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shared purposes throughout life. Specifically, it implies the development of such
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conflicts for peace in family, at school, in community and in the world at large.
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1. Reflect on the four pillars of learning. How can you apply these
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2. What are your significant learnings and insights from the article and
why do you consider them significant?
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Z. Nan-Zhao (2006). Revisiting the Four Pillars of Learning (An excerpt from the
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org/fileadmin/user_upload/COPs/Pages_documents/Competencies/
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This article begins with a quote from the Faure Report (1972), that “lifelong education
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developing countries.” Then, it goes on to discuss the characteristics of a lifelong learner.
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he/she is a qualified learner. There is the portrayal of the learner as uncritical in
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1 An excerpt from Medel-Añonuevo, C., et al. (2001). Revisiting Lifelong Learning for
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lease his/her from hunger or discomfort. These scientific findings confirm that
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water, shelter) but once these primary needs are fulfilled, he/she is motivated to
fulfill secondary needs (e.g., social approval, competence, literacy, etc.). Many huP
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know that exercise is essential to fitness and health. But although many people
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cognitive understanding of it is insufficient. We need to put our thought into acP
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tional field face the following challenges.
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(Bee, 1998)
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that influence learning negatively.
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ments about so-called “pathological” behavior or disabilities. People who exhibit
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with these disadvantaged people and attend to their needs, difficulties and aspiraP
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;+9.1;)9.+,)+)2/I,@;+218)B,)I.B<.)<6;B/=B9F)+,2)9.1)<+G+<B9F)9/)31+;,)</,9B,61)
6,2BKB,B=.12)+,2)171,)@;/I)3/,@)+C91;)9.1)H/2FS=)9B==61=).+71)H1@6,)9/)C+33)
(Stone and Church, 1973).
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velopment research. Research findings in this area generally suggest that if you
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try to choose environments that fit our characteristics. We choose jobs that match
our skills and personality. These facts indicate that our past learning influences
)=*$+*#(#:!$>:;$.=!=*#$,#>*:&:<9
g#!$ ;&(-):!&:=&!@$ ).$ ,#>*:&:<$ (>.#<=>*;($ )=*$ -*#>!&%&!@$ >:;$ )=*$ >F&,&!@$ !)$ >;^=(!$
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e#$(##B$!)$,#>*:$F#->=(#$,#>*:&:<$#:>F,#($=($!)$-">:<#?$(=(!>&:$>:;$&A+*)%#$)=*$
(B&,,(?$B:)',#;<#$>:;$>!!&!=;#($>-*)(($!"#$,&.#$(+>:9$7">:<#$&:%),%#($(#,.P<*)'!"?$
self-actualization, the development of self-efficacy, skill development, knowledge
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>-Y=&(&!&):?$>:;$-*#>!&%&!@$;#%#,)+A#:!9$1:;$:)!$):,@$-"&,;*#:$-">:<#$F=!$>;=,!($
-">:<#$>($'#,,9$4:;##;?$&($&!$&A+)((&F,#$!)$&A><&:#$!">!$>;=,!($;)$:)!$-">:<#$)%#*$
30 to 40 years?
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9.1)<.+,@1)/C)+99B9621=),11212)9/)1,=6;1)G1+<1)+,2)=6=9+B,+H31)21713/GK1,98)I.B<.8)
we know, form the only possible way forward for life on Planet Earth. (...) When
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living together. A ‘living culture’ is one which—almost by definition—interacts
IB9.)/9.1;=8)B,)9.+9)B9)B,7/371=)G1/G31)<;1+9B,@8)H31,2B,@8)H/;;/IB,@)+,2);1B,71,9B,@)
K1+,B,@=)IB9.)I.B<.)9.1F)<+,)B21,9BCF()
(Frederico Mayor, Preface, World Culture Report 1998, UNESCO)
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F)!"$&:"&F&!&:<$>:;$.>-&,&!>!&:<$.>-!)*(9$/)P->,,#;$")A#$-=,!=*#$,#>*:&:<$>:;$,#>*:P
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=(#.=,$#:;#>%)*9$e"#:$>$+#*():$'")$&($F*)=<"!$=+$&:$):#$-=,!=*#$-):.*):!($>:$=:P
familiar culture and people, how does that person react? What learning processes
are involved? What is the role of learning in anticipating and reducing culture
shock in this global village? What is the role of language in understanding one’s
culture and those of others? What are the advantages and difficulties of multilinP
gual learning? How do we develop our positive and negative attitudes toward unP
familiar people? What is the role of learning in combating racial stereotyping and
prejudices? In reducing inter-cultural conflicts? In discouraging extreme rightP
ist movements? In changing a culture of dependency observed in developmental
work? The lifelong learner needs to address these questions.
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Guide Questions for Reflection and Discussion
1. What are your significant learnings and insights from the article and
why do you consider them significant?
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educators-need-to-learn-to-survive/#ixzz14kS3P1IG
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educator?
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• sharing,
• contributing,
• adapting, and
• inventing.
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There is so much to learn. How can you as an educator know all these things?
• You must take risks and sometimes surrender yourself to the students'
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• Have a vision of what you want and what the technology can achieve.
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• Use the strengths of the digital natives to understand and navigate new
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I wonder: "How many people are still using their lesson and unit plans from five
years ago?"
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• facilitate,
• stimulate,
• control,
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2. Which of the eight habits described in the article are you strongest?
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areas?
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• Enhance reception.
• Introduce diversity.
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• Organise information.
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reception and enables students to fit in their knowledge and ideas. These
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• Prioritise understanding.
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• Encourage more active and interactive learning.
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be productive; there is perhaps no greater technique for stifling an
intellectual exchange than to wait until the end of a fifty-minute
period before asking: “Are there any questions?” Also, by then
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the most significant thing/major points made in the last twenty
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• Asking Questions
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• Questions such as ‘Do you understand?’ or ‘Do you have any questions?’
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• At the simplest level, this kind of questions is often associated with such
words as define, memorise, repeat, record, list, recall, name, relate.
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e.g., “The point about ... seems fairly clear, doesn’t it?”
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assignment for distribution to the rest of the group?”
“Can we move on now to look at the second text?”
• To test for specific knowledge of facts and to focus
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• A closed question can be recognised easily because it
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• To encourage divergent and evaluative thinking
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e.g., “How important is Eliot’s influence on modern
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poetry?”
• Open questions are designed to give information. They
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• At a less simple level, they involve facts organised into some logical
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• Questions of ‘who’, ‘what’, ‘when’, ‘where’ tend to ask for retrieval of
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Probing questions
These may be a series of questions which require going beyond the first response.
• Clarifying
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• Generating ideas
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it? Let’s brainstorm for a bit to see what ideas we can generate within
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• Refocusing
e.g., “How does this relate to what you (someone else) said earlier?”
“If this is so, what are the implications?”
“Can we examine the argument more closely?”
• Prompting
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pricing (ERP)?”
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T: “What about considering first the functions of the ERP?”
• Redirecting
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the ranking of schools?”
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separated from Malaysia?”
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women?”
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might be a possible definition of the modern novel? Why?”
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you want to attract, their specific forms of appreciation and their
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• Be aware of how questions are asked. It should convey an interest in
finding out about what the learners know and encourage learners to think
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Clearly, questions vary considerably in range and purpose. Properly applied, they
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strongly directive questions will stifle intellectual development and do little to
help students cultivate self-confidence.
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supply curve up or down?”
• A better alternative might be: “Let’s review the salient factors that cause
demand and supply curves to shift. What are these?”
' e.g., “Do you think Jim is a romantic? What do you understand by the
term ‘romantic’? Remember what Stein said about Jim being a romantic
and how that is both good and bad? Why do you think he said that? And
what about Marlowe’s point of view?”
• By the time the questioner pauses for breath at the end of the series of
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• The ‘guess-what’s-in-my-mind’/‘programmed response” question
• The question steers the respondent towards an answer that the questioner
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e.g., “We’ve gone through the first sonnet. Any reasonably intelligent
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any difficulty, should you?”
e.g., “I hear you’re getting married soon. How about telling us about it?”
• The line between interest in a student and ‘nosiness’ is somewhat thin and
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• How often do you ask complex questions?
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they already know, and to evaluate and apply this information?
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• Do you treat all students fairly and impartially? Sometimes with a vocal
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P A U S E (30 seconds)
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P A U S E (30 seconds)
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Don’t be the first to answer every question, especially those asked by yourself.
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have their say first.
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to think that their answers are inadequate and invariably need to be rectified,
qualified or definitively endorsed by the teacher.
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• wait for a few seconds; the student may wish to qualify or modify the
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• ask another student to comment on the response given and perhaps provide
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• ask student to explain how the answer was arrived at (if this response is
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Alternatively, ask another member of the group to do so. This not only clarifies but
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Deflect
Put a question back to the person who asked it by a counter or prompting question,
e.g., “What do you think?” or “What do you mean by...?” Or turn the question over
to another student: “..., how would you answer that question?”
“I don’t know”
For many of us, however, this is perhaps one of the most difficult responses,
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difficulty, it is arguably better to admit that you do not know the answer. Students
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find the answer and get it back to them at the next meeting. You could also call
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)))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))))V:+9/
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Don’t answer
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questions, thereby redirecting the questioner to attempt finding the answer for
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critical reflexivity. Reflective learning goes beyond active and experiential
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and effect self-transformation. Reflective learning is not only cognitive, but also
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ways to help students become reflective learners are suggested below:
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SOUTHEAST ASIAN MINISTERS OF EDUCATION ORGANIZATION
REGIONAL CENTER FOR EDUCATIONAL INNOVATION AND TECHNOLOGY
ISBN 978-971-0487-55-4
ISBN 978-971-0487-55-4
Copyright of the readings included in this compilation
rests with the original authors/publishers.
SEAMEO INNOTECH has been granted permission
to reproduce the said readings for educational use.
No unauthorized reproduction is permitted. 9 789710 487554