UNIVERSITY OF SOUTHEASTERN PHILIPPINES

COLLEGE OF TECHNOLOGY

A Course Pack in

EDUCATION – THEN NOW AND FUTUREDECADESFirst Edition 2014

ISBN

Printed

June 23, 2014

Writers:

Abayon, Michael C.

Bachelor of Technical Teacher Education ELECTRICAL TECHNOLOGY

Absalon, Joseph

Bachelor of Technical Teacher Education COMPUTER TECHNOLOGY

Tupasan, Zedrick Van J.

Bachelor of Technical Teacher Education ELECTRICAL TECHNOLOGY

Instructor

Rushdee M. Cubian

Lesson1Nature of education and educative process

Introduction

In this paper, we show how education is to important

in our living. How education affects ourselves and also to

expand our ideas about education and educative process. This

will also be a first page before going deeply about complex

lesson for better understanding. This will also help to

enhance student`s understanding about what is learning

outcomes and its importance and they will be aware about

pupil`s mentality and that affects its state of learning.

Activity

Drill: Role Playing

Topic : Nature of education and educative process

Instruction: The class will form of 2 groups in eachgroup they will assigned a one

member to become a teacher, then they willact a simple discussion that

happens in the classroom.

Analysis

Objective of the Lesson

At the end of the lesson, the students will be able to:

Explain education and educative process

Identify different learning outcomes of student

Abstraction

The Meaning of Education

Education is such a thing that helps us to gain self-

confidence and lead a successful life in future. it assists

us to achieve our aim. education introduces us to the world

of science and technology. The more you are educated, the

more you advance to your goal. Moreover, education doesn't

mean only to memorize, in fact it means to gain practical

knowledge and understand the reality. The main aim of

education is to establish us in this dynamic world.

Education is a life long journey for every person. A person

experiences most of their education through school from

grade school all the way to high school and even college. We

also experience education through life challenges.

The root meaning of education is given as bringing up

or lending out or making manifest the inherent

potentialities in a pupil. Broadly speaking, education

refers to any act or experience that has a formative effect

on the personality of an individual. Such a view of

education will include ail of life's experiences. In a

technical sense, however; education refers to the process by

which society, through its different institutions,

deliberately transmits its cultural heritage to its young

- its accumulated values, knowledge and skills from one

generation to another,

Education is often regarded as synonymous with learning,

as the acquired experience of any sort—intellectual,

emotional or sensor motor. Education is product of

experience, it is the process by which and through which the

experience of the race, i.e. knowledge, skills and attitudes

are transmitted to the members of the community. John

Dewey speaks of ''education as that reconstruction or

reorganization of experience which adds to the meaning of

experience and which increases ability to direct the course

of subsequent experiences." Education proceeds from birth to

death and the schools is not the only agency that imparts

education.

Though the school exerts greater influence in

educating the child, other social agencies like home,

religion, press, radio, library, cinema, television, etc.,

supplement its work. Life involves constant and continuous

modifications of experience. Ideas change, attitudes and

skills undergo alterations; Education is the process of

helping the child to adjust to this changing world. Such an

adjustment is not a "somehow" one but a superior adjustment.

The best type of education is that which guides the immature

child to live his life richly and abundantly, at the same time

to contribute to social betterment. The aim of education has

varied from race to race and generation to generation but the

main point of emphasis has always been on the mental and

physical growth of the individual. The methods employed at

various ages may also be different but the basic factor remains

the same. The child is subjected to certain experiences that

are intended to modify its behavior for proper adjustment to a

changing environment.

Educational adjustment of the child is conditioned by

the nature and demands of society to which the child should

be adapted and attuned; so what could pass for superior

adjustment a few centuries ago will be valueless in the

society of today. The most distinctive feature of modern

society is its science-based technology. It is this which has

helped modern societies to increase their production

spectacularly. Science-based technology has other important

implications for social and cultural life. The changes that

occur as a result of its impact are broadly described as

modernization. This modernization affects the educational

system also.

There has been a great explosion of knowledge during the

last few decades. In a traditional society, the stock of

knowledge was limited and grew slowly. The main aim of

education was interpreted lobe the preservation of this

accumulated treasure. But in modem society, knowledge in

every subject is cumulative, so that as each year passes,

there is more to be learnt. One is cumulative, so that as

each year passes, there is more to be learnt. One of the main

tasks of education in a modern society is to keep pace with

this advance in knowledge. In such a society, knowledge cannot be

received passively. It is something that is to be actively

discovered. The main account in education should be on the

awakening of curiosity, the stimulation of creativity, the

development of proper interests, attitudes and values and the

building of essential skills such as independent study and

capacity to think and judge for oneself.

The Indian Education Commission (1964-66) observes that

education must serve as a powerful instrument of social,

economic and cultural transformation necessary for the

realization of the national goals. Along with the knowledge

explosion that is found in developed countries, we see another

factor, namely population explosion, particularly in developing

countries, that is trying to change the pattern of life. Most

countries in the world are faced in some form or another, with

these problems and what is needed today is an "education

explosion*. Curing illiteracy is the immediate problem in

developing countries. It has been estimated that half of the

world's population is totally illiterate and they mostly live

in developing countries. To obliterate this problem, we need

more teachers and yet, this cannot be a complete solution for

the ever increasing problem of illiteracy.

Technology provides the necessary answer to many of these

problems. Technology of education is being developed with the

aim not only of making education more widely available but also

of improving the quality of education which is already

available. The nature of these emerging educational techniques

has been influenced by modern psychology, Piaget's work on

behavior and capabilities of children with his orientation

towards the learner and his needs and his emphasis on the

importance of maturational factors has been felt everywhere.

Likewise Professor B F Skinner's work on learning situation

has created a revolution in the field of educational

technology. The relationship between the objectives of

education and instructional technology appears to be

reciprocal. Developments in technology bring about changes and

shifts in educational goals which, in their turn, stimulate the

emergence of newer techniques.

When we view the educational scene today, we are elated as

well as confused- We are gratified at the significant advances

in the field of education, in its basic theory as well as in

its tools and techniques as these augur well for human

welfare. At the same time we are aware of the conflicts and

contradictions that have appeared on the educational are

leading to doubt and despair.

Basic education is more than just learning how to read,

write and calculate. It

Encompasses the broadest possible sense of learning --

formal, non-formal and informal and at any stage of life.

Learning takes place in and out of school -- in the home,

the local community, the workplace, and in recreational and

other settings. Not confined tochildhood and the formative

years, it extends from infancy throughout the whole of life.

What exactly does basic education mean? Basic refers to

the competencies, knowledge,attitudes, values and

motivations that are deemed necessary in order for people to

become fully literate and to have developed the educational

foundations for a lifelong learning journey. Basic education

is not a fixed or clear-cut concept and most countries have

chosen to restrict 'basic' to primary schooling, meaning the

first stage of formal schooling. 'Basic', in an increasing

number of countries, however, now encompasses junior

secondary schooling and in other it extends to a full

secondary education. China, for example, is shifting the

focus for much of the country from the primary school to the

nine years compulsory school, preceded by a variety of early

childhood care and education programmers. In Brazil, a law

adopted in 1996 defined the whole system from day care

provision to the end of secondary schooling as 'basic'.

Throughout Europe, North America, Australia, Japan and parts

of South East Asia, 'basic' includes both primary and

secondary levels. In a small but growing number of

countries, some kind of post secondary or tertiary education

is almost becoming 'basic' in that it is seen as a

foundation for working life or further studies for all

youth.

The Educative Process

There is a tendency among some people to define education

by its aim or end rather than by its process, Herbert Spencer

makes the aim of education more specific by stating that

education is a preparation for "complete living". The moment

we examine how this is to be done, we probe deep into the

process itself. Most people will admit that education is a

process. Sir John Adams says that it is a 'bipolar* process,

the two poles being the teacher and the pupil. Of the two

poles, one is active and the other is passive.

The active aspect is sometimes called subjective and the

passive, objective. The perceiving mind is the subjective one,

while the outside world that it perceives is objective. To

keep the educated in a state of activity is the very essence

of successful education. At the earlier stages, the teacher

may be an active member playing the directing role but very

soon, as the process of education goes on, the teacher must

liberate himself from the educative process. The less the

pupils rely upon the teacher, the better; a successful

teacher must enable his pupils to do without him.However,

Adamson in his tripolar theory of education gives the teacher

a basic place and role in the educative process.

In actual working process, we find there are at least

three aspects that are essential to the concept of education.

The first of these is the universally accepted notion that

education implies modification of the education. The second

element is that education is a deliberate process of

transmitting all the resources and achievements of a complex

society. The third essential quality is that the process of

education must always imply the use of an instrument. There

must be some means by which the deliberate modification may

be accomplished. This instrument is knowledge in its various

forms. Teaching is more than mere communication of knowledge.

Hence education can be defined as the process of deliberately

guiding the development of pupils by the communication and

manipulation of knowledge, which in its wake fosters needed

skills and attitudes.

Importance of Student and Learning Outcome

Student learning outcomes are defined in terms of

the knowledge, skills, and abilities that students have

attained as a result of their involvement in a particular

set of educational experiences.

Student learning outcomes are the accumulated

knowledge, skills, and attitudes that students develop

during a course of study. Learning outcomes are a particular

category of program outcomes, which may include broader

elements such as graduation rates, faculty and graduate

students' publications, and job placement. See

the examplesof learning outcomes below.

Learning outcomes should:

Represent a fundamental result of the course of

study or program-does it assess what is most

important?

Clearly describe what students are asked to do

using action verbs(write an essay, complete a

laboratory exercise, compose an original piece of

music or art)

Ask students to apply what they have learned by

producing something Include a time frame for

students to accomplish this goal (end of second

year, end of program)

Be specific and measurable

There are three types of learning outcomes, all of which can

be assessed:

Knowledge outcomes address content and methods of

the discipline. For example: "students can compare

and contrast three major theories of political

economics," or "students will demonstrate advanced

proficiency in their language of specialization."

Skills outcomes describe the techniques and

approaches required for work in the discipline. For

example: for communication skills: "students can

explain

their project assumptions clearly and concisely;"

for critical thinking skills: "students can evaluate

the strengths and weaknesses of research designs;"

or for quantitative skills: "students can analyze

data and compare results to theoretical

predictions."

Attitude outcomes may address commitment,

appreciation, or openness. For example: "students

appreciate the importance of confidentiality,

truthfulness, and integrity in research involving

human subjects," or "students demonstrate an

openness to the religion, cultural mores, and

philosophy of different cultures."

It is important to define outcomes as clearly and

explicitly as possible. The more explicit and overt the

statements of learning outcomes are, the easier it will be

to measure learning. Below are a number of examples on how

to differentiate between covert or implied outcomes and

overt or explicit student learning outcomes.

For a very long time, it was thought that mere information

was tantamount to knowledge. Traditional education operated on

the assumption that thetime-consuming steps of learning

could be bypassed; that the final knowledge could be

transmitted to the learner by a sort of 'intellectual

intravenous feeding process. Schools were considered knowledge

shops, and teacher’s information mongers.

Subjects were taught according to logical method of

presentation and little attention was paid to the eagerness,

curiosity and capability of the pupils. But soon this gave

way to child-centered education, thanks to the efforts of

progressive educationists like Rousseau, Pestalozzi, Froebel,

Montessori, John Dewey and others. As a result education has

become more interested in the 'whole child’, all the thoughts,

feelings and actions of the individual pupil, in his mental

and social development rather than in the slices of more or

less information doled out to him in the classroom.

As a result of the impact of educational technology, a few

ideas have acquired currency in education. One idea is that

education should be an individual activity to a much greater

extent. Not all children should be forced to go through the

same steps of learning at the same speed. The quick students

will move faster in their learning whereas the slow learner

will need more time.

Another idea is that children learn best in different ways

and at different times. Some children may learn better through

the use of different learning materials rather than merely

listening to an inspirational talk by the teacher. The style of

learning may also change according to age. According to

psychologists, children learn best if they use their senses

in acquiring knowledge. As they grow older, they may be able to

learn in a more abstract way.

One idea is that learning can be accomplished faster and

better through reinforcement. For several years, children

learnt to read, memorized tables and performed operations in

arithmetic under the threat of punishment. As a result of the

reform movement, positive consequences are now being made

effective by proper reinforcement. The well-known

psychologist, B F Skinner, put forward a revolutionary idea

that the amount of learning could be enhanced if the knowledge

to be learnt were broken into small pieces and each piece

presented so clearly that the pupil could not make mistakes. A

very slight immediate reinforcement at every correct response

would have a tremendous effect on controlling behavior The

arrangement of tiny bits of knowledge into a logical sequence

is called the program. The process is called programmed

learning. Programmed instruction is a kind of game in which

the student can hardly lose. The more he wins, the more he

wants to win and the more he wants to learn.

Application

The student will be given a 3:00 to 5:00 minutes

to think after that the teacher will randomly call a student to

explain what is the Nature of education and educative process.

Evaluation

True or False (2 pts each)

1. ____________ Education is such a thing that helps us

to gain self-confidence and lead a successful life in

future.

2. ____________ education introduces us to the world of

science and technology.

3. ____________The root meaning of educative process is

given as bringing up or lending out or making manifest

the inherent potentialities in a pupil.

4. ____________ Education is often regarded as antonyms

with learning.

5. ____________The most distinctive feature of modern

society is its science-based ecology.

Matching type (2 pts

each)

1. defined in terms of the

knowledge, skills, and

abilities that students

have attained as a result of

their involvement in a

particular set of education

process.

2. address content and

methods of the

discipline

A. Student Learning

Outcome

B. Skill Outcomes

C. Knowledge Outcomes

D. Attitude

Outcomes

3.describe the techniques and approaches E.Reinforcement

required for work in the discipline.

4. may address commitment, appreciation,

or openness.

5. One idea is that learning can be accomplished faster

and better through

Answer KeyTrue Or False Matching Type

1. True 1. A2. True 2. C 3. False 3. B4. False 4. D5. False 5. E

Link to the next Lesson

This is lesson is Essential key to fully

understand the next topic about Educational Approach

Lesson 2 Education Approach

Introduction

In this paper, we show what are the differences

between the teachers of yesterday and teachers of today and

their progress in teaching. This will also help the students

to be aware of any traditional or practical way teaching

that will help them to understand and enlighten their

knowledge. That will help them if they can encounter any

situation that will pass in their career

Activity

Drill: Debate

Topic: The teachers of today and yesterdays

Instruction: the class will be divided at

2 groups its either the teachers of today

or teachers of yesterday, they will debate which is the

best regarding of the materials or tools in teaching

weather its teachers of today or yesterdays.

Analysis

Objective of the Lesson

At the end of the lesson, the students will be able

to:

Explain the traditional approach of teaching.

Differentiate the teachers of yesterday and today.

Explain the pragmatic use of acquired knowledge.

Abstraction

The Teacher of Yesterday and Today

Differentiation is hot! Teachers, supervisors, and

administrators are riding the wave of this trend for one of

three reasons – because it's being splashed through the

educational literature, because it's the latest "in" thing,

or, perhaps, because it makes great good sense. While I

would prefer that it be for the latter reason, the whole

thing reminds me of the song Everything Old Is New Again.

Back when I was completing my graduate work, sometime

between the invention of moveable type and the advent of

desktop computers, I was captivated by the work of Dr.

Virgil Ward, who coined the phrase "differential education"

to describe his ideas about providing appropriate education

for gifted and talented students. He suggested, essentially,

that we could best maximize student growth by beginning our

work with children based on where they were (what they knew

and how they best learned), and helping them to progress

from there. He presented his ideas axiomatically and his

intent, he said, was twofold:

The first purpose is to afford insight for classroom

teachers, supervisory personnel, and administrators into

essential qualities which enriched curricula must possess. .

. The second intention is that the principles serve as an

extensive check-list for instructional provisions already in

effect, again to determine whether the modifications of the

regular school program do, indeed, possess potential for a

higher quality of educational experience [for the gifted

youngster.]

When the theory of differential education was first

proposed, the fields of curriculum and instruction were much

more closely aligned than they are today, intersecting in

circles of practice that comprised the activity of teaching.

Instructional design was part of curriculum and curriculum

was part of instruction; assessment, moreover, was an

integral part of both. By positing a "differential education

system" that would meet the needs of students who were

gifted, Ward anticipated modifying curriculum and

individualizing instruction in systematic and creative ways

This notion was both profound and deceptively simple –

profound because it highlighted what teachers who focus on

the needs of children rather than on those of subject matter

actually do, and deceptively simple because it demanded that

we concentrate on teaching children based on who they were

and what they knew, rather than from who we wished they

were. It required that teachers understand both their

students and their subject matter intimately.

Although Ward's concept was premised on the needs of

gifted learners, it was (and is), applicable to all

students. In the almost half-century since he first

developed his ideas, numerous researchers have explored and

attempted to operationalize the tenets of differentiation

for classroom use; many teachers have used differential

education with all of their students in mixed-ability

classes, whether through direct knowledge of Ward's work or

simply because they assumed that was "how you teach." The

last half-a-dozen years, in particular, have yielded work

that extends the principles and practices of differentiation

into the general classroom, primarily through the efforts of

Dr. Carol Ann Tomlinson (herself a specialist in educating

the gifted).

And now everybody's doing it, or thinks that s/he is.

With popularization, however, has come confusion. Some write

and speak about "differentiated curriculum" and others about

"differentiated instruction." Few focus unambiguously on the

necessary combination of the two in order to create

differential education. Barbara Clark, in 1983, made the

need for this conjunction explicit in a statement which, in

my opinion, has yet to be matched ina its clarity:

The Traditional Approach

When we think of traditional education, we tend to

envision a professor standing behind a lectern delivering

the day’s notes as they apply to the topic at hand. There is

a set scope and sequence. Each day includes a pre-planned

lesson and topics to be discussed. The pace is set by the

curriculum used. Typically there is a text to follow and

some type of workbook where blanks will be filled in to make

sure the information is retained. Bringing the traditional

method home would look about the same, sans lectern — unless

Mom is REALLY into it!

These days, traditional materials come in a variety of

packaging. One variation on the textbook is the work text. A

work text is what it sounds like: a workbook combined with a

text resulting in one consumable volume. Work texts tend to

require less teacher instruction and allow the student to

work more independently. While still working within a

set scope and sequence, the student can move along at his or

her own pace. Work texts can be very useful when teaching

multiple children or children who are ahead of or behind the

curve.

Computer-based educational programs are becoming very

popular. One Christian publisher has a complete line of

computer-based materials with internet-safe connections,

multi-media presentations, automatic grading, and record

keeping. The programs are based on the publisher’s print

line, and follow a similar scope and sequence.

Most of us will use some type of textbook, workbook

and/or work text. If you are new to homeschooling,

traditional materials may sound like exactly what you need.

When we use traditional methods we feel secure that we are

“covering everything” since the lessons generally follow a

predictable scope and sequence, thus erasing fears of

learning gaps. There are usually teacher’s manuals available

(many times directed at home school moms in particular) that

contain not only answers, but useful explanations, teaching

tips, and directed activities. In some cases the lesson

plans are “scripted,” meaning the materials tell us exactly

how to teach the lesson right down to exactly what to say.

Scripted lessons can provide a boost of confidence when

tackling subjects that weren’t our personal favorite. There

is no shortage of quality traditional materials available

from Christian publishers.

“While we use textbooks as the basis for our children’s education, we don’t

run our homeschool like a classroom. One-on-one instruction and independent

learning are the key ingredients to our homeschooling.” – Steven and Teri

Maxwell,Managers of Their Schools

There are myriad ways of using traditional materials.

But using traditional materials within a traditional framework may

not achieve your home school goals. Rather than become a

slave to these materials, use them as your tools. Know where

you are headed and make sure the materials you select will

help you get there.

Here are a few other ideas to keep in mind when using

traditional materials:

Feel free to modify. Just because you use traditional

materials doesn’t mean you have to use them in a traditional

way. Take advantage of the one-on-one learning approach home

education provides and let the materials serve the child.

Does the publisher’s pace go too fast? Slow down. Has your

child already mastered a concept? Skip it. Was the program

written for the classroom? Feel free to skip the extra

worksheets and homework unless your child needs the extra

practice. And don’t worry if your child doesn’t neatly fit

into one grade level in all skill areas. Incorporate them

into your scope and sequence rather than worrying about your

child “falling behind.”

Feel free to enrich. Nothing will turn off the most

ardent learner faster than a steady diet of nothing but

textbooks, workbooks and work texts. As you continue to

explore other methods, borrow ideas that appeal to you and

implement them into the program. Most traditional methods

can be enlivened by incorporating rich literature, research

activities, writing projects, and hands-on activities. Keep

the textbook in its role as reference material and your

focus on the child.

Feel free to mix and match. Don’t feel you have to

purchase an entire line of curriculum from only one

publisher. Look at a publisher’s line of materials with a

critical eye, selecting those items that fit and rejecting

those that don’t. If you feel no child should leave home

without Latin and your preferred publisher doesn’t offer it

— add on another publisher’s Latin materials. If you feel

your preferred publisher doesn’t approach spelling in a way

that fits your child,supplement with a different approach or

use another product.

Pragmatic Use of Acquired Knowledge

Instruction, Awareness, and Acquisition of Pragmatics,

Unlike grammar, it is widely accepted that pragmatics is

something we teach to young children as they acquire their

L1. One’s knowledge of pragmatics and capacity to use

pragmatic strategies are gained both implicitly and

explicitly. Parents and peers provide corrective feedback,

rules, and models that assist in the development of L1

pragmatic ability (Kasper & Schmidt, 1996). As Kasper and

Schmidt (1996) point out, there is no pragmatic equivalent

to the language acquisition device that would eliminate the

need for any explicit pragmatic instruction. We are

socialized into a cultural paradigm of politeness.

Like L1 pragmatics, then, acquiring pragmatic fluency in the

L2 is likely to requireinstruction (Bouton, 1994; Cohen,

1996; House, 1996; Hinkel, 1997; LoCastro, 1997). Schmidt

(1993) and Bialystok (1993) offer two complimentary

proposals: Schmidt (1993) argues that the initial stages of

foreign language pragmatic acquisition require that learners

notice and focus attention on relevant input and Bialystok

(1993) argues that in order for adults to acquire pragmatic

competence they must be able to “develop the control

strategies to attend to the intended interpretations...and

to select forms...that satisfy the social and contextual

needs of teachers

Application

Student should find a pair then they will

given a 5:00 to 10:00minutes to

Brainstorm, they will perform a actual

homeschooling.

Evaluation

True or false (2pts. each)

_________1.The first purpose is to afford insight forclassroom teachers, supervisory personnel, andadministrators into essential qualities which enrichedcurricula must possess.

_________2.When we think of traditional education, we tend toenvision a professor standing behind a lectern deliveringthe day’s notes as they apply to the topic at hand. Thereis a set scope and learning.

_________3.Instruction, Awareness, and Acquisition ofPragmatics, Unlike grammar, it is widely accepted thatpragmatics is something we teach to young children as theyacquire their L1

_________4.Feel free to enrich. Nothing will turn off themost ardent learner faster than a steady diet of nothingbut textbooks, workbooks and work texts.

_________5.Feel free to mix and revived. Don’t feel you haveto purchase an entire line of curriculum from only onepublisher.

_________6. Feel free to modify. Just because you usetraditional materials doesn’t mean you have to use them ina traditional way.

_________7.When the theory of differential education wasfirst proposed, the fields of curriculum and instructionwere much more closely aligned than they are today,intersecting in circles of practice that comprised theactivity of teaching. Instructional design was part ofcurriculum and curriculum was part of instruction;assessment, moreover, was an integral part of both.

_________8. Like L1 pragmatics, then, acquiring pragmaticfluency in the L2 is likely to requireinstruction (Bouton,1994; Cohen, 1996; House, 1996; Hinkel, 1997; LoCastro,1997). Schmidt (1993) and Bialystok (1993)

_________9.There are usually teacher’s manuals available(many times directed at home school moms in particular)that contain not only answers, but useful explanations,teaching tips, and directed activities.

_________10.Computer-based educational programs arebecoming very popular.

Answer Key1. True 6. True2. False 7. True3. True 8. True4. True 9. True5. False 10. True

Link to the next Lesson

After this lesson the student can easily adopt and

understand what is the basic principles of learning and can

interact to your teacher so easily.

Lesson 3Basic Principles of Learning

Introduction

The principles of learning are some of the most

general and most powerful in all of psychology. The purpose

of this module is designed to help the teacher as well as

the students enhance their knowledge about Basic Principles

of Learning.

Activity

Drill: Oral

Topic:Basic Principles of Learning

Instructions:

The teacher will ask the students what are their prior

knowledge about the principles of learning.

Gave the student at least 3-5mins and then share their

answer to the class

Analysis

Objectives Develop the Basic Principles of Learning

Adapt their Learning Principles

Abstraction

Basic Principles of Learning

These principles can be used by schools, teams of teachers and individuals to reflect on practice and support professional dialogue to strengthen pedagogical practices.

The learning environment is supportive and productive

The learning environment promotes independence, interdependence and self-motivation

Students’ needs, backgrounds, perspectives and interests arereflected in the learning program

Students are challenged and supported to develop deep levelsof thinking and application

Assessment practices are an integral part of teaching and learning

Learning connects strongly with communities and practice beyond the classroom

focus teaching to meet the diverse needs of students strengthen learning communities within and beyond the

school.

FApplication

Group The Class by 2 groups and perform the basic principles

of learning base on their experience in school.

After that gave each group 5mins to discuss it in the class.

Evaluation

Multiple Choices (2points each)

1. The_________ environment is supportive and productive.

a. learning

b. styles

c. technique

d. act

2. The learning__________ promotes independence, interdependence

and self- motivation.

a. creates

b. environment

c. parent

d. owner

3. Focus teaching to___________ diverse needs of students.

a. learner

b. teaching

c. meet

d. learning

4. Strengthen learning __________ within and beyond the school.

a. abilities

b. communities

c. strength

d. likes

5. Learning connects__________ with communities and practice beyond

the classroom.

a. strongly

b. slowly

c. abilities

d. medium

Link to the next Lesson

After Discussing the Basic Principles of Learning in-depth

the purpose of it, the whole system of the lesson will help

to understand the Curriculum (The Need Based Curriculum)

Lesson 4 Curriculum (The Need Based Curriculum)

Introduction

This topic knows the purpose of the curriculum in

our studies. This also builds the student to become molded

with concrete information about curriculum and it`s purpose

that helps our learning’s.

Activity

Drill: Oral

Topic: Curriculum(The Need Based Curriculum)

Intruction:

The teacher ask the student what is the purpose of

the Curriculum in our studies.

Gave the students 2-3mins to explain the answer.

Analysis

Objectives Define what is Curriculum

Identify the Need Based Curriculum

Abstraction

The Need Based Curriculum

Curriculumrefers to the means and materials with which

students will interact for the purpose of achieving

identified educational outcomes. Arising in medieval Europe

was the trivium, an educational curriculum based upon the

study of grammar, rhetoric, and logic. The

later quadrivium (referring to four subjects rather than

three as represented by the trivium) emphasized the study of

arithmetic, geometry, music, and astronomy. These seven

liberal arts should sound a lot like what you experienced

during your formal education.

The emphasis on single subjects persists even today.

Very likely you moved from classroom to classroom,

particularly throughout your secondary education, studying a

different subject with each teacher. Yet there was more to

your education. Perhaps you participated in athletics, or

the band, or clubs, or student government, or made the

choice not to participate in any extracurricular activities.

All of these (including the option not to participate) are

part of what we might call the contemporary curriculum.

Some educators would say that the curriculum consists

of all the planned experiences that the school offers as part

of its educational responsibility. Then there are those who

contend that the curriculum includes not only the planned,

but also the unplanned experiences as well. For example,

incidents of violence that have occurred at a number of

schools across the nation are hardly a planned component of

the curriculum. However, the manner in which violence is

addressed before, during, and after the actual event sends a

very definite message about how people in our culture

interact and how the laws of our nation are applied.

Application

The teacher will group the class by 2 and each group will

compare the 3310 cell phone and the latest cell phone which

is I phone 5s.

Evaluation

Crossword Puzzle

Find the 5 words that related to the topic. (2pts. each)

C U R R I C U L U MQ V X P O I A L Z BW E D U C A T O R SS C H T R I V I U MY S K A S U S K X CU W L W C Y D J C A

Q U A D R I V I U MO A S W W T F H V IP X S A E R G H B OX E D U C A T I O N

Link to the next Lesson

After Discussing the Curriculum (The Need Based

Curriculum) and understand in-depth the meaning of its

element process, the whole system of the lesson will help to

understand the Models and Theories of Instruction.

Lesson 5Models and Teaching Theories

Introduction

Teaching plays a vital role in helping students to

become more efficient in their studies. This module is

designed to help teachers as well as students improve their

knowledge about the models and theories of instruction. This

can also assist them in the actual application of these

models and theories on the field of teaching.

Activity

Drill: OralTopic:Models and Teaching TheoriesInstructions:

The teacher will ask the students what are thethings they would do to convey or share knowledge toothers.

Gave students at least 2-3 min to share theiranswer to the class.

Analysis

Objective of the Lesson

To identify what are the models and theories ofinstruction/teaching theories.

To classify these models and theories of

instruction function.

To understand the effects of these theories.

Abstraction

Models and Theories of Instructions

Models of InstructionsJoyce and Weil (1996) describe four different

categories of models on instructions:

Behavioural System Models

Information Processing Models

Personal Development Models

Social Interaction Models

Behavioural System ModelsThe focus of this method associate with this

category is on observation skills and behavior.

Two major models in this category are:

Direct Instructions:

Highly structured, teacher-directed

maximization of student learning time.

Mastery Learning:

Given enough time and quality instruction,

nearly all students can master any set of

objective.

These method have generally prove more likely to

positively impact scores on standardized test of basic

skills than models in other categories.

Informal Processing ModelsThe focus of the methods associated with

information processing approaches is more linked to concept

and principle development in cognitive psychology.

Three major models in this category are:

Concept Attainment:

Categorizing information and concept

formation

Inquiry Training / Inductive Thinking:

Causal Reasoning, Interpretation of data, and

information of principle and theories.

Intellectual Development:

The Influence of maturity and thinking and

reasoning

Many of the test used to measure school learning are

being modified so that they consider important mental

processing skills that these models are designed to address.

Personal Development ModelsThe focus of these models is on those

outcomes held in high regard by humanistic educators.

High Self – concept and self esteem

Positive self – direction and independence

Creativity and curiosity

The development of affect and emotions

Three major models in this category are:

Facilitative Teaching:

Affective orientation; based on methods of

Carl Rogers.

Increasing Personal Awareness:

Focus is on developing an awareness and

fulfilment of individual potential.

Synectics:

Focus on the development and application of

creativity.

While these models have not demonstrated an

ability to impact outcomes associated with traditional

education, they do show promise in impacting other outcomes

important for the information age.

Social Interaction ModelsThe models associated with the social

interaction family are focused on developing the concepts

and skills needed to work in groups.

Two major models in this category are:

Cooperative Learning:

Working in groups; based on the methods

of Slavin and Johnson and Johnson.

Role Playing:

Study and development of social

behaviour and value.

Cooperative learning has demonstrated an

ability to impact standard achievement measuring as well as

group interaction.

Theories of Instruction

The Taxonomy of learning outcomes

Gagne's taxonomy of learning outcomes is somewhat

similar to Bloom's taxonomies of cognitive, affective, and

psychomotor outcomes (some of these taxonomies were proposed

by Bloom, but actually completed by others). Both Bloom and

Gagne believed that it was important to break down humans'

learned capabilities into categories or domains. Gagne's

taxonomy consists of five categories of learning outcomes -

verbal information, intellectual skills, cognitive

strategies, attitudes, and motor skills. Gagne, Briggs, and

Wager (1992) explain that each of the categories leads to a

different class of human performance.

The Condition of Learning

Essential to Gagne's ideas of instruction are what he

calls "conditions of learning." He breaks these down into

internal and external conditions. The internal conditions

deal with previously learned capabilities of the learner. Or

in other words, what the learner knows prior to the

instruction. The external conditions deal with the stimuli

(a purely behaviorist term) that are presented externally to

the learner. For example, what instruction is provided to

the learner?

The Event of Instructions

To tie Gagne's theory of instruction together, he

formulated nine events of instruction. When followed, these

events are intended to promote the transfer of knowledge or

information from perception through the stages of memory.

Gagne bases his events of instruction on the cognitive

information processing learning theory.

Theories of Teaching

A theory of teaching is a set of interrelated

constructs, definitions, propositions which present a

systematic view of teaching by specifying relations among

variables with the purpose of specifying relations among

variables with the purpose of explaining and predicting.

Formal Theories of Teaching

The theory which base upon certain logic, certain

metaphysical epistemological assumptions and propositions is

known as formal theory of teaching.

Meutic Theory Of Teaching

This Theory conceives that teaching process helps

to recollect or unfold the knowledge with questioning

techniques.

The Socratic Methods is an essential to this

theory.

The heredity plays an important role in teaching

process.

Formal TheoryOf Teaching

DescriptiveTheory ofTeaching

NormativeTheory OfTeaching

1. Meutic Theory of Learning

2. Communication Theory of Teaching

3. Moulding Theory Of Teaching

1. Theories ofInstructions

2. Prescriptive Theory of

1. Cognitive theory of Teaching

2. Theory of teaching behaviour

3. Psychological Theory of Teaching

The Communication Theory of Teaching

This theory of teaching is based upon assumption

that the teacher possesses all knowledge and information

which student does not possess.

The teacher presents, explains, demonstrates and

perform in the classroom.

The Moulding Theory of Teaching

It has the focus on shape, form and mold of the

student behavior.

Human personality is formed, shaped and mould in

their environment.

The Mutual Inquiry Theory

The theory assumes that each individual has the

capacity to discover new knowledge with mutual inquiry

This theory of teaching is clearly applicable to

research and art.

Descriptive Theory of Teaching

Descriptive theory of teaching is based upon

certain propositions and each observation.

Application

Group The Class by 6 and the teacher assign each group

the different learning theories (e.g. Formal Theories Of

Teaching, Meutic Theory of Teaching, The Communication

Theory Of Teaching, The Moulding Theory of Teaching, The

Mutual inquiry Theory, and Descriptive Theory of Teaching,)

Gave them 10min to brainstorm the advantages of a

theory that is assign to them.

After that gave each group 5 min to discuss it in

class.

Evaluation

Matching Type

1. The focus of thismethod associatewith this categoryis on observationskills andbehaviour

2. Verbalinformation,intellectualskills, cognitivestrategies,attitudes, andmotor skills.Gagne, Briggs, andWager (1992)explain that eachof the categoriesleads to adifferent class ofhuman performance.

3. This Theoryconceives thatteaching processhelps to recollector unfold theknowledge withquestioningtechniques

4. The focus of thesemodels is on thoseoutcomes held in

high regard byhumanisticeducators

5. Is a set ofinterrelatedconstructs,definitions,propositions whichpresent asystematic view ofteaching byspecifyingrelations amongvariables with thepurpose ofspecifyingrelations amongvariables with thepurpose ofexplaining andpredicting

A. Theories of Teaching

B. The Taxonomy of

learning outcomes

C. Personal Development

Models

D. Behavioural System

Models

E. Meutic Theory Of

Teaching

Link to the next Lesson

After Discussing the Importance of Student and LearningOutcome and understand in-depth the meaning of its elementprocess, the whole system of the. Teaching Theories andunderstand in-depth the meaning of its element process, thewhole system of the lesson will help to understand theTeacher Competency and its Factors.

Lesson 6 Teaching Competency and Its Factors

Introduction

Teachers are always the ones that gave us

instructions or moulded us in the classroom and always vital

elements in learning. Knowing what their capable of and what

it needs to improve the way they teach will be a great

factor on enhancing the skills and knowledge that we need

in.

Activity

Drill: Oral

Topic:Teaching Competency and Its Factors

Instruction:

The Teacher will ask the students what are the

things they like their about their teachers.

Next call out some students and gave them time

to speak what they like about their teacher.

Analysis

Objective of the Lesson

To identify the different teaching competency. To familiarize the factors of teaching

competencies. To understand teaching competencies and its

affect students.

Abstraction

Teaching CompetencyThere are a large number of instructional and related

activities to be performed by the teacher inside and outside

the classroom. These activities are of varied types. The

effective organization of these activities would require

that a teacher possesses a certain amount of knowledge and

also certain attitudes and skills. This is known as teaching

competence. In other words, teacher competence refers to

“the right way of conveying units of knowledge, application

and skills to students”. The right way here includes

knowledge of content, processes, methods and means of

conveying content. Any definition of teaching competence

depends on teaching in a particular setting, the culture and

values held in the community. It also depends on the

innumerable teacher and student characteristics and the

classroom context. The effectiveness or ineffectiveness of

teaching is closely linked to teaching competence. Competent

teacher would also create classroom conditions and climate,

which are conducive for student learning. Teaching

competency has various dimensions such as content knowledge,

instructional planning, student motivation, presentation and

communication skills, evaluation competencies and classroom

management skills. While the teacher would require all these

dimensions to a reasonable extent, it is in the

manifestation of these in an integrated manner that makes

him effective in the classroom context.

Common Teaching Competencies

1.) Competency I: Subject Matter Knowledge- The

effective early childhood, elementary, middle/secondary

school teacher demonstrates knowledge of:

a)      The subject matter of Early Childhood,

Elementary, Reading, Middle, or Secondary School

education, including literature and the language arts,

mathematics, science, social studies, the arts, health

and physical education

b)      The physical, social emotional, intellectual

and moral development of adolescents, both with and without

special needs;

c)      Multidisciplinary structures, teaming and

interdisciplinary planning;

d)      The relationships among the disciplines taught

in the middle/secondary school.

2) Competency II: Communication Skills-The effective

teacher-

a) Communicates sensitively with language appropriate

to students’ ages, levels of development, gender, race, and

ethnic, linguistic and socioeconomic backgrounds, as well as

individual learning styles and needs;

b) Interacts with students, families, and colleagues.

3) Competency III: Instructional Practice. The

effective teacher-

a) Understands typical and atypical human development

and is familiar with principles of curriculum and

instruction, including strategies for integrating special

education students into regular classroom settings and

developing and implementing individualized Educational Plans

(IEPs);

b) Teaches through diverse modes, including new

technologies, reading and language arts as appropriate

to age, learning style and developmental stage of the

learner;

c) makes curricular content relevant to the experiences

of students from diverse racial, socioeconomic,

linguistic and cultural backgrounds;

c) Organizes and manages a classroom to support the

growth and learning of diverse students;

d)  Uses methods that develop students’ academic and

social skills;

e) Works effectively with families and community

sources.

4) Competency IV: Evaluation. The effective teacher-

a) Designs and uses various evaluative procedures to

assess student learning;

b) Evaluates his or her own teaching behavior, and uses

the results to improve student learning.

5) Competency V: Problem Solving. The effective teacher-

a) Thinks critically about teaching and learning;

b) Fosters students’ creative and analytical thinking

skills.

6) Competency VI: Equity. The effective teacher-

a)  Deals equitably and responsibly with all learners;

b) Understands the impact of western and non-western

civilizations on contemporary American culture and uses this

knowledge to develop appropriate strategies.

7)  Competency VII: Professionalism. The effective teacher-

a) Understands his or her legal and moral

responsibilities;

b) Learns from experience and supervision;

c) Understands the impact of societal problems that can

affect student learning negatively and uses appropriate

strategies to address such issues.

Factors

The need for assessing objectively teacher competency

has assumed significance in the light of emphasis on such

concepts as 'relevance in teaching1, 'teacher

accountability', and 'cost effectiveness in education*. In

so far as we look upon teaching as an art, there is still

an inscrutable air of mystery surrounding it which seems to

defy objective assessment. Wecan point to effective

teachers but become confused when asked to specify and

quantify the characteristics that made such teachers

effective. In all cases of such assessments the subjective

element cannot be ruled out fully.

A variety of factors seem to go along with teacher

competency and effectiveness, some external and others

personal. The external factors include those which the

teacher cannot fully control, like class size,

infrastructura1 instructional facilities, innate pupil

characteristics, home and community influences on pupil

attitudes and behaviour, etc, as well as those which he can

modify, adapt or adjust to such particular classroom

situations. For instance, the teacher can change his

questioning techniques or ways of programming ideas to suit

class or individual needs. On the other hand teaching

competency is, equally if not even to a greater extent,

dependent upon certain personal traits, intellectual and

temperamental and these often will enable the teacher to

get over even drastic constraints imposed on his

performance by external conditions.

Application

The teacher will instruct the student to choose

what their favorite THEACHING COMPETENCIES.

After that the teacher will roll call to the class

and gave each student 2-3minutes to explain why their

chosen TEACHING COMPETENCY is their favorite.

Evaluation

MUTILPLE CHOICE

Circle The Letter of Your Correct Answer.

1. Communicates sensitively with language appropriate to

students’ ages, levels of development, gender, race, and

ethnic, linguistic and socioeconomic backgrounds, as well

as individual learning styles and needs.

a. Professionalism

b. Instructional Practice

c. Subject Matter Knowledge

d. Communication Skills

2. Thinks critically about teaching and learning.

a. Subject Matter Knowledge

b. Communication Skills

c. Problem Solving

d. Instructional Practice

3. Understands the impact of societal problems that can

affect student learning negatively and uses appropriate

strategies to address such issues

a. Subject Matter Knowledge

b. Communication Skills

c. Problem Solving

d. Professionalism

4. Understands the impact of western and non-western

civilizations on contemporary American culture and uses

this knowledge to develop appropriate strategies

a. Equity

b. Instructional Practice

c. Subject Matter Knowledge

d. Communication Skills

5. Teaches through diverse modes, including new

technologies, reading and language arts as appropriate to

age, learning style and developmental stage of the

learner

a. Equity

b. Instructional Practice

c. Subject Matter Knowledge

d. Communication Skills

6. Evaluates his or her own teaching behaviour, and uses the

results to improve student learning.

a. Professionalism

b. Instructional Practice

c. Evaluation

d. Subject Matter Knowledge

7. Understands his or her legal and moral responsibilities.

a. Professionalism

b. Instructional Practice

c. Evaluation

d. Subject Matter Knowledge

8. Fosters students’ creative and analytical thinking

skills.

a. Subject Matter Knowledge

b. Communication Skills

c. Problem Solving

d. Professionalism

9. Interacts with students, families, and colleagues

a. Subject Matter Knowledge

b. Communication Skills

c. Problem Solving

d. Professionalism

10. Organizes and manages a classroom to support the growth

and learning of diverse students

a. Professionalism

b. Instructional Practice

c. Evaluation

d. Subject Matter Knowledge

Link to the next Lesson

After Discussing the Teacher Competency and its Factors

and understand in-depth the meaning of its element process,

the whole system of the lesson will help to understand the

Educational in the Decades to Come Activity.

Lesson 7 Education in the Decades to Come

Introduction

It is difficult to predict the future. In our everydaylives, we implicitly depend on a "future will be like thepresent" prediction. More sophisticated forecasters oftenpredict that potential changes will occur quickly in theshort term, ignoring the institutional barriers to change.Similarly, they often are too limited in predicting long-term changes, since it is very difficult to think throughthe full range of unexpected side-effects that changes inone part of society cause in other parts.

Activity

Drill: Oral

Topic:Education in the Decades to Come

Instruction:

The teacher ask the students what they think how

to education practice on the past.

Then the teacher will call out some students to

share their answers.

AnalysisObjective of the Lesson

Enabling Students and teachers to predicts

the future of education.

To know what are the current context of

learning and teaching.

And how it can affect the students

learning outcome

Abstraction

Schools: Past, present and future?

The dominant form of formal education today is

schooling. It is so much a part of our concept of education

that we sometime forget that it is not the only framework

for learning, and that the current form of schools and

schooling has evolved fairly recently. Formal education

existed before there were schools. Schooling is education

that takes place in building that are mostly isolated from

the rest of society, in which most of the learning

activities consist of exercises. There is a separation

between learning and doing, a separation between the

location of learning and the location in which that learning

is eventually to be put into practice.

Before schools were the dominant form of education, a

few privileged learners worked with tutors. The majority of

advanced learning, however, took place in apprenticeship

settings, formal learning frameworks in which novices

acquired knowledge and skills in the context of practice.

Most people today associate the term "apprenticeship" with

craft apprenticeships, but in fact apprenticeships are the

most common form of learning in most professions. Medical

internships and residencies, law internships, and other

advanced graduate study are all apprenticeships.

If apprenticeships are used to teach our doctors,

lawyers, and scientists, why are they not used more widely?

One of the most important reasons is that apprenticeships

are expensive. They take the time of the experts; they take

the time of the novices and others involved. It would be

impossible to support mass education with conventional

apprenticeships.

Tele-task forces.

With new technologies, it is possible to create

collaborative network-based projects, with diverse

participants from widely distributed locations. There are

many different frameworks that these collaborative

activities can take (Harris, 1995; Levin, 1997; Levin &

Waugh, 1998; Riel, 1998). Let us focus here on one called

"tele-task forces". With this interactional framework,

learners and mediators jointly tackle some task, and

interact for a time in efforts to accomplish the task.

Like the teleapprenticeship framework described

earlier, this tele-task force framework has parallels to the

world outside of education. In some areas of society, unique

problems arise that require bringing together a group of

people to address the task, and so a "task force" is

assembled. The group works together for a while, and then

disbands after its work is done. The some of the same people

may join together again on other task forces, but the

particular task force terminates after a relatively short

time period.

We have also been exploring tele-task force frameworks

for learning and teaching. One good example was "the Zero-g

Design Project", a year-long design activity, focusing on

how to design artifacts and processes for people living in a

free-fall environment (Cervantes, 1993; Levin & Cervantes,

2001 in press). The overall Zero-g Project was composed of a

set of smaller design challenges, each of which was tackled

by a "tele-task force" of students, teachers, and aerospace

experts. If the teachers and students had participated as

peripheral participants of an ongoing aerospace design

effort, then this would have been more of a

teleapprenticeship, but instead these design challenges were

ones that were of interest to the aerospace participants but

not ones that they were working on.

The first design challenge was to think about the

mechanism of personal navigation in a zero-g environment.

Since things don't fall, you can navigate down a hallway

just by exerting a force at one end (for example, by pushing

off from a wall), and then sail down the hallway. When you

get to a place where you want to stop or turn, you have to

exert another force. What if you were going down a hallway

and, in mid-course, there was a person coming in the

opposite direction on a collision course. How could you

avoid the collision with minimal effort and disruption to

your own travel and that of the other person?

This "navigation design challenge" was addressed

jointly by widely distributed and diverse participants for

about a month. Then two new design challenges were raised,

the design of better ways to prepare, consume, and recycle

food in zero-g and the design of recreational activities in

zero-g. These task forces continued for approximately two

months. Then the challenge of designing a school in zero-g

was tackled, which took approximately three months. In all,

the Zero-g World Design Project extended over a full

academic year.

Application

The teacher will group the class by 2 and each group

will brainstorm for 10 min of what they think the future of

education will be.

Evaluation

True or False (2 pts each)

1.) Education will play a bigger role in our

lives in the future.

2.) With new technologies, it is possible to

create collaborative network-based projects, with

diverse participants from widely distributed

locations.

3.) Before schools were the dominant form of

education, a few privileged learners worked with

tutors.

4.) The group works together for a while, and

then disbands after its work is done. The some of

the same people may join together again on other

task forces, but the particular task force

terminates after a relatively short time period.

5.) The dominant form of formal education today

is tutoring.

Module Summary

For over a century, education has remained largely

unchanged. Classrooms full of studentsDeferring to the

wisdom of an all-knowing professor has, is, and many

believe, will continue to bethe accepted mode of

instruction. Despite many technological advances and the

introduction ofNew pedagogical concepts, the majority of

today's classrooms continue to utilize this traditional

mode. Educators have thrived in a bubble immune from

advancements in technology, but the

Increasing rate of change of these advances now look to

be threatening to burst this bubble.

The world is changing -- it is getting both smaller and

bigger at the same time. Our world shrinksAs technologies

now allow us to communicate both synchronously and

asynchronously with peersAround the world. Conversely, the

explosion of information now available to us expands our

viewof the world. As a result of the ability to communicate

globally and the information explosion, education must

change. Most educators might not want to change, but the

change is coming – itis a matter of when not if. The

challenge is to prepare the children of today for a world

that hasbyte to be created, for jobs yet to be invented, and

for technologies yet undreamed. As we will see,the driving

forces of Moore's Law, Metcalfe's Law, technology fusion,

and a changing world

Economy is redefining the way our children need to be

taught. The current teaching paradigm ofThe teacher as the

possessor and transferor of information is shifting to a new

paradigm of the

Experts from all fields, including education, business,

and government agree that we have moved into the information

age. As much as 97% of the world's knowledge will be

accumulated over one person’s lifetime (Molitor, 1998).

Against statistics like this, teaching students a host of

facts "justin case" they need them later on in life is a

fruitless effort. The ability to find and use facts as they

are needed becomes the skill that will enable students to

become lifelong learners.

The roll of education is no longer to provide

educational opportunities through early adulthood, but to

provide the scaffolding necessary to support individuals and

families from all walks of life, throughout their entire

lives. In order to prevent a further widening between the

upper and lower classes, it will become increasingly

important for educational institutions to provide this

support by providing weeknight and weekend adult classes

focused on emerging technologies.

Very soon we can look for interactive video

technologies to allow parents to play a more active role in

their children's education (e.g. watching a class

presentation via online video). Schools that actively pursue

such avenues will be in great demand. School days will grow

to seven hours in length to provide more instruction and to

meet the needs of dual income families.

As more states pass school voucher initiatives, a greater

dependency upon private education will result. Schools will

compete to hire teachers, raising teacher salaries.

Dissatisfaction with public education and national and

state-wide acceptance of school vouchers will cause the

private and

home schooling markets to grow well into the next century.

The effects of Moore's Law, Metcalfe's Law, and

technology fusion will produce a variety of hand-held and

wearable computers that will be connected to a worldwide

digital network. Technology

Fusion and a changing world economy will place new

demands upon education. The teacher's role will shift from

that of the transmitter of facts, to a facilitator, coaching

students in how to find and use facts specific to a

particular context. I could continue with some loftier

predictions, but to do so would only trivialize what I have

predicted. As mentioned earlier, knowing exactly what

happens in our future is not important. It is important that

educators have a sense of where the world is headed. Only

then will they be able to adequately prepare current and

future students to thrive in this ever-changing world.

References

http://www.slideshare.net/competents2011/teaching- theories

https://www.facebook.com/l.php?u=http%3A%2F %2Fwww.umsl.edu%2F~henschkej%2FAdult_Learning%2FAL%25204.pdf&h=iAQEIScNW

http://www.google.com.ph/books? hl=en&lr=&id=OWavJCNfhcsC&oi=fnd&pg=PP1&dq=The+models+and+theories+of+instruction&ots=27KwMQdZ1i&sig=dlHPSLB1F3cmT90TDjg6tuKsaPo&redir_esc=y#v=onepage&q=The%20models%20and%20theories%20of%20instruction&f=false

http://www.edpsycinteractive.org/topics/summary/ basic-principles-learning.html

http://homehearts.com/step-by-step-guide/step-4- develop-your-approach/the-traditional-approach/

http://www.oneroomschoolhouses.ca/teachers-then-and- now.html

http://avillage.web.virginia.edu/iaas/assess/ resources/learningoutcomes.shtm

http://www.tandfonline.com/doi/abs/ 10.1080/0034408230180105#.U6bnLtLWKhF

http://webcache.googleusercontent.com/search?q=cache:http://www.itari.in/categories/futuretrendsineducation/futureofedu-tech.pdf