Gallevo, Louie Jay I.

BSEd Filipino-3

Assignment
Activity 3: Using a concept map, identify strategies that schools can adopt to respond
to the needs of the society.

SCHOOL STRATEGY: A RESPOND

TO SOCIETY NEEDS

NEW WAYS OF TEACHING PEDAGOGICAL CONTENT

KNOWLEDGE (TPCK)
FOCUS ON DEVELOPMENT
CLASSROOM MUST BE EQUIPPED
IMPROVED QUALITY EDUCATION
WITH TECHNOLOGY
THROUGH TECHNOLOGY
DEVELOPMENT OF NEW SUBJECT
PROGRESSIVE ANG INNOVATIVE
AND COURSES TO RESPOND TO
CURRICULUM
THE SOCIETY
HARNESSING ALTERNATIVE
EVOLVING OLD DISCIPLINE TO
LEARNING SYSTEM
EMBRACE NEW RESEARCH AND
DEVELOP NEW LITERACIES AND DEVELOPMENT IN THE FIELD
SKILLS
DEVELOPMENT STUDENT CRITICAL
TEACHERS MUST BE EQUIPPED THINKING, CREATIVITY AND
WITH HIGH LEVEL OF TEACHING INNOVATION
DEVELOPMENT INDUSTRY- SCHOOL
RELATIONSHIP
What is 4th The Industrial Revolution?
Adding cyber-physical systems and cutting-edge technologies like robotics,
AI, nanotechnology, quantum computing, biotechnology, internet of things, 3D printing,
and driverless cars, the Fourth Industrial Revolution expands upon the achievements of
the Digital Revolution. Through enhanced asset management, these technologies have
the ability to rejuvenate the natural environment, increase global connectivity, and
benefit billions of people. Social media, cloud computing, and the Internet present both
opportunities and difficulties for social institutions, especially for international
educational systems. Bernard (2016) argues that the Fourth Industrial Revolution has
the potential to change the world by facilitating better human communication and
conflict resolution.
What are the significant of Fourth Industrial Revolution?
The Fourth Industrial Revolution brought significant social transformation
that created a new world economy characterized by:

 Wider Employment Opportunities

 Demand for Quality, Competitive and Flexible Workers
 Globalization
 Millennial Workforce
 Mobility
 Technological Advancement
 New Behaviors

The 4th Industrial Revolution calls for the educational system to develop
graduates who are equipped with knowledge and new skills and prepared for
responding to the various social challenges that may come. In order to produce qualified
graduates, the curriculum needs a new orientation. The old literacies (reading, writing
and math), have to be strengthened as well as by adding the new and emerging
literacies, to produce qualified human who can thrive in digital era.
Education should adjust itself to different social challenges and demands.
There are three literation that needs to be developed to prepare graduates for this 4th
Industrial Revolution:
1. Data Literation - the ability to read, to analyze, and to use information in the
digital world.
2. Technology Literation - The ability to understand mechanical (system) work, to
use the application of technology like (Coding, Artificial Intelligence, &
Engineering Principles).
3. Human Literation - Humanities, Communication, and Design. This call for
development of leadership skills, social competence, collaboration and
 teamwork, professionalism, and new sets of values to be developed among
students.
The school or the education system cannot isolate itself from the demands
and needs of the changing society. Schools and the education system should be at the
forefront of these social changes. People should see schools as innovation hubs to
solve human and social issues. Schools should ignite peoples' imagination to be more
creative and innovative in creating a desired future for all the people.
With the changes and challenges of the 4th Industrial Revolution, schools
need to revisit their academic programs and focus on what are essentials skills that
need to be learned for human beings to become productive and enjoy the fullness of
life. The World Economic Forum in 2016 identified examples of these skills:
• Complex Problem Solving
• Innovation Skills
• People Management
• Collaboration
• Emotional Quotient
• Decision Making
• Negotiation Skills
• Entrepreneurship
• Cognitive Fluency
Characteristics of a Good School as an Agent of Social Change
Schools must evolve and model a good social institution to effectively serve as agents
of social change. Good schools are learner-centered, providing a good physical and
socio-emotional environment for all students. They offer instructional support systems to
help students lead effectively and develop curricular programs to enrich their knowledge
and skills. This approach ensures that schools serve all types of students effectively.
They respect the ethnic and linguistic differences among students. Based
on the study of MacBeath, Boyd, Rand, and Bell (1995), there are six indicators or an
effective school that were also affirmed by Sergiovanni (2000):
Pupil
• Pupils are nice to each other
• Everyone is treated fairly
• There is a friendly atmosphere
• Teachers control the classes but not too strict
• Teachers help you with things you are not good at
Teacher
 • Communication is good among all members
• Staff development is good
• The environment is good to work in
• Pupils are happy and well-motivated
• All pupils are helped to achieve what they are capable of Parent
• There is a welcoming friendly atmosphere
• Staff are caring and communicate well with pupils
• Discipline is good
• Extra time is spent with children who learn less quickly
• Relationships are good between teachers and parents
Management
• Pupils are safe
• All members of the school community work toward clear objectives
• A high quality of information is given to parents and visitors
• Rules are applied evenly and fairly
• All pupils are helped to achieve what they are capable of
Support Staff
• Resources are good and up to date
• Classrooms are clean, warm, and comfortable
• Support staff are given credit for their competence and contribution
• The environment is friendly and welcoming
• Staff development involves all staff
Board Member, Trustee
• Excellent reputation with the local community
• Strong leadership from senior management
• A happy and welcoming environment
• Pupils being helped to reach their individual potential
• A safe place for pupils
As an agent of social change, a school must set an example of a good
social institution. Schools need to model a dynamic social organization characterized by
the following:
• The school climate must be professional and friendly to all;
• There must be a positive relationship among students, faculty, staff,
administrators, and stakeholders,
• The classroom atmosphere must be mentally and emotionally engaging for
learning;
 • There is enough and adequate support for learning:
• The teachers and other staff received support for professional and personal
growth;
• The school must be efficient in managing its resources;
• There must be an efficient communication system among teachers, students,
administrators, staff, parents, and other stakeholders:
• The school has a system to recognize good works and other achievements,
• There must be a strong school and home relationship, and
• All members of the school community must be treated with respect
The school as an agent of positive social change and transformation must
elicit support and cooperation from all its constituents and stakeholders. The embers of
the school community believe and support its vision and mission. It encourages
collaboration rather than competition. It disassociates itself from unhealthy academic
politics and practices that destroy unity and good relationship among the faculty and
staff.
Schools are guided by a clear vision and passion to pursue a noble
mission. Schools everywhere are not only centers of learning and knowledge
production. They are the guardians of peoples' freedom and democratic life. They are
shrines of noble ideas and ethical principles. They are the minds and conscience of the
people in the field of education.