FMA #2

From an existing textbook, choose a lesson that is not culture and gender sensitive. The
textbook should have been published from 2003 to 2013 and must be currently in use. Revise
the lesson to make it so. Highlight the changes or additions you've made. Please do not rewrite
the text (essay, short story, poem). You may also add activities. Do submit the original lesson.
In case you cannot find such a lesson after exhausting all possible sources, choose one lesson
and give at least three additional activities that are culture and gender sensitive. Give clear
instructions that are congruent to the target learners age and grade/year level. Submit the
original lesson as well.
Write an introduction to the lesson. This should include your experience in looking for the lesson
and the process of making the changes. Give a brief discussion of your views on the concept
and importance of gender and culture sensitivity.
Give the complete bibliography of the book from which the lesson was taken e.g. title of book,
author/s, year of publication, publisher.

mtldevilla

the deteriorating quality of Philippine education, claiming that the countrys elementary and high
school graduates did not possess the average citizens competencies to live responsible,
productive and self-fulfilling lives. Graduates of colleges and technical/vocational schools, on the
other hand, did not match the development needs of the economy while the countrys graduate
schools have failed to generate research-based knowledge that could spur the creation of new jobs
and increase the value of production.
9) more cost-effective
public college and university education with curricular programs that are relevant to the
communities they serve; 10) the search for new sources of funds (including taxes) to finance
basic education; and 11) the restructuring of the Department of Education (DepEd) to ensure
clearer program focus, rational resource allocation and realistic planning.
EDCOM succeeded in the trifocalization of basic education, splitting the education function
BEAMs underlying learning philosophy is constructivist. It assumes the active creation or
construction by learners of their own knowledge through their actions on and interactions with the
natural and social environment. From this perspective, the role of educators is to facilitate the
development of cognitive processes by providing supportive learning environments and materials
that facilitate the learners discovery.