3. Why is Local Knowledge or Indigenous
Knowledge important ?
―Indigenous knowledge is used at the local level by communities as the
basis for decisions pertaining to food security, human and animal health,
education, natural resources management, and other vital activities. IK
is a key element of the social capital of the poor and constitutes their
main asset in their efforts to gain control of their own lives. For these
reasons, the potential contribution of IK to locally managed, sustainable
and cost-effective survival strategies should be promoted in the
development process.‖ ( Gorjestani, 2000)
Indigenous knowledge is not confined to indigenous peoples alone—all
communities have developed their own body of knowledge over
generations. ( Ibid )
4. Sabi nga ni Dr. Jose P. Rizal
“Ang hindi marunong lumingon sa pinanggalingan ay hindi
makararating sa paroroonan.”
8. STRENGTH: ACADEMIC FREEDOM
The 1987 Philippine Constitution states that, "Academic
Freedom shall be enjoyed in all institutions of higher learning.‖
20. PROFILE OF CLASSES:
Economics- 6 units for Entrep.and BA students
and 9 units for Accountancy students
6 sections, 174 students
College courses-Accountancy, BA, Entrep.
Year levels- 60 % 2nd year, 35 % 3rd year, 5 % 4th year
Age range - 16 to 20
Nationalities- mostly Filipinos with 4 foreigners
100% with mobile phones
100% with access to a computer at home
32. Pre-Hispanic Era
Trade among the early Filipinos and with traders from the neighboring islands was conducted
through barter. The inconvenience of barter later led to the use of some objects as medium of
exchange. Gold, which was plentiful in many parts of the islands, invariably found its way into
these objects that included the piloncitos, small bead-liked gold bits considered by the local
numismatists as the earliest coin of the ancient Filipinos, and gold barter rings.
USE GOVERNMENT WEBSITES: BANGKO SENTRAL
NG PILIPINAS
Lesson: Money and Barter
33. CASE STUDY: USING ORIGINAL PILIPINO MUSIC
TO TEACH ECONOMICS
Objective: To reinforce students' understanding of basic microeconomic concepts
- Choose at least one microeconomic principle discussed in Eco-103 class.
- Find a corresponding Original Pilipino Music illustrating the same concept(s).
- Write a paper with at least 20 sentences summarizing the message of the
song, defining the economic concept (s) in student’s own words, and explaining
how the economic concept(s) is (are) illustrated in the song.
- Post the lyrics of the song ( with the composer's name ) and paper in FB
online group.
34. RESULTS:
Songs chosen: Tatsulok, Kayod Kabayo, Kayod Barya, Higante, Paraiso,
Karaniwang Tao, Bahay, Esem, Upuan, Masdan Mo ( Ang Kapaligiran )
Artists: Gloc 9, Francis M., Eraserheads ,Noel Cabangon, Juan Dela Cruz
Band, Asin, Brownman Revival, Apo Hiking Society, Apl de Ap, Ely Buendia,
Mike Hanopol, Yano, Parokya ni Edgar, Gary Granada, Joey Ayala,
Economic Concepts: Externalities ( pollution ), Unemployment, Inflation,
Inequality, Capitalism, Labor Market, Water-Diamond Paradox, Utility
35. RESULTS:
Reinforced learning ( validated their class performance )
(Re) discovered old songs
Time constraint on both the teacher and the student
36. CASE STUDY 2: PROJECT-BASED LEARNING
Objectives:
- To reflect on the learning experience in Microeconomics
- To provide a final evidence of project-based learning activity
Procedures:
- Create an Audio-Visual Presentation ( AVP )
- The AVP must be at least 3 minutes and no more than 5 minutes.
- The AVP must be a first person narrative told in student’s own voice.
- Use original photos, videos, drawings, or illustrations.
37. CASE STUDY 2: PROJECT-BASED LEARNING
- Use a music track to add emotional tone
The music must only be used as a background. Any genre or type of music as
long as it does not distract the viewer from the message of the AVP. An Original
Pilipino Music ( or OPM ) will be highly appreciated.
- Upload AVP ( via link from YouTube ,Slideshare, or other means ) in online FB
group.
38. RESULTS:
More personal / Ownership of work
Multiple Intelligences- Acting, Photography, Singing, Drawing, Animation,
Puppetry, etc.
Learned how to make a storyboard
Most used mobile phones ( smart phones ) for video
Improved communication skills
Lack technical skills in editing
39. CONCLUSIONS AND RECOMMENDATIONS:
Appreciate local culture
Share local knowledge within the class
Address Multiple Intelligences
Easier to understand technical terms
Appreciate economics
More Personal / Ownership
Better class performance ( grades )
40. CONCLUSIONS AND RECOMMENDATIONS:
Should be given and explained at the start of the
semester
Collaborate with Communication Department
re technical skills
Set parameters re choice of OPM songs ( 1970s and 1980s )
Experiment on cooperative learning
OPM in Pilipino but analysis in English
Issue: OPM for foreign students
Experiment on Filipino literature and Advertisements
Time Constraint