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PAGSABUWA

I. Introduction

“Pagsabuwa” is a binukid term which means “unity”. Pagsabuwa usually observe


in the community where people need this to have a good relationship with each other.
Unity is the essential tool to have a better outcome of something that is need to be done
specially on a school context. A school cannot function without the cooperation of
school administrators, faculty and staffs, internal and externa stake holders. A common
goal can be achieved with unity. There’s no harmonious relationship without
“PAGSABUWA”. In classroom context, a lesson cannot be delivered effectively without
a plan which is the instructional plan and tools that help the teacher and the students to
be on the same track on the lesson which is the instructional materials.

In teaching the ICC’s, the common problem on dealing with them is the racism.
Non- ICC’s students tend to stereotype their capabilities because of the origin they
coming from. With racism, they have a hard time on coping up with their classmates and
have a hard time in socializing with Non- ICC’s students. With low self-esteem, ICC’s
students cannot participate well in class because they are afraid of what other students
would say that ‘s why most of the ICC’s learners are underachiever in school.

The significance of our methodology “PAGSABUWA” is giving importance to the


participation of the students within the class. Group work method would be are of the
way in choosing boundaries between the ICC’s and Non-ICC’s students. On that way,
ICC’s students can be heard on the classroom because group work needs collaboration
and sharing of ideas within a group and everyone in a group must contribute or share
ideas to have a better academic.

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II. Objectives

1) Create an inclusive environment for ICC’s students

This kind of methodology can close the gap between the ICC’s and non-ICC’s
students. Through groupworks, all students are engaged on interaction between
the group members to come up with better ideas. Mainstreaming is the usual
classroom setting in the Philippines where students with different tribes, cultures
and customs are being put on the same room. This methodology PAGSABUWA
would help the ICCs and non-ICCs students to have a harmonious relationship
and they can work with each other. On this way, both ICCs and non-ICCs
students would have a better academic result.

2) Listen to the voice of ICCs students


PAGSABUWA is a kind of methodology that follows students-centered approach
in which students are given much priority. Inside the methodology, it emphasizes
the importance of listening to the voice of the students and appreciate their ideas.
Appreciate their ideas would help them in boosting their confidence for them to
participate well in class.
3) Engage the ICC’s students to the real-world setting
PAGSABUWA is one way of exposing the learners to the setting outside their
own culture specifically to the “Walk and Talk” part or the application of the
students learning into the real-life situation. By this, they will become
knowledgeable about the other cultures and practices.

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III. Methodology

The researcher came up with this methodology PAGSABUWA inclined to Cathy


Burgess’ study “Pedagogies prioritizing local aboriginal voices” (Burgess, C. (2019)) that
involve listening to voices in the community and understanding the values and cultural
elements that inform students in their engagement with a formal education context.

In this study, it emphasized that every individual is given the opportunity to


express or voice out their ideas about the lesson. Also, it encourages that Indigenous
Cultural Communities (ICC’s) and non-ICC’s to be in the same track regardless of their
culture, language, way of living, beliefs and status in life. In connection to this, the
researcher came up with PAGSABUWA due to the reason that unity is significant to
build an intimate relationship between ICC’s and non-ICC’s specially in classroom
setting where learners with diverse characters are put in to the same environment for
them to speak, listen and participate not just in group activities but also in school
activities.

21st century skills include critical thinking and enhance communication skills and
PAGSABUWA methodology is important to develop this require skills for 21st century
learners. This methodology emphasized the importance of strategic teaching which
accommodate the needs of the students. The teacher who handle ICC’s students will
need to use appropriate methods in order for the learners to easily get the main thought.

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IV. Some Related Studies

Racism is one of problems encountered in teaching ICC’s and is supported with


a study on mashable.com which it stated that “One of the main barriers for Indigenous
children both in schooling and beyond is overwhelming racism and bias. Because global
societies have largely been built through violently claiming Indigenous lands, this bias is
embedded into the foundation of non-Indigenous education. This often leads people
from outside indigenous communities to see these students as unable to succeed
academically.” (Dupere, K. (2016). 5 Issues that Indigenous Students Face Globally –
and How You Can Help. Retrieved from:
https://www.google.com/amp/s/mashable.com/2016/08/08/indigenous-education-
inequality.amp)

The number 2 objective and our methodology are related to the study on
aare.edu.au which it stated that “Pedagogies prioritizing local aboriginal voices that
involve listening to voices in the community and understanding the values and cultural
elements that inform students in their engagement with a formal education context.”
(Burgess, C. (2019). Effective Teaching Methods that Work for Indigenous Students:
Latest Research. Retrieved at: https://www.aare.edu.au)

Strategic teaching is one of the procedure inside our methodology that is also
supported with a study and it stated their “Teachers need to recognize that they must
use a variety of styles of participation and information exchanges, adapt their teaching
methods to the Indigenous styles of learning that exist and avoid over-generalizing
Aboriginal students’ capabilities based on generalized perceived cultural differences.”
(Battiste, M. (2002). Indigenous Knowledge and Pedagogy in First Nations Education.
Retrieved at: https://www.afn.ca )

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V. Systematic Program

Priliminary
Activities

Gaining
Ideas

Strategic
Action
Teaching

Brainstormin Walk and


g Tallk

Understandin
Answer Assessment
g

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VI. Result

P- Preliminary Activities
The students recall their prior knowledge related to the topic.

A-Action
Students are given psychomotor activity that will awaken their interest. Given that
learners in elementary grades are more physically active so the teacher should let the
learners perform an action song, dance or even games.

G-Gaining Ideas
It is the presentation part which will lead students to the lesson.

S-Strategic Teaching
Teachers will use appropriate strategies that will cater the diverse needs of the
ICC’s learners.

A-Answer
The teachers will pose thought provoking question in order for the students to
think critically and can answer the questions given by the teacher. Oral recitation is the
strategy that the teacher can use in order to simulate their higher order think skills which
is to create an idea out of a question.

B- Brainstorming
The teachers give enough time for them to draw out ideas about something

U- Understanding
Give generalizations about what they have learned.

W- Walk the Talk

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This is the application phase where students will put into action the learnings
they have learned from the discussion. The students are given the chance to share their
ideas on how they would live the learning they have got from the lesson.

A-Assessment
This part is where the evaluation of students’ understanding about the lesson.

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VII. Accommodation

The government, community, parents, teachers and other stakeholders will have
a better understanding about the diversity of students who has its different culture and
to accommodate the ICC’s students to include in the regular setting. Where ICC’s
students can express will have a freedom and to commit equal access to education that
they deserve despite of being discriminated by others. The teachers should provide the
needs of everyone especially the ICC’s students. It is significant that they will not be left
behind to achieve PAGSABUWA or UNITY and to remove the barriers between Non-
ICC’s. the teachers do not change what is in the context for learning of a child rather
they change how they deliver their strategies in teaching for better learning. In
classroom environment the teacher will adjust for most comfortable setting of a learner
where the teacher will eliminate distractions to build harmonious relationship of her
students towards ICC’s.

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