Sabado, Mayo 26, 2012

I. The Isles of My Portfolio in Philippine Literature 111

Chapter 1: Introduction to the Study of Phillipine Literature
Chapter 2: Ilocos
Chapter 3:Cagayan Valley                                                                                                
Chapter 4:Central Luzon
Chapter 5:Southern Tagalog
Chapter 6:Bicol
Chapter 7:Westhern Mindanao
Chapter 8:Central Visayas
Chapter 9 :Easter Visayas
Chapter 10:Westhern Mindanao
Chapter 11:Northern Mindanao
Chapter 12:Southern Mindanao
Chapter 13:Central Mindanao
Chapter 14:Caraga
Chapter 15:CAR-Cordillera Administration Region
Chapter 16:ARMM-Autonomous Region of Muslim Mindanao
Chapter 17:NCR-National Capitol Region

II. Students Outputs of E-Portfolio

Mylene Castaneda
Grace Lopez
Charlene Ballares
Merry Chris Mambaro
Charish Tabilla
Shiela Mae Tano
Lemuel Traje

III. Literature as a Platform in Education for Sustainable Development

Literature is a platform in education for sustainable development in such a way that without this we don’t know what are we as Filipino people and what we after knowing all that could make us a real Filipino. In some sense as a Filipino people we ought for our freedom and for our country as well we are so bless to have our own literature and to show the world what Filipino people have. I cherish by individuals not only we need this for our study but we need this to know where we came from and to know what are we. We can treasure this us to show to say the beautiful world what we got.

IV. Reflection in Literature

At first, many things surrounds my mind .Who is the teacher? She is good? She is beautiful? The subject is difficult? The Philippine Literature 111 was under by Mrs. Remedios Dillera is my class every Monday and Wednesday. When the class started I felt boring it is because the teacher voice is very slow. I want to sleep to her class. My attention every time when she is discussing is not to her. In first quiz I got a low score, it is because I’m not listening to her lesson and she is very strict in comes in quiz. She doesn’t want to see that her students were copying to each other. The three meeting have past, I felt comfortable with the teacher and the subject. My performance was improve and I always listening to her and to my fellow classmates to their reports.
       Legend was our first report. Every one of us prepared a legend and it will recite one by one in evry meeting. When the time that I’m the one was reporting at the front I was felt very nervous. My legend was lost in my mind. I don’t have choice to read the copy at the front of my classmates and my teacher. I’m very shy and not comfortable in my performance. The second is the proverbs or sayings. We explain the saying that we prepared and Maam Dilerra was also gave her opinion to the sayings. We also tackle about riddles. We enjoyed when we gave riddles and answered with the other classmates. And the last was the ballad, the songs of Kenny Rogers was our assignment. This part of our class activity is unforgettable. We relate the song to our life. Many in class tells the story about their family, God, friends, and love life. There are in love, happy, teary eye, lonely and inspired. When I’m the one who read my story I can’t explain my emotion. Before the ending of my story my eyes was getting fall the tears but I fight it because I don’t want to cry in the front of my classmates.

At first I’m bored but at last I was enjoyed. I learned a lot about the Philippine Literature.

V. Integration of Education for Sustainable Development

Education for Sustainable Development research needs to be augmented. It should be focused on (1) documenting the state of practice and identifying promising practices, (2) exploring educational outcomes and their evaluation in respect of Education for Sustainable Development, (3) identifying and explaining opportunities and problems of general relevance. As people are influenced by a number of different agents and media, informal and non-formal education is an important field that needs to be studied more thoroughly.

Teacher education in Education for Sustainable Development will not change school practice unless resources and time for experimentation are provided and the sustainability is integrated into the curriculum. Thus, policy initiatives in teacher education should be coordinated with support for Education for Sustainable Development at school level.

Education is not a ‘magic bullet’ in approaching climate change and sustainability, but without co-ordinate educational interventions, even the best thought through technical policies will fail.

This is not simply about giving people information, but ensuring that education – and schools specifically – is mobilized to re-orient society towards sustainable practices.
 Climate change is the greatest public policy issue of our time. If humanity is to respond to the challenges, education has a key role to play in promoting understanding and helping individuals, society and governments to make informed choices.
Climate change makes sustainable development an urgent priority. Sustainable development is impossible without learning. We are therefore clear that policies which promote Education for Sustainable Development should play a key part in the negotiation of global agreements on climate change policy.

Whole-school approaches are promising: societies need to re-orient schooling towards a stronger emphasis on education for sustainability. In practical terms, this means greater interdisciplinary work, participation in authentic sustainability challenges and interaction with others outside school. We recommend these approaches as a way of integrating Education for Sustainable Development into current educational practices.

In order to promote such a reorientation the International Alliance of Leading Education Institutes has agreed on eight recommendations, informed by the jointly conducted research project and targeted the world’s political decision makers. n the best thought through technical policies will fail.