Names: ESTRELITA D.

VILLANUEVA June 2, 2021

Name of person

interviewed: Myself

Parameters Before 21st Century

1. Learners Very respectful to others.  Very intelligent but they
Afraid to explore. neglect some of the
unchanging values of the
past.

2. Teachers Limited technology to enhance  · Utilize multiple literacy

teaching strategies. skills in teaching
 · Utilize organizational
skills to enhanceteaching

3. Learning Environment Under the tree, classroom  Social Media, Internet,

4. Ways of learning
5. Learning Content
 Traditional: teacher centered,
blackboard, chalk and talk.
 Comprehensive and extensive
learning was not easy before.
 Emphasis on subject
knowledge
 Mastery on itemized
information and factual
knowledge.
technology,gadget like
cellphones, laptop, etc..
 With the use of technology,
modular and blended
learning.
 Self paced learning and
collaborative learning.
 Innovative.
 Learner centered
 Focused on intellectual
abilities
 Demand driven
 Balanced on general and
vocational components

LET’S Apply What You Learned

Demonstrate your understanding of each topic by
doing the given tasks. Choose a partner to work with.
Elaborate Name of Partner:
____________________________________
Activity 1: Comparison of Educational systems
Instructions: Using the matrix below, select four countries of your choice which were
included in the lesson. Compare the curriculum of the selected countries by supplying their
similarities and differences. (20 pts)

Country 1: Australia Canada Country 3: South Africa

England
Country 4: United Kingdom
Country 2: China
 Similarities Similarities
Basic Education: 6 years in Primary They have similar number of years in
and 6 years also in Secondary. Primary
They both have schools for technical
and vocational skills

Differences Differences

In the secondary education, China South Africa divided the years in

divided the 6 years of studying, 3
years in Junior and 3 years in senior
while the Australia, Canada and
England divided it into 4 years in
junior and 2 years in senior.
primary into Junior and senior. In
Secondary South Africa only have 3
years while the Uited Kingdom they
have 5 years.

Activity 2: The Teaching Profession in the Global Village

As a future glocal teacher, it is best that you become familiar with the status of
teachers and teaching profession in our global village. Show what you have learned by
accomplishing this matrix. You may search the net for more information. (20 pts)
The Professional Teacher and the Teaching Profession Across ASEAN and Beyond
The Educational Qualification What grade levels can they How are
Profession teach they
al teacher recruited
in
1. Future teachers can have 9 pre-school, pre-primary Teacher
ASEAN years if basic education of kindergarten, recruitme
(Grade 9) and get an nt
advanced training for 3 process
years to become teachers and
(9years of basic education qualificati
+ 3 years teacher ons are
preparation) or 1o years of guided by
basic education plus 3 the
years of teacher Ministry
preparation of
 Education
Future teachers should for the
have 12 years of basic public
education and 2 years of schools
teacher preparation to earn and the
a Diploma in Teaching. individual
Lower secondary level private
schools
under the
guidance
and
policies of
each
country’s
ministry
2. China A relevant bachelor's degree. English Teacher year level Teachers
PGCE. are specified are required
A TEFL certification for those who want (https://www.teachingabroad to get a Z
to teach English in China. direct. Visa.
Two years' work experience in any field. co.uk/blog/requirements-to- Employers
At least a one-year commitment. teach-in-china) may even
Aged between 24-55. sponsor you
to benefit
from this
visa,
ensuring
you can
begin a
teaching
career in
China.
3. Japan A bachelor's degree is essential for any In Japan, becoming a public
formal teaching job in Japan. Some public school teacher requires
schools and private recruiters prefer graduating from a Ministry-
candidates with a approved university teacher
CELTA/TEFLqualification and/or education program and then
previous teaching experience. Japanese lan obtaining
guage proficiency is notrequired but can a teaching certificate for a
help secure a better-paid job. particular school level
(primary, lower secondary,
or upper secondary) and for
a particular subject.

4. USA

Activity 3: Role of Technology in Education

1. Based on your observation, what impact has technology contributed to
education? As a future teacher, what can you do to ensure that you can
enhance instruction through the use of technology-mediated instruction?

Answer: Students can collaborate on group projects using technology-based

tools such as wikis and Google docs. The walls of the classrooms are no
longer a barrier as technology enables new ways of learning, communicating,
 and working collaboratively. Technology has also begun to change the roles of
teachers and learners.
As a future teacher, with the use of technology, the enhancement of
instruction will be much easier. As a teacher you just need to be prepared with
the lesson to be discuss and must always be available when the students needs
your help.
2. How can you become a glocal teacher? What attributes must you possess
to become one?
Answer: Here are some of the attributes a glocal teacher must possess:
 Understanding one’s own cultural identity and its influence on
personal dispositionsand classroom practice
 Knowing and integrating global dimensions within the disciplines one teaches
 Engaging students in learning about the world and in exploring their place in it
 Using real-life global examples, materials, and resources when considering local,
national, and human issues
 Valuing the input of culturally and linguistically diverse learners, families, and
colleagues, and modeling cultural sensitivity
 Creating environments that encourage positive cross-cultural interaction
 Modeling social responsibility in local and global contexts
 Helping learners find appropriate actions to improve local and global conditions
 Assessing learners’ global competence and providing growth opportunities
based on their levels of development
 Advocating for global education and social responsibility