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Aubrey Jervoso Angelica Vivero Jessa Valida Kristine Cajipe Grace Mae
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Judy Ann Bohol Yhenn Danao Hazel Empron

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Brain-based Education
Multilingual and
Gender Issues Multicultural Classrooms
CHALLENGES IN
TEACHING Multigrade Classes
ICT Integration

Learner-centered
Multiple Children with Special and Contructivist
Intelligences Needs Teaching
Brain-based Learning has hatched a new discipline now entitled by
some as educational neuroscience, or by others mind, brain, and
education science (Sousa, 2011).

Brain-based Education emphasizes how the brain learns naturally

and is based on what we currently know about the actual structure
and function of the human brain at varying developmental stages.
with equal attention given to both Conventional
Technology
Currently, related techniques and the Innovative
stress and Emerging
allowing teachers to connect
Technology
learning to students’ forand
real lives Teaching
emotional experiences, as well
as their personal histories and experiences.

SUB TOPIC Part 1 Brain-based Education

This form of learning also encompasses such newer educational
concepts like:

• mastery learning,
• experiential learning,
• learning styles,
• multiple intelligences,
• cooperative learning,
• practical simulations,
with equal attention given to both Conventional
• experiential Technology
learning, and the Innovative and Emerging
• problem-basedTechnology
learning, for Teaching
• movement education, also known as embodied learning.

SUB TOPIC Part 1 Brain-based Education

Teachers are not just teachers. They are also people. In straddling
issues of both professional and personal identity, this module
comes to grips with the professional choices’ teachers are required
to make, and do make, in developing the knowledge, skills and
values of learners.
This module is suitable for both inducting novice teachers into the
role of the teacher and for in-service programmed in which
practicing teachers
with could valuably given
equal attention compare theirConventional
to both own experiences
Technology
with this systematic overviewand
ofthe
theInnovative and Emerging
role of a teacher and teaching
as a profession.Technology for Teaching
The contextual setting in South Africa is readily
adaptable to other settings: the core issues are the same.

SUB TOPIC Part 1 Brain-based Education

• The absence of a common language or lingua franca in
such a classroom or language barrier. - Students in a
multilingual classroom can't chat in their first language or
turn to their classmate to clarify a grammar point or define
a vocab word in their mother tongue.
• The students have their own systems of values and beliefs
as well as norms of behavior. Different cultures can show
different attitudes.

SUB TOPIC Part 1 Multilingual and Multicultural Classrooms

• Students in a multilingual class are making different mistakes in
structure and pronunciation.
• Students have different learning styles - Some students are auditory
learners, some are kinesthetic learners, and some are visual
learners.
• Adjustment to A New Cultural Environment - students are reluctant
to participate in activities or speaking in the multicultural classroom
because they are learning in a new environment that is unfamiliar
to them.
• Lack of Qualified Teachers- One of the challenges of multilingualism
is the shortage of qualified teachers who can teach in different
languages.
SUB TOPIC Part 1 Multilingual and Multicultural Classrooms
Multigrade Teaching -involves the teaching of
students from different grade levels in one classroom.
- It requires teachers to develop a skill in handling
different students behavior and in addressing their
needs and interest.
- The teacher in a multigrade class should perform
multiple task for all the grade levels in the classroom.

SUB TOPIC Part 1 Multigrade Classes

Multigrade Classes - also called a multi-Age
Group. Multi-Age is a term commonly used today
to describe mixed-age groups.

SUB TOPIC Part 1 Multigrade Classes

Learner-centered education is one of the promising products of the
progressive movement in education. it refers to a kind of education
that considers the knowledge, skills, abilities, attitudes, interests,
and beliefs that learners bring into the classroom.
Constructivism is a theory of learning that explains that knowledge
is constructed based on the prior knowledge and experiences of the
learners .
Constructivist paradigm posits that meaningful learning is
constructed by the learners as results of their sensory experiences
with the world (Houtz and Thomas 1996)

SUB TOPIC Part 1 Learner-centered and Contructivist Teaching

Constructivist teaching and learning therefore lead to:
1. active learning,
2. learning in a meaningful context,
3. reflective and intuitive problem-solving,
4. doing investigations,
5. providing real-life and hands-on experiences to the learners.

SUB TOPIC Part 1 Learner-centered and Contructivist Teaching

Challenges encountered by teachers in teaching in a
learner-centered and constructivism classroom:
1. Variation of Mother Tongue
2. Unavailability of Materials
3. Variation of Skills and Abilities

SUB TOPIC Part 1 Learner-centered and Contructivist Teaching

Children With Special Needs
》 Refers to individual who require assistance for disablities
that may be medical, mental, or pstchological that requires
special attention and specific necessities that other children
do not.

Special Education
》 Is an area in education that seek to understand the
nature and needs of different learnervwith special needs.

SUB TOPIC Part 1 Children with Special Needs

Wolery and Wilbers (1994)
》 Describe the various classifications of children with special needs
according to the type of disability of each learner like deafness, dual–sensory
impairments, hearing impairments, mental retardation, multiple handicaps,
ortopedic impairments, other health impaorments, serious emotional
distubances, specific learning disabilities, speech (language) impairments,
visual and blindness, traumatic brain injury, autism, and also those learners
diagnosed with medical conditions.

》 The category of special learners also includes those who are considered as
twice exeptional, intellectually genius, and gifted students.

SUB TOPIC Part 1 Children with Special Needs

Challenges in Teaching Children with Special Needs
1. Lacking experience with severe and profound disabilities.
2. Non–instructional responsibilities.
3. Lack of parent support.
4. Dealing with multiple disabilities.
5. Handling death.
6. Handling the problems of an inclusive classroom.
7. Professional isolation.
8. The difficulty of dicipline in a special needs classroom.
9. Budget problems.
10. Teaching compassion to students.

SUB TOPIC Part 1 Children with Special Needs

 Multiple Intelligence Classroom - it represents the different
intellectual abilities, interest and skills of a learner's.
Gardner’s theory of Multiple Intelligences (MI) presents a
powerful notion that there are different separate human capacities,
namely;
1. LINGUISTIC INTELLIGENCE
 Ability to analyze information and create products involving oral
and written language.
 Ex.: Reading and writing, story telling and narration

SUB TOPIC Part 1 Multiple Intelligences

2. LOGICAL- MATHEMATICAL INTELLIGENCE
 Ability to develop equations and proofs, make calculations and
solve abstract problems.
 Ex.: Pattern blocks logic puzzles, solving number

3. SPATIAL INTELLIGENCE
 Ability to recognize and manipulate large-scale and fine-grained
spatial image.
 Ex.: Recognizing colors, map reading and map making

SUB TOPIC Part 1 Multiple Intelligences

4. MUSICAL INTELLIGENCE
 Ability to produce, remember, and make meaning of different
patterns of sound.
 Ex.: Playing musical instruments, practice spelling words with a
classroom orchestra where each kid makes a different sound with their
body while reciting a spelling word

5. NATURALISTIC INTELLIGENCE
 Ability to identify and distinguish among different types of plants,
animals, and weather formations that are found in the natural world.
 Ex.: Collect and show, solve the puzzle (animals, plants)

SUB TOPIC Part 1 Multiple Intelligences

 Why it became a Challenge?
There are many challenges and details to be taken into
consideration such as;
> understanding the different learning challenges amongst
students
> number of students in a classroom
> classroom equipments
> pressured
> handling various types of students in one classroom

SUB TOPIC Part 1 Multiple Intelligences

Strategies to Overcome the challenges in multiple intelligence
> diversifying activities
> encouraging collaboration
> using visual and manipulatable resources
> integrating music and movement
> promoting reflection and self awareness
> connecting learning with nature

SUB TOPIC Part 1 Multiple Intelligences

Information and Communication Technology
a.) Information technology (IT) - the study or use of electronic
equipment, especially computers for storing analyzing and sending
out information.
b.) Communication technology (CT) - the process of sending receiving
and exchanging information.

What is ICT Integration?

ICT Integration - to use technology effectively to improve teaching and
learning inside the classroom.

SUB TOPIC Part 1 ICT Integration

How to use Information technology effectively?
- Learners use computer-based services to search and find relevant
information.
- Learners critically evaluate information of different fields of
knowledge.

What is the importance of ICT?

- As a source of Knowledge
- As a medium to transit Knowledge
- As a means of interaction / dialogue

SUB TOPIC Part 1 ICT Integration

INFLUENCE OF ICT IN STUDENT LEARNING
- ICT helps to provide interactive learning experiences.
- ICT provides comfortable learning and motivates students to learn.
- ICT aids in the understanding of difficult concepts and processes.

ADVANTAGES OF ICT:
- sharing digital resources
- wide variety of services

SUB TOPIC Part 1 ICT Integration

Gender issues challenges in teaching refer to the various obstacles
and complexities educators face related to gender disparities,
stereotypes, discrimination, and unequal opportunities that affect
both students and teachers in the educational setting. These
challenges may include gender bias in curricula, unequal
representation of genders in certain subjects, expectations based
on gender, and fostering an inclusive and equitable learning
environment for all genders. Addressing these challenges involves
promoting gender equality, encouraging diversity, and providing
equal opportunities for all students and educators.

SUB TOPIC Part 1 Gender Issues

Gender issues can pose significant challenges in teaching among
students in the Philippines, as in many other parts of the world.
Some of the key issues include:

1. Gender Stereotypes- Traditional gender roles and stereotypes

can influence how students perceive their own capabilities and
interests. This can lead to boys and girls being directed towards
certain subjects or activities based on societal expectations.
2. Gender-Based Discrimination- Discrimination or bias based on
gender can occur in the classroom, affecting students' self-esteem,
participation, and overall learning experience.

SUB TOPIC Part 1 Gender Issues

3. Unequal Access to Educational Opportunities- In some cases,
boys and girls may face disparities in access to education due to
socio-cultural factors. This could include issues like early marriage,
child labor, or limited resources for girls' education.

REFERENCES: Roces, M., & Edwards, L. (2013). Women's movements in Asia: Feminisms and transnational activism.
Routledge.. Lindberg, S. M., Hyde, J. S., Petersen, J. L., & Linn, M. C. (2010). New trends in gender and mathematics
performance: A meta-analysis. Psychological Bulletin, 136(6), 1123-1135. UNESCO. (2017). Education for People and
Planet: Creating Sustainable Futures for All. Retrieved from
http://unesdoc.unesco.org/images/0024/002482/248254E.pdf

SUB TOPIC Part 1 Gender Issues

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