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Suppose you have aeta pupils in your class, what steps will you take to make learning experience RELEVANT to his schema. Cite specific example. Your answer should be supported by sound theories,principles of learning and research findings pertinent to the topic. A Young Aetas Farewell Talk Christopher ButogDomulot is a young Aeta who has been studying at the Asian Rural Institute in Japan. In a few weeks, he will be returning to the Philippines, to apply what he has learned. The following is his last morning talk to his classmates at ARI. At this time I want to be slightly serious in as much as this is my last morning gathering. Everyone knows Im naughty. Yes I admit that I acted as a naughty boy. But this is my own way to express my closeness with other people and provide little comfort though. However, this seems to have become serious for me to be kidding. Im very sorry to all who were affected by my jokes. Im sure that many of you are offended by my jokes, and I would like to apologize. In every place I go, I always carry with me my culture-my way of life and the way I relate with other people. It is the identity of my tribe. Culture is what every one of us can afford and not afford to discard. Being part of the new generation in our tribe, I should appreciate it because it is our inheritance from our ancestors. Even in a cold place like Japan, I endeavored to display my identity, though it became a discomfort to others, because I am proud of being a member in my tribe. Though I am already accustomed to wear branded clothing, I cannot afford to let go of my traditional way when the situation demand for it. Do you still cherish your local culture? Are you proud of your own culture? Or have you discarded it because you are ashamed to be identified with your local people and community? Do you respect others culture? If you dont have respect for your own culture, lets us respect each others culture. Our parents dreamed of our own community school, which we called School of Indigenous Knowledge and Tradition. Learning is based on the life situation through our life. It means that learning is available in our daily life, not only in books, but in everyday life, lived and incorporated in our culture. This dream is gradually carried out because of the sustained efforts of our community. Right now our community school (Folk School) is prospering and continues to grow. The students are excelling as proven by over ten graduates who passed the Accreditation & Equivalency Test. Now they continue their formal studies such as high school and college level studies. The school also assists many out-of-schoolyouth in other communities, not only in my community. Although they are not tribal members, they are welcome in our school. I dream that one day my tribe will return and occupy again our ancestral land and restore its beauty and abundance. My successful completion of ARI Rural Leaders Training Program will not only benefit me personally but most specially for the development and integrity of my community. Steps we take to make learning experience RELEVANT to his schema. for Education 1. Students Diversity acceptance 2. Respect to others race 3. Theres a sense of belongingness 2. What is Indigenous Knowledge? Enumerate different ways how to integrate this to the state mandated curriculum. ANSWER:

Indigenous knowledge is an integral part of the culture and history of a local community. We need to learn from local communities to enrich the development process. Indigenous knowledge (IK) is, broadly speaking, the knowledge used by local people to make a living in a particular environment (Warren, 1991). Terms used in the field of sustainable development to designate this concept include indigenous technical knowledge, traditional environmental knowledge, rural knowledge, local knowledge and farmer's or pastoralist's knowledge. Indigenous knowledge can be defined as "A body of knowledge built up by a group of people through generations of living in close contact with nature" (Johnson, 1992) REPUBLIC ACT NO. 8371 AN ACT TO RECOGNIZE, PROTECT AND PROMOTE THE RIGHTS OF INDIGENOUS CULTURAL COMMUNITIES/INDIGENOUS PEOPLE, CREATING A NATIONAL COMMISSION OF INDIGENOUS PEOPLE, ESTABLISHING IMPLEMENTING MECHANISMS, APPROPRIATING FUNDS THEREFOR, AND FOR OTHER PURPOSES. Five ways indigenous knowledge could help enhance the curriculum include: 1. Learning Attitudes and Values for a Sustainable Future Indigenous communities have lived in harmony with the environment and have utilized resources without impairing nature's capacity to regenerate them. 2. Learning Through Culture Indigenous knowledge is stored in culture in various forms, such as traditions, customs, folk stories, folk songs, folk dramas, legends, proverbs, myths, etc. Use of these cultural items as resources in schools can be very effective in bringing indigenous knowledge alive for the students.. 3. Learning Across Generations In view of its potential value for sustainable development, it is necessary to preserve indigenous knowledge for the benefit of future generations. Perhaps the best way to preserve indigenous knowledge would be the integration of indigenous knowledge into the school curriculum. Starting Locally: From the 'Known' to the 'Unknown' The philosophy of 'from the known to the unknown' should be adopted if education is to be effective. Therefore, it is wise to start with the knowledge about the local area which students are familiar with, and then gradually move to the knowledge about regional, national and global environments. 5. Learning Outside the Classroom Students can learn much from fieldwork in the local area. This calls for some prior knowledge and understanding. 3. What are the reasons for attrition among indigenous children? Based your answer on research findings relative to the topic. ANSWER:

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Dehyle (1992) found similar reasons given by Asian Rural Institute school leavers. The reasons given were: the teachers didn't care or provide help; classes were reported as too hard; reading was difficult; students reported a lack of parental support; home problems; and students felt unwanted at school. rated the quality of teaching low; reported difficulty in achieving the required standard of work; had pressure from family and job commitments;

used support services less often; and reported loneliness and social isolation.
Prepared by:

Jhonalyn L. Jonalyn

Peralta I. Dacayanan
BEEd IV-A General