CRT LEARNING MODULE

Course Code EDUO3

Course Title TEACHING PROFESSION
Units 3
Module Title CHALLENGES IN TEACHING

College for Research & Technology of Cabanatuan

HOW TO USE THIS DIGITIZED LEARNING MODULE

Welcome to the module in TEACHING PROFESSION. This module

contains training materials and activities for you to complete this module.

The Unit of Competency “Teaching Profession” covers the

knowledge, skills and attitudes required as part of the competencies.

You are required to go through a series of learning activities in order

to complete each learning outcome of the module. Each of the learning
outcomes is provided with Modules. Follow these activities on your own
and answer the self-check at the end of each learning outcome. You may

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remove a blank answer sheet at the end of each module (or get the
answer sheets from the online facilitator) to write the answers for each
self-check. If you have questions, don’t hesitate to ask your facilitator for
assistance.

This will be the source of Information for you to acquire knowledge and
skill in this particular trade independently and at your own pace, with
minimum supervision of help from your instructor.

 Work through all the information and complete the activities in each
section. Read Modules and complete self-check. Suggested
references are included to supplement the materials provided in this
module.
 Most probably your facilitator will be your supervisor or manager.
Your online facilitator will support and correct you.
 Your facilitator will tell you about the important things you need
consider when you are completing activities and it is important that
you listen and take notes.
 You will be given plenty of opportunity to ask questions and practice
on the job. Make sure you practice new skills during regular work
shifts. This way you will improve both your speed and memory and
also your confidence.
 Talk to more experienced classmates and ask for their guidance. You
may join the forum sessions for question and answer at the Facebook
(FB) GroupWhen you are ready, ask your facilitator to watch you
online via Zoom or Google Meet to perform the activities outlined in
this module. In the absence of internet, you may record yourself
using mobile phones to be sent later at the school for checking.
 Ask your facilitator work through the activities: ask for written
feedback on your progress. Your facilitator keeps feedback/pre-
assessment reports for this reason. When you have successfully
completed each element, ask the facilitator to mark on the reports
that you are ready for assessment.

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IMPORTANT NOTES:

1. Use this module with care. Do not write anything on this module. Do
not put unnecessary marks on any part of the material.
2. Damaged, or lost modules will be charged at your expense.
3. Upon finishing this module, kindly return with your quizzes, activity
outputs in long plastic envelope (clear) with Name, Grade and Track.
4. Read and comprehend the directions for every lessons, exercises and
other activities.
5. Observe honesty in answering the tests and exercises.
6. Try to finish a given activity before proceeding to the next.
7. Allot 3-5 hours per week per subject to read lessons, answer the
exercises and do assignments and output.

Contents of this Learning Module

No. Module Topic Code

Title
9 Challenges in  Teaching in a Learner Module
Teaching Centered and 9.1
Contructivist Clasroom Module
 Brain Based Education 9.2

 ICT Integration in Module

Teaching and Learning
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 9.3

MODULE CONTENT

MODULE TITLE : Challenges in Teaching

MODULE DESCRIPTOR:
This module covers the knowledge about Challenges in Teaching.

Number of Hours:
3 hours

CHAPTER LEARNING OUTCOMES:

At the end of this module you MUST be able to:
1. Analyze the challenges for teachers in addressing cultural diversity,
responding to the needs or special learners, handling class size, dealing

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 with learners with various talents and intelligences, and integrating ICT
in the teaching and learning process,
2. Discuss best teaching practices on how teachers meet the different
challenges they encounter and experience in school.

MODULE 9.1
Teaching in a Learner Centered and Contructivist Classroom

In many teaching and learning documents in both public and private

schools, teachers are always called to pay attention to the demands of
learner-centered education and constructivist teaching. Learner-centered
education is one of the promising products of the progressive movement in
education. It refers to a kind of education that considers the knowledge,
skills, abilities, attitudes, interests, and beliefs that learners bring into the
classroom. It pays attention to the needs, concerns, and expectations of
the learner, and also includes curricular and instructional practices that are
developmentally appropriate for learners.

In learner-centered education, providing the learner's social and emotional

development is an equally important aspect in planning the curriculum.
Ladson (1995) includes teaching practices and pedagogy that are
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"culturally relevant," "culturally responsive," "culturally appropriate," and
"culturally compatible" in the definition of a learnier-centered education. It
recognizes the importance of building on the conceptual and cultural
knowledge that learners bring to the school. It reiterates the importance of
developing a curriculum that is based on the interest, needs,
developmental level, and culture, which includes indigenous knowledge, of
the learners. It empowers the learners as active participants and leaders of
the learning process. This idea is well supported by the theory of
constructivism.

Constructivism is a theory of learning that explains that knowledge is

constructed based on the prior knowledge and experiences of the learners.
In constructivism, humans are viewed as goal-directed agents who actively
seek knowledge and information. It believes that learners come to formal
education with a range of prior knowledge, skills, beliefs, and concepts that
significantly influence what they notice about the environment and how
they organize and interpret it (National Research Council, 2000).

Constructivist paradigm posits that meaningful learning is constructed by

the learners as results of their sensory experiences with the world (Houtz &
Thomas, 1996). Constructivist teaching and learning therefore lead to: (1)
active learning; (2) learning in a meaningful context; (3) reflective and
intuitive problem-solving; (4) doing investigations; and (5) providing real-
life and hands-on experiences to the learners. It also gives opportunities
for learners to interact with the larger world, and make connections
between the new knowledge they acquired and prior knowledge to create
meaningful learning.

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 MODULE 9.2
Brain-Based Education

Another significant challenge to teachers is to understand and apply the

principles of brain-based education, which was brought by research in
neuroscience. Significant neuroscience studies provided several ideas on
how the human brain functions and people learn. Caine and Caine (1997)
considers curriculum and instruction from a brain- based approach. They
begin with "brain-mind learning principles” derived from brain research
findings and apply these principles in the classroom:

1. The brain is a whole system and includes physiology, emotions,

imagination, and predisposition. These must all be considered as a
whole.

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2. The brain develops in relation to interactions with the environment and
with others.

3. A quality of being human is the search for personal meaning.

4. People create meaning through perceiving certain patterns of

understanding.

5. Emotions are critical to the patterns people perceive.

6. The brain processes information into both parts and wholes at the same
time.

7. Learning includes both focused attention and peripheral input.

8. Learning is both unconscious and conscious.

9. Information (meaningful and fragmented) is organized differently in

memory.

10. Learning is developmental.

11. The brain makes optimal number of connections in a supportive and

challenging environment.

12. Every brain is unique in its organization.

The study performed by Caine and Caine (1997) is useful for teachers
in organizing curriculum and instruction. It encourages teachers to think
and reflect on the way they teach their subjects to students and challenges
them to reorganize instruction to implement these brain-based education
practices.

Resnick (1987) postulates that people learn better if they are asked
to think in ways that are more complex. She theorizes that even in
elementary school, students learn more if they are given several ways to
look at a problem and asked to give more than one way of solving it. When

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people are asked to come up with only one right answer, they may not be
able to gain a complete understanding of the problem.

Renata and Caine (1991) also cite studies showing that the brain
learns best when it works to solve problems or accomplishes specific tasks
instead of merely absorbing isolated bits of information. According to them,
the brain's primary function is to seek patterns in new learning. They
believe that educational practices should reflect new knowledge and
theories about how the brain functions.

Sylwester (1995) correlates current scientific theories on how the

brain processes information. He suggests that these new learning theories
have broad educational applications that can be used in today's schools to
improve teaching and learning. Classrooms in the future may focus more
on drawing out existing abilities than on precisely measuring one's success
with imposed skills, encouraging the personal construction of categories
rather than imposed categorical systems, and emphasizing the individual,
personal solutions of an environmental challenge over the efficient group
manipulation of the symbols that merely represent the solution.

Caine and Caine (1997) and Jensen (2005) identified some interactive
teaching elements based on the principles of brain-based education:

1. Orchestrated immersion - Learning environments are created that

immerses students in a learning experience.

2. Relaxed alertness - An effort is made to eliminate fear while maintaining

a highly challenging environment.

3. Active processing - The learner consolidates and internalizes information

by actively processing it. Information should be connected to prior learning
and experiences.

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 MODULE 9.3
ICT Integration in Teaching and Learning

The computer's entry into schools changed the landscape of

education radically, With computers came educational programs in DVD,
VCD, CD, and other forms. Microsoft, Apple, and other companies have
developed different kinds of software that we currently use in education. It
is also the success of the computer that gave birth to the Internet, to
which computer networks, search engines, and electronic mails are
connected. These innovations removed the geographical distance between
and among students, teachers, schools, and other professionals and
institutions.

The term ICT, short for information and communications technology,

embraces all forms of technologies that enable all people to receive

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information and communicate or exchange information with others
(Anderson, 2010). At the school level, ICT is widely used in the everyday
operations and activities of different offices and departments, Computers
make school operation system efficient, from the accounting process,
storing, and processing data, and in communication processes.

At the instructional level, the use of ICT in teaching and learning has
brought many positive developments in the way teachers teach and how
students learn. Computer softwares have enhanced teachers' and students'
presentations, reports, and lectures, Through ICT integration in education,
valuable information in all different areas of life and academic disciplines is
made accessible to learners and teachers. The students and teachers
became active researchers engaged in a virtual world of ideas. They search
the web for whatever information they need. They experience interacting
with other scholars, students, and individuals through emails, blogs, chat,
social networking, and teleconferencing.

The growing influence of ICT in almost every aspect of life made ICT
Literacy essential among all teachers and students as a result. In the
Philippines, the students are taught about computer as early as
elementary, although exposure to ICT already starts in the preschool level.
ICT skills are part of the 21st century skills that must be developed among
students to become globally competitive. It is therefore imperative for
teachers to integrate ICT in their daily teaching. They also need to teach
their students to use ICT responsibly, observe media ethics, use
information from the Internet responsibly, and respect the privacy of
individuals.

Technology has not only brought immense transformation in the

physical campus of higher education institutions but has also significantly
transformed the delivery of education. Successful innovations include
distance education and other forms of online learning that can be

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attributed to the developments brought by the expanding influence of the
new computer age.

Other innovations in higher education are as follows:

1. Corporate universities
2. School - industry partnership
3. Creation of international campuses
4. Creation of global centers of excellence in various disciplines and fields
5. Intensification of research and development
6. Creation of multidisciplinary and interdisciplinary courses
7. Creation of needs-based and market-driven courses and academic
programs
8. Outcomes-based education
9. Ensuring quality education through quality assurance system
10. Increasing academic collaboration through research, extension, and
joint academic degree programs.
11. Faculty and Student Mobilization.

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