13

INTRODUCTION

Enabling objectives (Specific Learning

Outcomes)

At the end of two sessions, the students would be able to:

a. Acquire a working knowledge about the Mindanao State University’s history and
mandated missions;
b. Develop a better understanding of the integration mission of the University;
c. Appreciate sincerely the University’s initiatives, policies and programs in the fulfilment
of its mandated missions;
d. Develop profound interest to learn more about the fundamentals of peace education
so that hopefully, towards the end of the semester, they will become peace
advocates.

 Mindanao State University (MSU) was created under Republic Act No. 1387,
amended, enacted on June 18, 1955 by the Philippine Congress, Dr. Antonio Isidro
as its founding president.
 MSU started as a one-campus University and though the years it expanded into a
System University comprising eight (8) autonomous campuses located in the different
areas of the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), and in
other regions of Mindanao,

NAMELY:
1. MSU-Marawi (Main Campus)
2. MSU IIT-Iligan
3. MSU TCTO-Tai-Tawi
4. MSU General Santos
5. MSU-Maguindano
6. MSU-Sulu
7. MSU Naawan
8. MSU-Buug
MSU System Also integrated the following three (3) CHED-Supervised institutions:
1. Lanao National College of Arts and Trade (LNCAT)
2. Lanao Norte Agricultural College (LNAC)
3. Maigo school of Arts and Trade (MSAT)

MSU has the following missions as mandated by its Charter:

a. To primarily give professionals and technical trainings, besides providing advanced
instructions in literature, philosophy, the sciences and the arts. More emphasis,
however, shall be given in the teaching of Filipino native culture, arts, sciences,
 14

philosophy and literature. Researches on these lines shall be undertaken by the

University.
b. To implement the policy of the Government to integrated the minorities (now cultural
communities) into the Philippines body politic. This is a unique mission that makes
the MSU distinct from the other universities in the country.

 With its unique mission, MSU becomes a social laboratory for integration. MSU main
campus has always been a home to students from different places, tribes, and of
different religious beliefs and affiliations, during their schooling in the University.
 The campus provides a conducive environment and atmosphere, inside and outside
the classrooms, for students to study as well as to fraternize and socialize.
 Dormitories inside the campus served as their transient abode and because of the
University’s policy requiring students of diverse cultural backgrounds to be
roommates, their stay in the dormitories provides them more time and opportunity to
hobnob and know each other better.
 Consequently, a peaceful co-existence among the students and constituents of the
University has been developed, experienced and observed in the campus since its
establishment several decades ago.
 The success of MSU as a social laboratory for integration provides the foundation for
its eventual growth or evolution into a national Peace University.

 MSU as a national Peace University promoting a Culture of

Peace was popularized by the MSU Acting President (OIC).
Dr. Ricardo de Leon.
 The Institute for Peace and Development in Mindanao (IPDM) was attacked to
implement programs and activities for the promotion of a Culture of Peace education,
peace research and peace action, and in pursuance of its, IPDM sponsored trainings,
workshops and seminars on peace education; incorporate peace education in the
teaching of Civic Welfare Training Service (CWTS), and it also developed a manual
on peace education for the CWTS course.
 Former MSU President, Dr. Macapado A. Muslim, also pursued the vision of MSU as
a Peace University and gave priority to peace research in his administration’s
research agenda.
 However, those programs and activities on peace education were not promoted
enough, and sustained.
 Apparently, peace education was relegated to the bottom of MSU’s priorities until the
Marawi siege happened.

 On May 23, 2017, the Marawi siege took place reducing Marawi to a pile of rubbles
after several months of violent armed encounters between the extremist and military
forces.
 The siege was a glaring manifestation of the perturbing presence of violent
extremists in the vicinity of, or right at the gates of the MSU main campus.
 In response to this new alarming reality and challenge, the MSU System President,
Dr. Habib W. Macaayong, thought of institutionalizing the offering of a 3-unit course
 15

on peace education and to this end, he created the Committee for Peace Education
to craft syllabus on said course.
 On December 20, 2017, the MSU-Board of Regents, through BOR Resolution No.
356, s. 2017, approved the offering of the 3-unit course Fundamental of Peace
Education course, MSU could help counter the rise of violent extremism and global
terrorism.
 This course intends to produce students who will appreciate the value of life and
human dignity, the value of peace as a way of life and respect for diversity, pluralism
and multi-culturalism.

 With the institutionalization of Peace Education, MSU will be producing graduates

who are not only degree holders competent in their chosen professions, but also
peace builders committed to promote a culture of peace.

Journal Writing

1. “Share It” [Students are required to share their thoughts and feelings about MSU, and
their experiences in the campus].
2. Story-telling

Guide Questions:

a. Before coming to MSU, what information did you have about MSU?
b. After several days or weeks in Campus, what have you observed or experienced that
validated or invalidated that information?
c. Having stayed in the campus for quite some time, how do you feel now? What make
you feel that way?
d. Were you able to establish friendship with other students from different places, tribes or
of different religious affiliations?

(Compose 300 words in each number)

Hugot Line
Activity
Write a hugot line or quote about peace and post it on your Facebook profile picture (Don’t
forget to tag your instructor’s name).
“Hugot” is a verb, which means “to pull/to draw out.” Hugot line is a statement, or quotation
which is something you learned/realized from experience; it is visceral, rising from deep and
strong emotions. Some of these lines are witty, characteristically with emotions.
 16

Module 1: PEACE AND PEACE EDUCATION

Lesson 1: Peace Education

Enabling objectives (Specific Learning

Outcomes)

At the end of the sessions, the learners should be able to:

1. Define what peace education is;
2. Explain why peace education is necessary; and
3. Illustrate their understanding on the significance of peace education to
one’s learning experiences either through expressive art or by reflective
activities.

HISTORICAL DEVELOPMENT
Peace education can be defined simply as:
The process of teaching people about the threats of violence and strategies for
peace.
May take place inside or outside a classroom (Harris, 2008, p.15).
With this broad definition, the history of peace education
 is arguably as old as human history, as cultures throughout the world have learned-
and the taught the next generation-how to live peacefully with others.
 Diverse religious and philosophical traditions have been a rich and influential source
of peace learning, even though people have also promoted violence in the name of
these traditions.

The development of peace education can be traced back to the end of World War I
(1914-1918)
This galvanized powerful support for the need of international cooperation and
understanding and helped instill a desire to include peace education ideas in the
educational systems.
A group of non-governmental organizations worked together on these ideas,
especially though the International Institute of intellectual Cooperation, an
organization that was the predecessor of the United Nations Educational, Scientific
and Cultural Organization (UNESCO).
The horror and destruction of the First World War led to the formation of the League
of Nations to prevent the occurrence of another war. This was however eventually
found to be a defective world organization.
 17

 The Second World War in 1939 to 1945 brought untold miseries and sufferings of
the millions of victims, such as the execution of millions of Jews and the atomic
bombings of Nagasaki and Hiroshina in Japan.
 The establishment of the United Nations in 1946 also gave birth to UNESCO
which was charge with planning, developing, and implementing general changes
in education according to the international politics of peace and security.
 The horrors of both was entail reawakening to the need of developing the
humanistic side of education at least among a few educationists, such as Maria
Montessori’s loud and tireless reiteration on the need for educating for peace
(Rajaguru, 2016).

With the convention on the Rights of the Child (CRC)

Created in 1989, peace education and human rights educations took on new
importance, as this type of education came to be seen as a fundamental right
that all children should have.
 In his Preface to UNESCO’s Framework for Teacher Education (2005), Marmar
Mukhopadhyay, Director of NIEPA, beautifully crafted his words describing the role of
peace education:
“If education is the only defense against human catastrophe, peace education is the soul of
education that can create the shield for human survival on the planet earth. It is only through
peace education that peace can be installed in human mind as an antidote to ‘war is in the
minds of men’ ”.

CONCEPT OF PEACE EDUCATION

What is therefore the concept of peace education?
In its framework for teacher education, UNESCO (2005) emphasized that peace
education is more effective and meaningful when it is imparted taking into
account the social and cultural context and the needs of country.
It should be enriched by its cultural and spiritual values and with the universal
human values.
It should also be globally relevant. Hence, it can be defined in many ways.
There is no universally accepted definition as such. From the peace literature, a few pertinent
definitions can be reviewed.
 Peace education is an attempt to respond to problems of conflict and violence on
scales ranging from global and national to the local and personal. It is about exploring
ways of creating more just and sustainable futures.- R.D Laing (1978)
 Peace education is holistic. It embraces the physical, emotional, intellectual, and
social growth of children within a framework deeply rooted in traditional human
values. It is based on a philosophy that teaches love, compassion, trust, fairness, co-
operation, and reverence for the human family and all life on our beautiful planet. –
Fran Schmidt and Alice Friedman (1988)
 Peace education is skill building. It empowers children to find creative and non-
destructive ways to settle conflict and to live in harmony with themselves, others, and
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their world…. Peace building is the task of every human being and the challenge of
the human family. --Fran Schmidt and Alice Friedman (1988)
 Peace education is the attempt to promote the development of an authentic planetary
consciousness that will enable us to function as global citizens and to transform the
present human condition by changing the social structures and patterns that have
created it.
--Betty Reardon (1988)
 Peace education is a mechanism for the transformation from a culture of violence to
a culture of peace through a process of “conscientisation.”
---Freire (2006)
 Peace education is teaching for and about human rights, gender equality,
disarmament, social and economic justice, non-violence, sustainable development,
international law, and traditional peace practices. ---Cors Weiss.
o Peace education is the process of promoting the knowledge, skills, attitudes
and values needed to bring about behaviour change that will enable children,
youth and adults to prevent conflict and violence, both overt and structural; to
resolve conflict peacefully; and to create the conditions conducive to peace,
whether at an interpersonal, intergroup, national of international level. –
UNICEF
 Peace education is both a significant peace building strategy and an effective way of
preventing conflict. promotes a culture of peace and is essentially transformative. It
cultivates the knowledge base, skills, attitudes and values that seek to transform
people’s mindsets, attitudes and behaviors that, in the first place, have either created
or exacerbated violent conflicts. It seeks this transformation by building awareness
and understanding, developing concern and challenging personal and social action
that will enable people to live, relate and create conditions and systems that actualize
nonviolence, justice, environment care, and other peace values. – Castro and
Galace (2010)

 The basic concepts embedded in the above definitions are that peace education is a
remedial measure to protect the youth and children from falling into the ways of
violence in society.
 It aims at the total development, inculcates higher human and social values, and
develops set of behavioural skills necessary for peaceful living and peace building
from which the whole of humanity will benefit (UNESCO, 2015)

SCOPE OF PEACE EDUCATION

 Peace education is multidimensional and holistic in its content and process. We can
imagine it as a tree with many robust branches. Peace education is comprised of
many themes and forms that have evolved in various parts of the world. It reflects the
growth of progressive education and social movements in the last five decades.
Together, these “educations” contribute to building a culture of peace.
Among the various forms or facets of peace education practices are:
Disarmament Education
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 Disarmament education is based on the idea that achieving disarmament is the

primary institutional requirement to develop a culture of peace and establish the
foundations for comprehensive human security.
 After the bombings of Hiroshima and Nagasaki and the Cold War-inspired arms
race, disarmament movements arose in protest against these.
 This was the beginning of Disarmament Education, which evolved at first as a
reaction to the threat of nuclear weapons.
 In later years, Disarmament Education, this included other weaponry such as
biological weapons and chemical weapons.
 They are called weapons of mass destruction (WMD) because of the large-scale
and indiscriminate destruction that results from them.
 In recent years the proliferation and misuse of small Arms and Light Weapons
(SALW) have become a concern of Disarmament Education.
 A global movement, the International Action Network on Small Arms (IANSA) is
raising awareness among policy makers, the public and the media about the
global threat to human rights and human security caused by small arms and is
promoting civil society efforts to prevent arms proliferation and armed violence
through policy development, education and research (www.iansa.org).
 In the Philippines there is an organization that is working closely with IANSA and
this is the Philippine Action Network on Small Arms (PhiIANSA).

Human Rights Education

 Learning what the rights of all human are cannot be taught in an authoritarian
classroom and so the idea “how we teach is what we teach” became an important
concern in HRE.
 Teachers are reminded that learning to uphold standards of human dignity and
decency by students with the teacher and how she teaches HRE content includes the
study of the Universal Declaration of Human Rights (UDHR) and other important
human rights documents such as the Convention on the Elimination of All Forms of
Discrimination Against Women (CEDAW) and the Convention on the Rights of the
Child (CRC).
 HRE also includes the concept of mutuality of rights and responsibilities.
 Therefore, human rights education is both education for and about human rights.
 When HRE is education for human rights, it promotes understanding and embraces
the principles of human equality and dignity and the commitment to respect and
protect the rights of all people.
 This requires values such as understanding tolerance, equality, and friendship.
 HRE is education about human rights when students are learning about the human
rights treaties, mechanisms, terminology, and institutions.

Global Education
 Education for global citizenship has become increasingly important as the world has
become more interconnected through globalization.
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 However, this does not mean that education to promote global citizens is a new
phenomenon that is inherently linked to the globalized world.
 Global Education (GE) is defined as all programs, projects, studies and activities that
can help an individual learn and care more about the world beyond his or her
community, and to transcend his or her culturally conditioned, ethnocentric
perspectives, perception and behaviour (Fersh, 1990).
 The Philippine Council for Peace and Global Education defines GE in its undated
brochure as: education for responsible participation in an interdependent world
community.

Three key themes and perspectives:

1. GE is human value-centered: it affirms the core value and universal principle of the
worth and dignity of humans;
2. GE is world-oriented: it involves understanding our identities as members of globally
interdependent systems – ecological, social, economic and technological;
3. GE is future-oriented: it is concerned with the creation of a preferred future.

Conflict Resolution Education

 Conflict Resolution Education (CRE) appears to have gained momentum as an
educational movement in the last two decades.
 CRE is now in the curriculum of many schools and has educated learners about
managing conflicts constructively.

Tricia Jones argues that CRE has the following common goals:
1. To create a safe and constructive learning environment
2. To enhance students’ social and emotional development
3. To create a constructive conflict community

 A group called the International Network for Conflict Resolution Education and Peace
Education (INCREPE), in cooperation with the Global Partnership for the Prevention
of Armed Conflict (GPPAC), has now seriously taken the challenge of promoting CRE
worldwide and is starting the effort by mapping the CRE and PE organizations by
regions.
 Teaching students to become peacemakers involves creating a cooperative climate
that encourage parties to reach mutually acceptable solutions to disagreements.
 CRE also includes training in anger management as well as skills in attentive
listening, effective communication, constructive dialogue and other positive
techniques to arrive at a win-win solution to conflicts.
 When the relationship and the issue are both important, the collaborative problem
solving is an approach that is recommended.
 CRE in the Philippines has also now moved on to using peer mediation as a way of
contributing to a culture of peace in a school community.
 21

 CRE principles are now increasingly being used in Philippines schools, communities,
workplaces and government agencies, usually after some training on CRE.
 The challenge of mainstreaming CRE principles in the various sectors throughout the
country is great, as the country has been suffering from protracted conflicts in
addition to other conflicts at many levels.

Multicultural Education
 Multicultural Education is an educational movement that has developed first in
countries that are multicultural or have a culturally diverse population.
 This is often the case in countries that have a history of receiving many immigrants
from all over the world as in the case of the United States and Australia.
 In both the North and South countries, we see the presence of diverse cultures within
a society.
 Hence, multicultural Education is often defined as one that “helps students to
understand and appreciate cultural differences and similarities and to recognize the
accomplishments of diverse groups.”
 Teaching with a multicultural perspective encourages not only the appreciation and
understanding of other cultures but also of one’s own. It promotes the person’s sense
of the uniqueness of his own culture as a positive characteristic and enables one to
accept the uniqueness of the cultures of others.
Education for International Understanding
 Besides the contribution of civil society in the promotion of Education for International
Understanding (EIU), the contribution of UNESCO to the development of EIU has
been significant.
 After UNESCO adopted the “Recommendation concerning Education for
International Understanding, Cooperation and Peace and Education relating to
Human Rights and Fundamental Freedoms” in 1974, this UN Agency has intensified
its efforts to harness education in the service of world peace.

 In 1995, UNESCO came out with the “Declaration and Integrated Framework of
Action and Education for Peace, Human Rights and Democracy” whose primary
principles include the importance of education in promoting peace, human rights and
democracy; and the recognition of their intimate relationship.
 22

 This was followed by this UN agency’s work to promote a culture of peace which
resulted in the United Nations declaration of the year 2000 as the International
Decade for Culture of Peace and Nonviolence for the Children of the World.
 In all these Declarations it must be remembered that EIU is an integral part and that
EIU has taken a more holistic meaning, encompassing not only peace at the global
level but also its building blocks of nonviolent. Just and sustainable living in the other
levels of relationships.
 The dynamic work that is now being undertaken to promote EIU and a culture of
peace has had the participation of many schools, organizations and other civil society
groups.

Interfaith Education
 Interfaith Education refers to cooperative, constructive, and positive interaction
between people of different religious traditions (i.e., "faiths") and/or spiritual or
humanistic beliefs, at both the individual and institutional levels.
 Interfaith education grew out of the interfaith movement, a movement with a
progressive agenda.
 The interfaith movement began in 1893 at the World’s Parliament of religious
gathering in Chicago.
 For the first time in history leaders of the so-called “Eastern” and “Western” religions
had come together for dialogue, seeking a common spiritual foundation for global
unity.
 Since then many other interfaith organizations have arisen.

 Organizers soon began to advance interfaith education that placed great value on
community visits, service learning and immersion experiences.
 Thus, the field of interfaith education began to emerge.
 The field of interfaith education was never clearer than after September 11, 2001 and
the consequent climate of social tension and conflict and incidence of discrimination
and hate crimes.
 Interfaith education was now viewed as a morally and socially essential means for
countering discrimination and hate crimes and for promoting peace.

Development Education
 In the 1960s, Development Education emerged to challenge the mainstream model
of development which the equated development with modernization.
 It criticized the unjust and unsustainable economic order which has resulted in
hunger, homelessness and marginalization.
 Concerned educators and NGOs have advocated the integration of the issues of
poverty and inequalities in the social studies curriculum and other subject areas as
well as in the community education contexts to raise consciousness.
 Ian Harris describes the goal of development communication as building peaceful
communities by promoting an active democratic citizenry interested in the equitable
sharing of the world’s resources.
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 It also seeks to cultivate in the learners a critical consciousness that challenges

injustice and undemocratic structures like those promoted by large transnational
corporations.
 He explains that the latter have a development agenda based on maximizing profit
which is destructive or harmful to both human and natural communities.
 Development education is an approach to peace education that promotes a vision of
positive peace, one that motivates people to struggle against injustice.
 Development Education aimed at increasing awareness and understanding of the
rapidly changing, interdependent and unequal world in which we live.
 It seeks to engage people in analysis, reflection and action for local and global
citizenship and participation.

Gender-fair/Non-sexist Education
 The implications of gender for peace education are many and diverse.
 Following the rise of popular feminism and in keeping with the social justice
movement of the late 1960s and onwards, effort to oppose sexism in schools have
been made and the overarching goal is to enable students to reach their full potential
regardless of their gender.
 Gender-Fair Education (GFE) seeks to foster among the learners respect for the
abilities and rights of both sexes and to develop awareness of the gender biases and
stereotyping that have been culturally perpetuated in order to change these.
 All students have the right to a gender-fair learning environment. All education
programs and career decisions should be based on the student's interests and
abilities, regardless of gender.
 Gender-fair education incorporates issues of social class, culture, ethnicity, religion,
sexual orientation, and age.

Environmental Education
 Environmental education is a process that allows individuals to explore environmental
issues, engage in problem solving, and take action to improve the environment.
 Environmental education (EE) is education about, for, and through the environment.
 It is a field that emerged with postmodernism.
 It is a field that emerged with postmodernism, as environmental problems began to
be recognized in the 1960s, and as postmodernism celebrated the
interconnectedness of all life as opposed to an attitude of human domination
(Galang, 2001).

 The effects of environmental destruction are being increasingly felt: pollution of land,
air and water; depletion of forests and other resources; global warming.
 EE is clearly an educational response to ecological crisis.
 An important goal as to make everyone a good “steward” or “kin” of natural
environment in order that the needs of both the present and future generations can
be met.
 This bottom line message was of course the theme of the landmark book, Our
Common Future.
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SIGNIFICANCE OF PEACE
 We are reaching a critical point in history when solving the problems of humankind
has become a matter of our very survival.
 Finding sustainable solutions to these problems has never been more pressing, as
population pressure, violence, and environmental degradation are on the rise.
 We are alive at a unique time in human history, a time that calls for humanity’s
creativity, ingenuity, and compassion to solve our greatest problems.
 There are a myriad of approaches to try to solve these problems, but ultimately, the
roots of these problems are related to human consciousness, worldview and culture.
 Taking the cultural approach, our current predicaments are related to the culture of
war and violence, which is a global human phenomenon permeating all aspects of
life.
 In order to solve our problems, we must transform the culture of war and violence into
a culture of peace and nonviolence, which is the goal of peace education.
 According to UNESCO “war begins in the minds of men”.
 If this is true, then it is through changing our minds – our consciousness and our
worldview, which are rooted in our culture that transformation needs to occur in order
to move from a culture of war to a culture of peace.
 Albert Einstein said: “The problems we have cannot be solved at the same level of
thinking that created them.”
 The goal of peace education is to raise our level of thinking to be able to solve these
problems.
 Education is the key factor affecting the way we see the world.
 While many factors affect our consciousness and worldview, such as our genetics,
our family, our religion, and our community, the one factor that is key is our formal
schooling.

In the Philippines, the Center for Peace Education in Miriam College and other groups assert
that educating for peace is both a practical alternative and an ethical imperative.

PEACE EDUCATION IS A PRACTICAL ALTERNATIVES

 Educating for peace will give us in the long run practical benefits that we seek.
 As stated earlier it is expected to build a critical mass of people who will demand for
and address the needed personal and structural changes that will transform the many
problems that relate to peace in nonviolent, humane and ecological alternatives and
solutions.
 Peace education challenges the long-held belief that wars cannot be avoided.
 Often this belief is based on an underlying view that violence is inherent in human
nature.
 In the micro-level, education on non-violent conflict resolution approaches (an
important aspect of peace education), such as collaborative problem solving and
mediation, can improve the quality of human relationships and bring about solutions
that are constructive, fair and helpful to all parties concerned.
 25

PEACE EDUCATION IS AN ETHICAL IMPERATIVE

 Educating for peace is an ethical imperative considering the negation of life and well-
being caused by all forms of violence.
 The ethical systems of the major world faith traditions, humanitarian ethics and even
primal and indigenous spirituality have articulated principles that inspire the striving
for peace.
 Ethical principles include the unity and value of life, not only human life but also other
life forms in nature; respect for human dignity; nonviolence; justice; and love as a
social ethic.
 They are principles that are highly encouraged for actualization because they are
expected to bring us to the common good.

 Each of these scopes focuses on a problem of direct or indirect violence.

 Each form of peace education practice also includes a particular knowledge base as
well as a normative set of skills and value orientations that it wants to develop.

Create Video Clip

Make a video clip about Peace:
Students require to research video clip about violence, conflict, environmental issues, human
rights violation, etc. that show how important the peace education? [Indicate the site here]
1. First, you have to introduce yourself in your most creative way. (at least 1 minute)
2. Second, insert the research video clip.
(Video Clip will be passed on November 06, 2020 - Friday)
CRITERIA DESCRIPTION
Subject Content (10 points)  Clarity of Topic
 Message
Creativity Unique (10 points)  Originality, Creativity and
Uniqueness
Production (15 points)  Audio Quality
 Image/ Video Quality
 Subtitle
Setting The Expected Time (5 points)  The length of the video does not
exceed 5 mins
Submission within the Specified Time  The final submission is made on
(10 points) time (November 06, 2020/
Friday exactly 3pm)
TOTAL 50 points

Journal Writing
Consider the following questions:
1. How did you feel about what you saw on the video clip?
2. What violent act/acts do you notice?
3. Which of those acts of violence do you find most problematic and controversial?
4. If those acts of violence are diseases, do you think they are curable or at least
preventable? (Compose 300 words in each number)

Journal Writing
1) What is Peace Education as defined by UNESCO?
 26

2) Why the need for Peace Education?

(Compose 300 words in each number)

Note to the Student

1. Write in a long band paper.

2. Font size 12, paragraph 1.5 inches space, Arial, 1 inch marginon left, right, top and
bottom. (Encoded)
3. No copy pastes to your classmates work (activities or assignments, etc.) it should be your
own work or originality. – Automatic 1/4 points if copy paste depends upon the score.
4. To be passed on October 09, 2020.
5. Drop your answers in designated drop boxes located at on your nearest located or contact
your instructor:

 (Instructor: Ms. Thuwaiba D. Dimaporo)

email @: thudimaporo.msulnac@gmail.com or Facebook Miss-t Dimaporo

 (Instructor: Mrs. Angela Q. Sacare)

Contact #: 0975 – 362 – 0442

6. If you passed your work (activities or assignments, etc.) at online (Like Facebook or
Google account of your instructor):

o It should be attachment (Microsoft Word); Go to Attach Files

Facebook Messenger Google Account

o Screen shot is not allowed – Automatic Invalid
o Or Copy Paste – Automatic Invalid

7. Reminder: Submit on time. (Late submission automatic ½ of points depends upon the
score.)

Let’s make this new normal learning environment an effective and enjoyable one!