This is my approved module in Ed 04: Special Topics.,

1. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 1
Introduction
Give a man a fish and you feed him for a day; teach a man how to fish and you
feed him for a lifetime. ~Maimonides~
This module in the course Ed 04: Special Topics is design for your own learning
and understanding of the different skills and techniques needed in your field
observations and even during your practice teaching.
As stated in Article V (Curriculum) Section 7 (Curriculum Description) of the
“Revised Policies and Standards for Undergraduate Teacher Education Curriculum”,
the curriculum herein is designed to prepare professional teachers for practice in the
primary and secondary schools in the Philippines. The design features includes
various components that correspond to the basic and specialized knowledge and
skills that will be needed for a practicing professional teacher: foundational general
education knowledge and skills, theoretical knowledge about teaching and learning,
methodological skills, experiential knowledge and skills, and professional and ethical
values, and subject matter knowledge appropriate to the level of teaching (i.e.
preschool, elementary, or secondary).
Article V (Curriculum) Section 14 (Special Topics Courses) of CHED Memo No.
30, s.2004 clearly states that “Students will have the opportunity to explore Special
Topics related to their field of study by taking 3 unit elective seminars on a range of
topics chosen by the teacher education institutions, based on their perceived needs
of the students and the expertise of their faculty”.
Do enjoy this new course by participating actively in different activities
prepared only for you. 

2. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 2
Lesson 1: Collaborative Learning
Duration: 3 hours
Learning Objectives
After completing this lesson, you should be able to accomplish the following:
1. define collaborative learning from different theoretical perspectives,
2. identify the different assumptions about learning,
3. criticize the nature of collaborative learning approach,
4. identify some advantage/s and disadvantage/s of collaborative learning
approach,
5. explore, through reading articles, the very applications of collaborative
learning,
6. compare and contrast student-centered collaborative learning via face-to-
face and asynchronous online communication, and
7. answer different practical and theoretical questions on collaborative
learning
Read the following articles by following their links (URL). You may download them
directly by clicking the links.
a) Smith, Barbara Leigh and. MacGregor, Jean T (1992) “What Is Collaborative
Learning?" available @
http://www.evergreen.edu/facultydevelopment/docs/WhatisCollaborativeLearning.pdf
and
b) Ellis, Ainslie (n.d.) Student-centred collaborative learning via face-to-face and
asynchronous online communication: what’s the difference? Available @
www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf
Collaborative learning activities vary widely, but most center on students’
exploration or application of the course material, not simply the teacher’s
presentation, or explication of it (Smith, BL and MacGregor, JT., 1992).

3. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 3
1. ) What is collaborative learning? Write (if there are any) different examples of
collaborative learning approaches appropriate to the needs of the learners.
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2.) Is Peer teaching a form of collaborative learning? Support your answer.
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3.) Which of the Collaborative learning approaches is appropriate, in its application
per se, to the learners in our public schools today? Why?
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After reading the articles, take a break, reflect on the
articles, and answer the following activities honestly:

4. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 4
Good job! You’ve done it well!
4.) What is/are the difference/s between student-centered collaborative learning via
face-to-face and asynchronous online communication? Complete the table
below.
Collaborative learning Similarities Differences
a) Face-to-face
b) Asynchronous online
communication
5) Base from the above comparisons, which do you think is more effective in the
learning process in our current curriculum? Support your answer.
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5. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 5
Lesson 2: Distance Learning
Duration: 3 hours
Learning Objectives
After completing this lesson, you should be able to accomplish the following:
1. define distance education and eLearning ,
2. identify the basic assumptions of distance education in the Philippines,
3. criticize the nature of distance education and eLearning,
4. identify advantages and disadvantages of distance learning,
5. explore different approaches to distance education in the Philippine basic
education,
6. compare and contrast distance education with the traditional face-to-face
classroom,
7. explain Senate Bill 2274, or the “Open Learning and Distance Education Act
of 2014, and
8. synthesize on the challenges face by distance education in the Philippines.
Reading Assignment
Read the following articles by following their links (URL). You may download them
directly by clicking the links.
a.) UNESCO (October, 2001).Teacher Education through Distance Learning Technology -
Curriculum - Cost – Evaluation. Available @
http://unesdoc.unesco.org/images/0012/001242/124208e.pdf
b.) Danaher, PA and Umar,A.(2010).Teacher education through open and distance
learning. Commonwealth of Learning (Perspectives on Distance Education).ISBN
978-1-894975-1. Britixh Columbia, Vancouver, Canada. Retrieved from
http://www.icde.org/filestore/Resources/Reports/PERSPECTIVESONDISTANCE
EDUCATION-TeacherEducationthrough.pdf
c.) Bureau of Secondary Education, Department of Education, Republic of the
Philippines.( 2009). Reaching the unschooled wherever and whenever. Open
High School Program (OHSP).Available @ http://bse.ph/index.php/ohsp.html
d.) Mendez, C. (June 13, 2014 ). Villar bats for passage of distance education bill .The
Philippine Star. Available @
http://www.philstar.com/headlines/2014/06/13/1334242/villar-bats-passage-
distance-education-bill
e.) Jamandre, NKF.( 2011). Quality assurance in distance education achieved in the
Philippines. Asian Journal of Distance Education. © The Asian Society of Open
and Distance Education. ISSN 1347-9008 Asian J D E 2011 vol 9, no 1, pp 90 –
97. Retrived June 19, 2014 @ http://www.asianjde.org/2011v9.1.Jamandre.pdf

6. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 6
1.) Based from your readings, what are the assumptions of implementing distance
education in the Philippines as the context of Senate Bill 2274? Why include it in the
curriculum? Explain briefly.
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2.) How distance education or eLearning help our basic education? Can this type of
learning help strengthen our teaching profession? How?
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Comprehension Check-up
After reading the above articles, let us find out how well do
you comprehend on the lesson. Answer the following
questions as honestly as you can. Take your time. 

7. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 7
3.) Interview one (1) respondent of an eLearning or distance education. Fill in the
profile box below and let the learner answer the questions.
NAME: ____________________________________________
SCHOOL: _____________________________________________
AGE: ___________________STATUS: __________________
PROGRAM ENROLLED __________________________________
YEAR STARTED________________________________________
YEAR GRADUATED_____________________________________
Please answer the following questions, honestly.(to be filled in by the respondent)
1.) I choose distance education thru eLearning because_____________________
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2.) The benefits I enjoy from studying in a distance education are
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__________________________________________________________________
3.) The disadvantages of studying in a distance education thru eLearning
are________________________________________________________________
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Include picture if possible

8. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 8
Lesson 3: Environmental Education
Duration: 3 hours
Learning Objectives
After completing this lesson, you should be able to accomplish the following:
1. identify guidelines on the management of school resources in accordance
with ecologically sustainable practice,
2. identify different Philippine institutions integrating and implementing
Environmental Education ,
3. identify the Major Recent Milestones in Environmental Education,
4. explore different programs implemented by the DepEd and CHED,
5. create an environmental program or plan for your learners , and
6. synthesize on the challenges face by environmental education in the
Philippines.
Read the following articles by following their links (URL). You may download them
directly by clicking the links.
a) Iltus, S.(n.d.).Climate Change and Environmental Education. A companion to the
Child Friendly Schools Manual. UNICEF’s Division of Communication. Retrieved
June 19, 2014 @
http://www.unicef.org/publications/files/CFS_Climate_E_web.pdf
b) Department of Education and Training.(2001). Environmental education policy for
schools.NSW Department of Education and Training Curriculum Support
Directorate. New South Wales. Retrieved June 19, 2014 @
http://www.namoi.cma.nsw.gov.au/environmental_education_policy.pdf
c.) Department of Environment and Natural Resources.(2009). The ASEAN
Environmental Education Action Plan Philippine Initiatives (2009-2011). Visayas
Ave. Diliman, Quezon City. Retrieved June 20, 2014 @
http://www.emb.gov.ph/eeid/2011/ASEAN/aseanee2011.pdf
Reading Assignment

9. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 9
Activity 1. Choose a school of your preference (elem. or secondary). Observe and
answer the worksheet below by filling in the box in the right column. Do not forget
to supplement your answer (yes or no) with a short explanation.
SCHOOL:_____________________________________________________________
PRINCIPAL:___________________________________________________________
ADDRESS:____________________________________________________________
Sample of Child-friendly Schools’ Climate Change and Environmental
Education (CCEE) Assessment Dimensions
Dimension YES/NO/Additional Information
There are private latrines(toilet) for boys, girls and adults
All children, including boys, girls and minority groups,
feel safe in the school
All children do and can participate in environmental
projects
Children participate in hands-on activities to understand
CCEE
CCEE is fully integrated into the curricula
Children’s knowledge, skills and attitudes on CCEE are
evaluated and meet adequate standards
Teachers are knowledgeable about CCEE and teach it in
their classrooms
Teachers use active learning methods when teaching
CCEE
CCEE learning and teaching are primarily based on the
local context and relevant to children
CCEE learning and teaching materials are available and
used
Families know about CCEE issues from their children
Community members are involved in CCEE at school or
work together with children on community environmental
projects
School environments are clean and ‘green’
Schools have emergency preparedness plans
School buildings are resilient to local hazards
Children have adequate food and water
Children are healthy
*Adopted from Silem Iltus, Climate Change and Environmental Education
Did you enjoy reading the articles? Good!
Now, let us check your knowledge and
understanding on the matter. 

10. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 10
Activity 2. Have at least one (1) picture as evidence that the school integrated
Environmental Education in their curricula (e.g. learners planting trees, teachers help
in segregating waste etc.). Do not forget to write your explanation on the implication
and importance of EE in the curriculum of basic education.
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Based from your readings , what are the challenges faced by the environmental
education in the Philippines?
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(Paste the evidence here)

11. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 11
Lesson 4: Integrative Teaching
Duration: 3 hours
Learning Objectives
After completing this lesson, you should be able to accomplish the following:
1. identify and describe the nature of an integrative teaching and learning,
2. differentiate between classical or traditional conception of teaching and
learning versus integrative or integrated teaching and learning,
3. criticize the viewpoints of the traditional teaching and integrative teaching,
4. identify some differentiated or student-centered strategies in teaching,
5. explain the advantages of using Integrative Teaching approach, and
6. create an activity appropriate to the learners’ pace using a/n Integrative
Teaching and Learning approach
Read the following articles by following their links (URL). You may download them
directly by clicking the links.
Klein, JT.(2005).Integrative Learning and Interdisciplinary Studies.Wayne State
University. pp.8-10. Retrieved June 20, 2014 @
http://pdf.aminer.org/000/270/096/a_project_mediation_approach_to_interdiscipli
nary_learning.pdf
Integrative Teaching International.(2012).Integrative teaching and learning: migrating
from today to tomorrow.FutureForwarded.Vol.3 no. 1, pp.44-62. Retrieved June
20,2014 @ http://integrativeteaching.org/storage/ITI_FutureForward_4.pdf
Chapter 8: Using Integrated Teaching Methods.(n.d.) Effective Instructional Strategies
Available @ http://www.sagepub.com/upm-data/11697_G08.pdf
Reading Session

12. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 12
Activity 1. Describe traditional teaching and integrative teaching by filling in the box
below. Write the similarities and differences of each in terms of their application in
the classroom instruction.
Activity 2. Which of the two approaches in teaching and learning would you like to
prefer the most? Support your answer substantively.(You may interview a teacher)
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Teaching Approaches Similarities Differences
Traditional teaching
method
Integrative teaching
method
Comprehension Check-up
Did you enjoy reading the articles? Good!
Now, let us check your knowledge and
understanding on the matter. 

13. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 13
Activity 3. There are different kinds of Integrative teaching method from your
readings. Write at least three (3) activities using Integrative Teaching method that
will fit to the subject matters in the left column in the box below.
Subject matters Integrative teaching method
1. Martial Law (Philippine History)
2. Human Heart (Science 2)
3. Fractions (Math 7)
4. Noun (English 6)
5. Tula (Filipino 7)

14. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 14
Lesson 5: Problem-Based Teaching/Learning
Duration: 3 hours
Learning Objectives
After completing this lesson, you should be able to accomplish the following:
1. identify the nature and characteristics of Problem-Based Learning approach,
2. describe the content and structure of the Problem-Based Learning,
3. criticize the role of the teacher and learner in a PBL classroom,
4. identify student’s requirements in learning by doing or PBL classroom,
5. examine PBL in the current K to 12 curriculum in different levels, and
6. compare PBL classroom with traditional lecture-based classroom in the
Philippine basic education
Utecht (March 2003) viewed PBL as student-centered in nature. In his
article Problem-Based Learning in the Student Centered Classroom, he stated
that:
To understand the power and the need for PBL in our classrooms, we must
first understand what skills students will need in the future. With technology
advancing very quickly, education does not have the funds necessary to
maintain a continually updated technology program. Instead of focusing on the
technology, education must focus on skills that we can teach students,
enabling them to be successful in this coming age. According to David
Thornburg (2002), a leading researcher on the subject, workers of the future
will need the following basic skills: comfort with ambiguity, a commitment to
lifelong learning, and the ability to be mobile. These basic skills do not focus
on technology itself, but more on life skills that people will need if they are
going to be successful in the coming age (as cited in Utecht, March 2003).
Students should identify their learning needs, help plan classes, lead class
discussions, and assess their own work and their classmates’ work (Gallagher,
1997; Reynolds, 1997 as cited in Problem-based Learning,2001.Speaking of
Teaching. Stanford University Newsletter on Teaching. Winter 2001 Vol.11, No. 1)

15. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 15
a.) Problem-based Learning.(2001).Speaking of Teaching. Stanford University
Newsletter on Teaching. Winter 2001 Vol.11, No. 1. Retrieved June 10, 2014 @
http://www.stanford.edu/dept/ctl/cgi-bin/docs/newsletter/problem_based_learning.pdf
and
b.) Utecht, J.R.( March, 2003). Problem-Based Learning in the Student Centered
Classroom. Retrieved June 10, 2014 @ http://www.jeffutecht.com/docs/PBL.pdf
Activity 1. Fill in the chart below with the precise answer to the nature and
characteristic of a PBL approach in learning, the role of the teacher, and the role of
the students in a PBL classroom.
The nature and
characteristic of PBL
The role of a teacher in a
PBL class
The role of the learner in a
PBL class
To understand better the nature, characteristics, and the role of a
Problem-Based Learning approach into our course, kindly read the
following articles by following their links (URL). You may download
them directly by clicking the links.
Did you enjoy and comprehend our reading session? Very good!
Knowledge is a power now in your hands. Let us check your
understanding on the matter by simply answer our worksheets.

16. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 16
Activity 2. Look for a K to 12 Curriculum Guide in any subject of your preferences then
answer the following:
1.) Did you find a lesson or activity in that Curriculum Guide applying a Problem-Based
Learning approach? If yes, then what are the advantages it brings to the learning
process?
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2.) Compare or contrast the Problem-Based Learning approach with the traditional
lecture-based classroom. Explain the advantages and disadvantages, as well as their
structures, of the two learning approaches to the teacher and learners.
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17. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 17
Lesson 6: Teaching Multigrade Classes
Duration: 3 hours
Learning Objectives
After completing this lesson, you should be able to accomplish the following:
1. describe the nature of Multigrade Teaching
2. identify the characteristics of Multigrade Teaching in the Philippines,
3. criticize the nature and structure of a Multigrade classroom ,
4. identify the learning difficulties and other problems which are encountered
in multigrade teaching,
5. examine the projects and experiments which are being conducted by the
different countries in an effort to find solutions to problems in multigrade
teaching,
Equality of educational opportunity is conceived as not
only providing access to education but also creating
conditions of success for the millions of learners living in
remote, sparsely populated mountain regions, deserts,
islands, lagoons, plains and other inaccessible areas.
Multigrade classes bring more children to school
Will a teacher not hold class if there are just a few enrollees? Should a
student drop out if the school is far from home or there is not enough
teachers and classroom?
If you ask the Department of Education, the answer is no because it
continues to find ways to bring children to school in order to complete their
basic education.
One of these is the holding of multigrade classes. A multigrade class is a
class consisting of two or more different grade levels inside a single grade
classroom handled by one teacher for an entire school year. It is offered in
elementary schools located in distant and sparsely-populated localities.
Figures from DepEd show that there are close to a million enrollees in
multigrade classes across the country.

18. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 18
a.) UNESCO.(1989).Multigrade teaching in single teacher primary schools. Asia and
the Pacific Programme of Educational innovation for Development (APEID).
Unesco Principal Regional Office for Asia and the Pacific P.O. Box 967,
Prakanong Post Office Bangkok 10110, Thailand
b.) What is multigrade teaching ?(n.d.). Multigrade Teaching in Zambia. Available @
multigrade@trclusprov.kabissa.org
c.) Multi-grade teaching.(n.d).Wikipilipinas: The Hip 'n Free Philippine Encyclopedia.
Available @ http://en.wikipilipinas.org/index.php/Multi-grade_teaching
d.) Department of Education.(March, 2012). Multigrade classes bring more children to
school.News Updates. Available @ http://www.deped.gov.ph/index.php/news-
updates/updates/203-multigrade-classes-bring-more-children-to-school
Activity 1. Interview a teacher and a learner in a Multigrade Classroom. Let them
answer the following questions:
Respondents (name and school) Respondent’s answer
____________________________
Teacher’s name
What are the positive and negative effects of a
Multigrade Classroom?
To understand better the nature, structure, and the role of a
Mutligrade Teaching into our course, kindly read the
following articles by following their links (URL). You may
download them directly by clicking the links.
Did you enjoy and comprehend our reading session? Very good!
Knowledge is a power now in your hands. Let us check your
understanding on the matter by simply answer our worksheets.

19. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 19
____________________________
Learner’s name
What are the positive and negative effects of a
Multigrade Classroom?
Activity 2. Have at least one (1) picture as evidence that the school practices
Multigrade Teaching. Include the name and address of the school. Do not forget to
write your explanation on the nature and structure of Multigrade Teaching in the
Philippine basic education curriculum.
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(Paste the evidence here)

20. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 20
Activity 3. Kindly write your reaction to the statement: “Multigrade teaching is not an
answer to meeting teacher shortages in the educational systems but is a strategy to
improve the quality of education in rural communities”.
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21. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 21
________________________________________________________________
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Feel FREE to write your
REFLECTIONS here about this
course, Special Topics. Does it
benefit you? 

22. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 22
References
Bureau of Secondary Education.( 2009). Reaching the unschooled wherever and
whenever. Open High School Program (OHSP).Department of Education,
Republic of the Philippines. Available @ http://bse.ph/index.php/ohsp.html
Chapter 8: Using Integrated Teaching Methods.(n.d.) Effective Instructional Strategies
Retrieved from http://www.sagepub.com/upm-data/11697_G08.pdf
Commission on Higher Education (CHED Memo. No. 30, s. 2004). Revised Policies and
Standards for Undergraduate Teacher Education Curriculum. Retrieved from
http://www.dlsu.edu.ph/offices/iaa/downloads/iaa-cmo-no-30-series-2004.pdf
Danaher, PA and Umar,A.(2010).Teacher education through open and distance
learning. Commonwealth of Learning (Perspectives on Distance Education).ISBN
978-1-894975-1. Britixh Columbia, Vancouver, Canada. Retrieved from
http://www.icde.org/filestore/Resources/Reports/PERSPECTIVESONDISTANCE
EDUCATION-TeacherEducationthrough.pdf
Department of Education.(March, 2012). Multigrade classes bring more children to
school.News Updates. Available @ http://www.deped.gov.ph/index.php/news-
updates/updates/203-multigrade-classes-bring-more-children-to-school
Department of Education and Training.(2001). Environmental education policy for
schools.NSW Department of Education and Training Curriculum Support
Directorate. New South Wales. Retrieved from:
http://www.namoi.cma.nsw.gov.au/environmental_education_policy.pdf
Department of Environment and Natural Resources.(2009). The ASEAN Environmental
Education Action Plan Philippine Initiatives (2009-2011). Visayas Ave. Diliman,
Quezon City. Retrieved June 20, 2014 from
http://www.emb.gov.ph/eeid/2011/ASEAN/aseanee2011.pdf
Ellis, Ainslie (n.d.) Student-centred collaborative learning via face-to-face and
asynchronous online communication: what’s the difference? FLITE Centre,
Faculty of Information Technology, Monash University, Australia. Retrieved from
www.ascilite.org.au/conferences/melbourne01/pdf/papers/ellisa.pdf
Iltus, S.(n.d.).Climate Change and Environmental Education. A companion to the
Child Friendly Schools Manual. UNICEF’s Division of Communication. Retrieved
June 19, 2014 from
http://www.unicef.org/publications/files/CFS_Climate_E_web.pdf

23. GL De Pedro_ Module in Ed 04: Special Topics (2014-15) 23
Integrative Teaching International.(2012).Integrative teaching and learning: migrating
from today to tomorrow.FutureForwarded.Vol.3 no. 1, pp.44-62. Retrieved June
20, 2014 from http://integrativeteaching.org/storage/ITI_FutureForward_4.pdf
Jamandre, NKF.( 2011). Quality assurance in distance education achieved in the
Philippines. Asian Journal of Distance Education. © The Asian Society of Open
and Distance Education. ISSN 1347-9008 Asian J D E 2011 vol 9, no 1, pp 90 –
97. Retrieved from http://www.asianjde.org/2011v9.1.Jamandre.pdf
Klein, JT.(2005).Integrative Learning and Interdisciplinary Studies.Wayne State
University. pp.8-10. Retrieved June 20, 2014 from
http://pdf.aminer.org/000/270/096/a_project_mediation_approach_to_interdiscipli
nary_learning.pdf
Mendez, C. (June 13, 2014 ). Villar bats for passage of distance education bill .The
Philippine Star. Available @
http://www.philstar.com/headlines/2014/06/13/1334242/villar-bats-passage-
distance-education-bill
Multi-grade teaching.(n.d).Wikipilipinas: The Hip 'n Free Philippine Encyclopedia.
Available @ http://en.wikipilipinas.org/index.php/Multi-grade_teaching
Problem-Based Learning.(2001).Speaking of Teaching. Stanford University Newsletter
on Teaching. Winter 2001 Vol.11, No. 1. Retrieved June 10, 2014 from
http://www.stanford.edu/dept/ctl/cgi-bin/docs/newsletter/problem_based_learning.pdf
Smith, BL and MacGregor, JT (1992) “What Is Collaborative
Learning?" in Collaborative Learning: A Sourcebook for Higher Education, by the
National Center on Postsecondary Teaching, Learning, and Assessment at
Pennsylvania State University. Retrieved June 18, 2014 from
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