Exploring a Culturally-Responsive Model and Theory for Sustainable Development in Education Based on Cebuano Context

This paper explores a culturally-responsive model and theory for sustainable development in education that intertwines a seamless juxtaposition of cultural knowledge, mastery, reflections and understanding, and innovations in the Cebuano context. A multiple case analysis of selected quintains of Cebuano culture in literature reviews, and past travel observations and experiences were used as the methodology of the study. Results revealed that studies on cultural knowledge reflected a Cebuano identity of indigenous worldviews and reverence to nature. Cultural knowledge served as a basis for cultural mastery in the formulation and implementation of government policies as exemplified in the Bayanihan to Heal Act, the creation of the Inter-Agency Task Force, and other decisions of government and non-government agencies to protect people’s welfare. Cultural reflections ignited how people responded to these policies, with contrasting views and ambivalence. To prevent the furtherance of these views that would heighten possible conflict and violence, cultural innovations through a KRSP Model offers vibrant opportunities to promote and realize ESD Goal No. 4 by 2030

THE “GULAYAN SA PAARALAN” (SCHOOL VEGETABLE GARDEN) IN RESPONSE TO SUSTAINABLE DEVELOPMENT

The demands of our growing population have done much damage to the environment in our quest for food; volumes of waste contribute to environmental risk (Akaateba & Yakubu, 2013). This study aimed to document the best practices of Talamban Elementary School’s “Gulayan sa Paaralan” in response to sustainable development. The following objectives were raised in order to answer the main problem: (1) determine the TESGP’s challenges and success stories; (2) assess the physical feature of the TES-GP; (3) identify the type of vegetables planted; (4) describe the gardening model used in the TES-GP, and (5) perceive the guidelines for its successful monitoring. The study employed a qualitative approach using phenomenology of Zahavi’s pre-reflective self-awareness of experience through interviews of a specific human subject named “Madam Green”. Personal experiences were categorized into retention, primal impression, and protention, which served as a self-manifestation of her stretched consciousness. An ocular observation of the garden was conducted to validate the interviews made. Data gathered were supplemented with periodic reports and other related studies. The “Gulayan sa Paaralan” (GP) was a modest replication of the “Gulayan ng Masa” (GM) served as one of the best practices of TES – created a vital contribution for its feeding program. Exasperations to the inimical attitude shown among the TES-GP’s stakeholders, resulted in the garden’s minimum involvement, insufficient landscaping and garden fixtures, no proper arrangement and classification of vegetables according to the specified garden models indicated no discouragement. Stretched consciousness of these realities, catapulted a vision to innovate organic fertilizers and pesticides in the enhancement of garden yields. Experiences swirled to a retention that mattered, a passion for environment, a coordination of the non-government organization was forged and protention for successful maintenance of the garden was regarded an anticipated proposal for actio

Argaoas La Torta Dance Festival: A Culture Mix of Colonial and Indigenous Elements

This study determined the embedded elements of the LaTorta Dance Festivals It sought to answer these objectives 1 trace the festival s origin and epitomized ethos 2 describes the festival s dance steps props costumes music and courtship and 3 extrapolate themes and values from the key informant s testimonies of faith The study employed an ethnographic design in a holistic cultural system There were 15 informants in the study 5 key informants KIs who were elderly aged 65 and above and a resident of Argao and 5 casual informants CIs who are choreographers dancers artists and local government officials who represented as the emic group and 5 general informants GIs who were foreigners and other local tourists and witnessed the festival to represent the etic group Argao s La Torta Dance Festivals is a culture mix of colonial and indigenous elements as depicted in the dance steps props and costumes music and courtship Its origin epitomized townspeople s ethos in the light of cultural dualism The torta remains an expression of gratitude and a shower of blessing which united the townspeople through a colorful festival as a symbol of faith to the patron saint as a protector of life It is recommended that aspiring composers arrangers and choreographers may continue the festival and encourage going beyond their imagination to improve its future choreography without altering the essence of its unique origi

Argaoas La Torta Dance Festival: A Culture Mix of Colonial and Indigenous Elements

This study determined the embedded elements of the LaTorta Dance Festivals It sought to answer these objectives 1 trace the festival s origin and epitomized ethos 2 describes the festival s dance steps props costumes music and courtship and 3 extrapolate themes and values from the key informant s testimonies of faith The study employed an ethnographic design in a holistic cultural system There were 15 informants in the study 5 key informants KIs who were elderly aged 65 and above and a resident of Argao and 5 casual informants CIs who are choreographers dancers artists and local government officials who represented as the emic group and 5 general informants GIs who were foreigners and other local tourists and witnessed the festival to represent the etic group Argao s La Torta Dance Festivals is a culture mix of colonial and indigenous elements as depicted in the dance steps props and costumes music and courtship Its origin epitomized townspeople s ethos in the light of cultural dualism The torta remains an expression of gratitude and a shower of blessing which united the townspeople through a colorful festival as a symbol of faith to the patron saint as a protector of life It is recommended that aspiring composers arrangers and choreographers may continue the festival and encourage going beyond their imagination to improve its future choreography without altering the essence of its unique origi

Design thinking for virtual teaching of world history towards 21st century skills development

The study explored the effectiveness of Design Thinking as a virtual method of teaching World History in developing the 21st century skills of critical thinking, communication, collaboration, and creativity. The study employed a quasi-experimental pretest-posttest two-group design among 40 students from San Jose National High School, Division of Bohol, which compares the changes that occur within the experimental and control group by measuring the variable at two time periods. The experimental group had undergone the Design Thinking process of empathizing, defining, ideating, prototyping, testing, and implementing; while the control group was taught using Lecture Discussion. Results confirmed that the implementation of Design Thinking in teaching yielded a significant effect to critical thinking, collaboration, communication and creativity among the respondents. Notwithstanding the fact that the experiment affected by the COVID-19 pandemic, the slow internet connection in the municipality, and the absence of a face-to-face interaction, it showed a significant difference in the test scores of the experimental group before and after the intervention was utilized in the 4Cs for the 21st century. A contextualized DT was crafted to serve as a guide to educators as regards to its proper use that fits the actual virtual teaching scenarios of a regular classroom in the Philippines

Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model

The study analyzed the effectiveness of Contextualized Differentiated Instruction(CDI)intheteachingofContemporaryIssues,aSocialStudies subject in Grade 10 with these of objectives by: (1) Determining its pre-post-testresults;(2)Testingitssignificantmeandifference;(3)Analyzing its learning competencies and identifying appropriate strategies; and (4) Formulating an enhanced CDI Model of Contextualized Teaching and Learning (CTL). A one group quasi-experimental design, using pretest-and-posttest, determined the respondents’ performance on Contemporary Issues. A significant difference in the pre-posttest demonstrated an increase of proficiency manifested by an increase in the mean scores and enhanced qualitative equivalents. An above proficiency level revealed in the posttest was attributed by the engagement of the respondents in the learning process using contextual differentiated learning activities. Matching the learning competencies with the three learning domains of Gardner’smultipleintelligencesresultedinasubstantialutilizationofthe interactive and prospective teaching strategies, except on the analytic teaching strategies that were found inadequate. Hence, the creation ofthe COVID-19 Model may juxtapose the essence of an enhanced CDIModel of CTL.The findings have social and practical value to support differentiation of instruction in the 21stcenturyeducation

Indigenizing and contextualizing the use of cooperative learning strategies

Exploring the indigenous Cebuano cultural practices contextualizeda culture-based Cooperative Learning (CL) strategy. The study explored the socio-cultural background of Cebuano cooperation as reflected in the communal practices of the tagay, alayon, yayong, tambayayong, and unong (TAYTU); the process of localized cooperative learning strategies contextualized in the TAYTU; designing lesson exemplars in the TAYTU way. This qualitative study used a directive content analysis design using relevant research findings and initial codes that serve as bases of future projections, as a form of trend studies in CL strategies. The exploratory design was used to provide visualization of TAYTU exemplars. FGDs were conducted among the 60 research participants: alayon farmers (20), tambayayong fishermen (20) and male-drinkers (20), using enumeration sampling and inclusion criteria to establish the socio-cultural background of the study. The indigenous identities of the Cebuano cultural practices bridgeda potential exploration of the localized and contextualized CL strategies in realizing the noble aim of malasakit in the Philippines’ AmBisyon Natin 2040. Catharsis in tagay; togetherness and unity of command in alayon; sensibility and sensitivity in yayong; sharing of extreme emotions in tambayayong; and intimacy and solidarity in unong featured a socio-cultural background necessitated in the crafting of the TAYTU Models of CL Teaching exemplars

CHANGING MOBILITY OF FILIPINO PROFESSIONALS IN RESPONSE TO K TO 12 IMPLEMENTATION IN THE PHILIPPINES

Professional Mobility is considered an intrinsic trait or character of a worker that pushes to make a decision to career change (Kumlai, 2007). This study analyzes the changing professional mobility of working professionals, who take 18 units in Professional Education, to qualify the Licensure Examinations for Teachers (LET) as a requirement in teaching for basic education (RA, 7836). It seeks to answer the following objectives: (1) describe the profile of the respondents in terms of age, sex, personal and alma-mater status, professional degrees earned and professional satisfaction, (2) analyze the factors that affected their decision to take the Diploma in Professional Education (DPE), (3) ascertain their propensity to teach and (4) generate respondents’ expectations to the teaching profession. This study employed a descriptive survey method using a purposive sampling of 133 professionals. A survey questionnaire was used as a primary tool. Young Filipino professionals change their career to teaching due to dissatisfaction attributed by unemployment, underemployment, low salaries, boredom, work suffocation and unfulfilled expectations. The competent salary package of the public school teacher is the number one attraction that led to the changing professional mobility. Working professionals have the potentiality to shine in the teaching profession and become passionate, altruistic, and stable with life-changing outlook for both personal and professional growth. Their propensity to teach provides a modest tolerance, a passion for integrity, a culture of excellence and a resolute stewardship for learning, which are vital indicators for a prospective self-efficacy in teaching

CHANGING MOBILITY OF FILIPINO PROFESSIONALS IN RESPONSE TO K TO 12 IMPLEMENTATION IN THE PHILIPPINES

Professional Mobility is considered an intrinsic trait or character of a worker that pushes to make a decision to career change (Kumlai, 2007). This study analyzes the changing professional mobility of working professionals, who take 18 units in Professional Education, to qualify the Licensure Examinations for Teachers (LET) as a requirement in teaching for basic education (RA, 7836). It seeks to answer the following objectives: (1) describe the profile of the respondents in terms of age, sex, personal and alma-mater status, professional degrees earned and professional satisfaction, (2) analyze the factors that affected their decision to take the Diploma in Professional Education (DPE), (3) ascertain their propensity to teach and (4) generate respondents’ expectations to the teaching profession. This study employed a descriptive survey method using a purposive sampling of 133 professionals. A survey questionnaire was used as a primary tool. Young Filipino professionals change their career to teaching due to dissatisfaction attributed by unemployment, underemployment, low salaries, boredom, work suffocation and unfulfilled expectations. The competent salary package of the public school teacher is the number one attraction that led to the changing professional mobility. Working professionals have the potentiality to shine in the teaching profession and become passionate, altruistic, and stable with life-changing outlook for both personal and professional growth. Their propensity to teach provides a modest tolerance, a passion for integrity, a culture of excellence and a resolute stewardship for learning, which are vital indicators for a prospective self-efficacy in teaching

The culture and economic attributes of pusostreet food industry: Basis for a contextualized framework of pusoteaching model

Recognizing the cultural and economic attributes of pusois an essential part of Cebuanostreet food culture and industry that serves as the basis for a contextualized framework of pusoteaching model. The study used a grounded theorydesign with interviews among 18 key research participants. The attributes of pusomirror a social identity in Cebu’s street food industry and culture. Its orientation as a ritual object has shifted to a pragmatic orientation reflecting Cebu city’s fast paced-life. Its new identification creates a changing perspective; its characteristics remain integral to the Cebuano cultural identity; its rapid changes serve as one of the basesfor local government units to regulate the industry’s management operations; and serve as a framework in the creation and dissemination of a contextualizedteaching framework known as the Contextualized PUSO Teaching Model (CPTM). This innovative and culture-based teaching model addresses all teachers in academia to develop a sufficient grounding of cultural orientation and traditions that may warrant best learning opportunities