTAL EXAM
- 12. WEAKNESS: LACK LOCAL BOOKS AND REFERENCES WITH LOCAL FLAVOR
- 16. OPPORTUNITY: OPEN, DISTANCE , E-LEARNING
- 19. THREAT: COSTS
- 20. 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
- 21. STRATEGY TOOL: BLOOM’S DIGITAL TAXONOMY
- 22. USE PICTURES OF LOCAL PLACES TO START A CLASS DISCUSSION Lesson: Exchange rates
- 23. POST PICTURES OF NATIONAL HEROES DURING NATIONAL HOLIDAYS Lesson: Holiday Economics
- 24. POST PICTURES THAT REFLECT FILIPINO VALUES
- 25. USE PAINTINGS OF NATIONAL ARTISTS AS EXAMPLES Lesson: Inelastic Supply
- 26. CASE STUDY: MANNY PACQUIAO EARNINGS AND THE BEST PAID ATHLETES 2010-2011 Lesson: Labor Market
- 27. CASE STUDY: COMPETITION LAW, POLICY HOPE TO CURB MONOPOLIES, CARTELS Lesson: Monopoly and Oligopoly
- 28. USE LOCAL BRANDS AS EXAMPLES Lesson: Gross Domestic Product
- 29. PHILIPPINE STREET FOOD Lesson: Informal sector of the economy
- 30. USE GOVERNMENT WEBSITES: BANGKO SENTRAL NG PILIPINAS Lesson: Money and Barter 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.
- 31. FOLLOW / LIKE PAGES, BLOGS OF EXPERTS: FROM AMBETH OCAMPO’S FB PAGE Lesson: Corporations
- 32. CASE STUDY: USING ORIGINAL PILIPINO MUSIC TO 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 composer's name ) and paper in FB online group.
- 33. 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
- 34. RESULTS: Reinforced learning ( validated their class performance ) (Re) discovered old songs Time constraint on both the teacher and the student
- 35. 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.
- 36. 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.
- 37. 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
- 38. CONCLUSIONS AND RECOMMENDATIONS: Appreciate local culture Sharing of culture within the class Address Multiple Intelligences Easier to understand technical terms Appreciate economics More Personal / Ownership Better class performance ( grades )
- 39. CONCLUSIONS AND RECOMMENDATIONS: Should be given and explained at the start of the semester Collaborate with Communication Department re technical skills Set parameters re choice of OPM songs ( 1970s and 1980s ) Experiment on cooperative learning OPM in Pilipino but analysis in English Issue: OPM for foreign students Experiment on Filipino literature and Advertisements Time Constraint