POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

OFFICE OF THE VICE PRESIDENT AND ACADEMIC AFFAIRS

COLLEGE OF EDUCATION
A.Y 2020-2021

NAME: BUSA, PRECILLA C. COURSE/YEAR/SECTION: BSEDSS 1-1

LESSON 1: MEANING AND RELEVANCE OF HISTORY

ACTIVITY 1

TOPIC: Teaching Methods

TITLE: Traditional Vs. Modern: History and Development of Teaching Methods in the
Philippines, 1863-2019
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT AND ACADEMIC AFFAIRS
COLLEGE OF EDUCATION
A.Y 2020-2021

CHAPTER I
PROBLEM AND ITS BACKGROUND
Introduction
This chapter gives the reader an overview of the whole study. It presents the
background of the study, statement of the problem and significance of the study that will be
used in the research.
Background of the Study
The educational system of the Philippines encompasses a long and complex history.
Most likely, the primary comprehensive analysis conducted coping with the supposed
medium language of teaching was accomplished by Andrew Gonzalez (1992, 1998), who
conjointly mentioned the academic system of the Philippines and its historical aspects, along
with the interlocking conflicts and ensuing issues of higher education in the Philippines. The
teacher is the key figure in school. The success of the school and the students in terms of
every instructional progress rests on the active awareness and leadership of the teacher in
closing its program. The teacher then is predicted to initiate techniques and strategies that
makes meaning and favorable atmosphere within, which educational method is successfully
taking place. Teachers ought to facilitate set the goals for the school in allotting resources
required to reach the fascinating teaching-learning scenario. Another responsibility of the
teacher is its role in up meaningful instruction and learning. They should see what goes on
within the classroom thus they might notice how students will learn effectively. Towards the
development of the student’s performance, a teacher has to participate in helping students to
create a plan about the choice of methods, materials, and evaluation procedures. Moreover,
they have to relate themselves well with the students to speak with them about favorable
learning goals.
Traditional method of teaching includes (a) Teacher-centric lecture rooms. Teacher
provides all the items of data within the classroom. Student should adhere to what the teacher
says regarding the topic. Participation of the students is a small amount ascertained and
practiced, (b) teachers being information dispensers instead of facilitators, some lecturers do
all the work for its students like giving all the resources to find the answers on their tasks and
assignments. This might sound too caring; however, it simply “spoon-feeds” the latter. Being
more of a facilitator helps the students to discover new learnings, gain new insights, and
make out opportunities. (c) chalk and talking method in an exceedingly typical classroom, a
lot of the time is being spent writing on the blackboard that is being copied by the students
which is able to then be followed by the explanation of the teacher of what’s been written.
With this manner of teaching, students would presumably get bored already because of the
long writing that has consumed most of their time and thereby resulting in less allotted time
for deeper understanding of the topic. (d) Lack of collaboration and systematic learning
presentation is a small amount practiced. A student is trained to be doing the school
assignment by themselves only. It has to be take into account that there are topics of themes
that require group collaboration. With such, it will offer each people a chance to give their
opinion that can facilitate the group to a better higher outcome and result. (e) More specialize
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT AND ACADEMIC AFFAIRS
COLLEGE OF EDUCATION
A.Y 2020-2021

in examinations and results rather than understanding of ideas, some are familiar with be
“test-paper result oriented.” There are some things that could not be gauged by written
examination alone.
Modern Method of teaching includes (a) Technology-Driven lecture rooms, topics are
being mentioned through PowerPoint and video presentations. This way enables the students
to be more artistic in presenting their assigned topic and in a more organized, summarized
and technology-oriented manner. Moreover, it’s ecofriendly, it helps conserve paper through
non-use of the normal way of discussing using the “Manila Paper”. (b) Cooperative Learning,
students are inspired to participate within the discussion. This can be effective particularly in
group activities being conducted whereby every members share their insights of the topic
matter. (c) Integrative and Social Responsibility, Civic Engagement. Nowadays, most of the
school needs the participation of the students in various social activities in an exceedingly
bound community like helping for the cleanliness of the barangays and taking it slow in
sharing data or different kinds of knowledge to the children who does not have access to a
formal education. With this way, one learns that social responsibility is an integral part of the
expansion and success of the individual and of the community they are into. (d) Project-based
Learning, at the top of the course, students need to submit a thesis, oral or judicial writ 10
report, or a portfolio of a specific subject matter. It’s either in groups or individually. (e) Peer
Teaching/ Observation in first year students, for instance, are being given educational support
by more-trained third year and fourth year students on a targeted subject matter. With this,
comradery among completely different levels is molded and created through their interaction
with one another.
Education is said to be constant flux. Pedagogical principles and practices have before
their final acceptance and application to present-day teaching tried and true an extended
process of gradual evolution. What has been keeping the teaching, in continual growth is
research. The identical could also be said to be equally true of all other professions aspiring
to a secure place within the lifetime of any people. Research may either create new materials
and methods or present the old during the new light or form. Research is cooperative therein
it requires the combined efforts of men, of thinkers and doers, of people and institutions. The
Philippine schools have long been waiting for an opportunity to develop research in
instruction, in supervision, and in administration. It’s fortunate for the numerous folks to seek
out some few who are willing to delve into the annals and records of the past and present the
old materials and methods in an exceedingly new light or form.
Teaching the future is not a new topic, beyond the soothsayers of Cassandra bodies such as
the World Futures Society and World Future Studies Federation have “been involve in
university and professional courses since the early 190s (Eldredge, 1970; Masini, 1971).
When Toffler (1975) published Learning fir Tomorrow, the world took notice a given
Toffler’s celebrity status in the popular culture. The book depicted the primary conceive to
document the historical development of the future studies in educational activity from across
a spread of disciplines in humanities, science, business and social science. Toffler’s
contribution as need education to embrace the future in order to understand it’s unfolding.
What is necessary is that educators should use future frameworks to permit students cut into
and explore their own learnings.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT AND ACADEMIC AFFAIRS
COLLEGE OF EDUCATION
A.Y 2020-2021

Statement of the Problems

1. What is the historical background of the teaching method in the Philippines?
2. How did traditional teaching transitioned to modern teaching?
3. What is the significant difference between traditional and modern teaching?

Significance of the Study

The study of history and development of teaching methods in the Philippines, thus
this study could lead to the new data or information and improve the approach of teaching
methods. This can also provide information to those who will study the history and
development of teaching methods in the Philippines. This study may also help:
A relevant and flexible curriculum. Educational content is focused on the need of society,
which is for sound economy.
Productive-coordinated technocrats. For centuries, our educational system generally
operated on a system of isolation where the Bureau of Public, Private, and Vocational
Education worked almost independently and promoted secrecy and privacy instead of
attaining harmony for the good of our country.
A quality teacher with effective methods of teaching. To teach effectively, the teacher
must have the solid foundations in terms of educational training from reputable institutions,
update his method of teaching by reading and attending conferences, and should have the
courage of trying out various means or ways of maximizing learner.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT AND ACADEMIC AFFAIRS
COLLEGE OF EDUCATION
A.Y 2020-2021

CHAPTER II
REVIEW OF RELATED LITERATURE
Review of Related Literature
Studies
- A History of the System of Education in the Philippines – Its Implication for the Present
Generation
- ACTIVITY-BASED TEACHING: ITS EFFECTS ON THE STUDENT
PERFORMANCE IN ECONOMICS SUBJECT OF AGUSAN NATIONAL HIGH
SCHOOL, PHILIPPINES
- Teaching Methods in the Philippines
Articles
- Improvement of the Teaching Style. From Traditional Teacher-Centered to Student-
Centered Teaching Style
- Teaching Strategies and Techniques: Philippine Experience
Books

- THE DEVELOPMENT OF THE TEACHING OF HISTORY, CIVICS, AND CURRENT

EVENTS IN PHILIPPINE SCHOOLS
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
OFFICE OF THE VICE PRESIDENT AND ACADEMIC AFFAIRS
COLLEGE OF EDUCATION
A.Y 2020-2021

Bibliography
Primary Sources (Written)

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Ian Seymour Yeoman, Una McMahon-Beatte, (2018) "Teaching the future: learning
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