MODULES

MODULES

By: Dr. Purita Pueyo - Bilbao and Dr. Antoniette Danieles - Cortez West Visayas University, Iloilo City Philippines

The Master of Arts in Education major in Teaching in the Challenged Areas (MAEd-TCA) is currently the only graduate degree in education that prepares teachers with competencies in the mastery of the context of challenged areas, enhances teachers’ capacity with passion and a sense of mission, sensitivity, empathy, and genuine concern for learners. Further, teachers’ creativity and ingenuity in the use of various teaching methods, assessments, and resources will be unfolded. More importantly, the degree will enhance ability to build partnerships in forming collaborative and genuine communities.

After intense discussions during two (Training of Trainers) TTT seminar and following the Tuning methodology the generic competencies that would constitute the teacher profile needed to be effective in challenged areas were articulated and formulated. These competencies became the foundation that would inform the modules in the formation of teachers in the TCA program. The master's curriculum consists of 9 units of foundation subjects, 3 units of electives, 6 units of a thesis, and 18 units of major subjects. These major subjects comprise of six modules, each equivalent to one advanced course or subject, designed by the Project FORTH curriculum writing teams.

Understanding the Context of Challenged Areas covers the varied social environment for learning characterized by poverty, insurgency, geographical isolation, and cultural diversity, among other challenges. The role of stakeholders and their impact on the areas are also included. Environmental scanning for understanding the realities that prevail in the community is the fundamental skill to be developed.

Module 1 Writers
Name School
Antoniette D. Cortez West Visayas State University
Reynaldo M. Nogodula University of Southeastern Philippines
Daizylyn C. Palillo Polytechnic University of the Philippines
Ricky R. Rosales Centro Escolar University
Sheila T. Uy University of St. La Salle
Ruby D. Blando DepEd Division of Iloilo
James C. Lee DepEd Division of Davao City
Jien Omar T. Mendoza DepEd Division of Negros Occidental
Yvette B. Sobrepena DepEd Division of Manila
Aitziber Barrueta Fundacion Intered

Profile of a Teacher in the Challenged Areas includes teachers' beliefs, motivation, relevance, meaning, and teacher’s impact on the marginalization of learners in the community. This module provides a deeper understanding of oneself through introspection as a teacher whose characteristics and attributes compliments the context and the realities of the challenge areas

Module 2 Writers
Name School
Jennifer M. Arbiol University of Southeastern Philippines
Cynthia S. Dy University of St. La Salle
Lina Felices Polytechnic University of the Philippines
Maria Rita D. Lucas Centro Escolar University
Rosanna Lucero Centro Escolar University
Edith L. Pimentel SEAMEO-INNOTECH
DG Mark Arrey DepEd Division of Negros Occidental
Herminia Castillo DepEd Division of Manila
Jeffren P. Miguel DepEd Division of Davao City
Jan Folkert Deinum University of Groningen

Creating a Learning Climate in Challenging Realities emphasizes appreciative inquiry, calibrated expectations, empathy, and inviting utilization of teaching-learning spaces. This module brings out the best of the teacher with a genuine sense of agency, as he/she engages with the learners, parents, community elders and other stakeholders

Module 3 Writers
Name School
Marion Cresencio Polytechnic University of the Philippines
Patricia Escares University of St. La Salle
Sitty Sarah Llovido Centro Escolar University
Baby Rose Robles West Visayas State University
Jose Tan, Jr. University of Southeastern Philippines
Amabel Siason West Visayas State University
Nancy Ramos DepEd Division of Davao City
Cristina Mayo DepEd Division of Bacolod City
Tracy Poelzer University of Groningen
Paola Villano University of Bologna

Module #4 / Course #4 focuses on teaching methodologies and assessments appropriate to the learners' context to ensure that learning is accessible to all. The module includes theories such as multiple intelligences, collaborative learning, reflective learning, critical thinking, the power to learn, HOTS, and project building. These appropriate methodologies and assessments are applicable to the various subject area content in basic education.

Module 4 Writers
Name School
Milagros M. Borabo Centro Escolar University
+Fina Felisa L. Alcudia West Visayas State University
Chrisalia S. Eriso University of St. La Salle
Ma. Xenia Y. Guanzon University of St. La Salle
Jean Francis Mildred C. Japitana Teresian Association International, Inc
Marivic N. Neri University of Southeastern Philippines
Manolito S. San Jose Polytechnic University of the Philippines
Joyce P. Tondo DepEd Division of Iloilo
Virginia R. Lopez DepEd Division of San Juan
Marillie O. Gueco DepEd Division of Manila

Module #5 / Course #5 is centered around the development of teaching materials and appropriate tools for large classes, videos, success stories, and project-based learning. This module will address the appropriate matching of teaching materials with the desired learning outcomes, the strategies of teaching and assessment.

Module 5 Writers
Name School
Dennis O. Dumrique Polytechnic University of the Philippines
Ana Rosa A. Carmona University of St. La Salle
Rosemarie Felimon West Visayas State University
+Danilo Galarion University of Southeastern Philippines
Teresita Mijares Centro Escolar University
Jessica Gegantoca DepEd Division of Iloilo
Jane Villanueva Education for an Interdependent World (EDIW)
Maria Yarosh University of Groningen

MODULE #6 / COURSE #6 emphasizes the creation and development of professional teaching-learning communities and school-community partnerships. This module will provide opportunities to do teacher action research and projects that promote the formation of global professional communities having similar situation and context.

Module 6 Writers
Name School
Hazel P. Villa West Visayas State University
Hazel T. Atilano University of St. La Salle
Evangeline Digamon Education for an Interdependent World (EDIW)
Bonifacio Gabales University of Southeastern Philippines
Bernadeth Nobles Polytechnic University of the Philippines
Richard Rillo Centro Escolar University
Maria Ana Liza Serrana SEAMEO-INNOTECH
Robert Wagenaar University of Groningen
Adora Zerrudo University of Southeastern Philippines
Gina Rosopa DepEd Division of San Juan

A competence-based, student-centered approach will be used throughout the entire project.

Resources and expertise of the Tuning Project and CALOHEE (Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe) will be made available.