Introduction
The purpose of this webquest is to let viewers gain a deeper understanding of culture and multicultural dimensions in the educational systems. Examples are drawn from experiences of the researchers in Philippine schools.
Task
Webquest Objectives:
1. Create a resource for information on culture and multicultural dimensions in the Philippine educational setting.
2. Highlight the importance of cultural awareness and sensitivity in understanding learners.
3. Share group development and growth after working with each other.
Resource Speaker
1. Presentation of Mr. Farland Valera. Discussion with Mr. Valera to gain further insights on the influence of culture on a person.
Field Experience
1. Visit to the Saint Louis University Museum
The field experience at the SLU Museum will showcase cultural symbols that are rooted in the Cordillera culture. This will further enhance cultural awareness and the students will have the oportunity to gain a unique insight into the assimilation and preservation of culture.
Process
1.Brainstorming Sessions
2. Debate
3. Presentation Speaker: Mr. Farland Valera
4. Article Review
5. Field Experience
Evaluation
|
Caegory |
Points Earned for Each Category |
|||
|
Navigation & Flow |
0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear. |
2 points There are a few places where the learner can get lost and not know where to go next. |
4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them. |
|
|
Logistical Aspects |
0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. |
1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors. |
2 points No logistical issues noted. |
|
|
Motivational Effectiveness of Introduction |
0 points The introduction is purely factual, with no appeal to relevance or social importance of global leadership. |
4 points The introduction relates somewhat to the class members’ interests and/or describes a compelling question or problem about the global leadership. |
6 points The introduction draws the class members into global leadership by relating to peer’s interests or goals and/or engagingly describing a compelling question or problem about global leadership.. |
|
|
Connection of Task to Course Content |
0 points The task is not related to the assigned course content. Answers none of guiding questions for the course. |
3 points The task is referenced to course content but is not clearly connected to what classmates must know and be able to do to achieve proficiency in global leadership. Answers some of the guiding questions for the course or answers them in a superficial way. |
6 points The task is referenced to the course work and is clearly connected to what the class members must know and be able to do to achieve proficiency in understanding global leadership. Answers all the guiding questions for the course with depth and clarity. |
|
|
Cognitive Level of the Task |
0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions. |
3 points Task is doable but is limited in its significance to classmates’ lives. The task requires analysis of information and/or putting together information from several sources. |
6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. |
|
|
Clarity of Process |
0 points Process is not clearly stated. Classmates would not know exactly what they were supposed to do just from reading this. |
3 points Some directions are given, but there is missing information. Classmates might be confused. |
6 points Every step is clearly stated. Most class members would know exactly where they are at each step of the process and know what to do next. |
|
|
Scaffolding of Process |
0 points The process lacks strategies and organizational tools needed for classmates to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task. |
2 points Strategies and organizational tools embedded in the process are insufficient to ensure that all classmates will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task. |
4 points The process provides classmates coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the classmates from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether classmates are getting it. |
|
|
Relevance & Quantity of Resources |
0 points Resources provided are not sufficient for classmates to accomplish the task OR there are too many resources for classmates to look at in a reasonable time. |
3 points There is some connection between the resources and the information needed for classmates to accomplish the task. Some resources don't add anything new. |
6 points There is a clear and meaningful connection between all the resources and the information needed for classmates to accomplish the task. Every resource carries its weight. |
|
|
Quality of |
0 points Links are mundane. They lead to information that could be found in a simple Google search. |
4 points Some links carry information not ordinarily found without good research. |
6 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for Classmates to think deeply. |
|
|
Clarity of Evaluation Criteria |
0 points Criteria for success are not described. |
2 points Criteria for success are at least partially described. |
4 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what classmates must know and be able to do to accomplish the task. |
|
|
Total Points Earned
|
Conclusion
How does Filipino culture define the important traits and behaviors of leaders?
Filipino culture in Hofstede's Cultural Dimensions
Filipinos tend to work as teams in many situations. They are able to achieve more outputs if in small groups or teams. This shows the tendency of their collectivist culture. In school setting, teachers are grouped among fields and coordinators work with them. The students are much more likely to talk to one another if the school principal isn't there. In work teams, Filipinos tend to be more creative. This emphasizes their need for relationships and their ability to get along well with one another.
Define Filipino culture's mind set and cultural values on the four significant dimensions: power distance, uncertainty avoidance, individualism and collectivism, masculinity and femininity.
Hofstede's Cultural Dimensions
Above is a graph of how the Philippines rank in the four major dimensions. Below are how China, Spain, and the United States rank in the four dimensions. These three countries have all colonized the Philippines at one point and all of them have a large impact on these four dimensions. Filipinos have an extremely high power distance. This means that there is an extreme inequality of power. The majority of the power of the country rests in the hands of only a few high-ranking officials. Most of the citizens accept this as a way of life. In the individualism score, the Philippines is relatively low-ranking. This shows their tendency toward collectivism and teamwork. In villages, people work as a group to help others for free. Most people volunteer their service to work as group. "OGOGFO," for example, is the tradition of helping one another in Montawk Mountain province. If a family is constructing house, all will come together and help each other. The Philippines ranks high in masculinity. It is very important in homes and in the workplace, as shown by the hierarchical social structure. However, femininity is still prevalent in society and in organizations. Filipinos value family and satisfaction is derived from relationships. Being part of a families and a clan is very important. Filipinos will create parties for any occasion just so the family can come together. The Philippines also have a relatively high uncertainty avoidance. This means they like to know what is going on at all times. The leader is constantly telling everyone what to do, and this makes them much more comfortable. No one is willing take risks except for the leader.