What others are saying

This article from Antonio Abaya is kind of getting ahead of our initial discussions on Asia, but nevertheless relevant to how we want to approach our study of Asia. I have always held the view that too many of us (Filipinos) look to the example of western models on development and modernization and industrialization as if it were an easy thing to do. We need not go far though, other Asian countries have outstripped us in this respect and, thus, deserve not only our admiration but careful consideration of how they did it.

Dare i say that there is an asian model to development? Maybe so. I'm pretty sure that our differences only mean that we have to see ourselves in the same light as other Asians see themselves. Western versus Asian models of development are different because of the fundamental differences in world view.

But this is getting too complicated. We'll take this up again at some point in the future ... we need to lay the groundwork first.
Read more!

Asian Civ Topic Groupings

I promised that the list of groupings would be available the same day that i got the official class list from the Registrar's office. So here it is. Just click on the "read more" link at the bottom to find out which group you belong to.

The groupings are based on the four major civilizations that have exerted tremendous influence on the rest of Asia. These are the civilizations of India, China, Japan-Korea, and civilization/s that emerged in Southeast Asia. Explanations for this topical division can be found in our main reference text.

N4A

INDIA
Barretto, Cabaltera, Dagami, Delis, Filamor,
Jamin, Maymay, Ramirez, Sula, Velunta

CHINA
Arcenas, Dabilbil, Doncillo, Gavan, Labro,
Morano, Pariña, Redoña, Severino, Yu

JAPAN-KOREA
Amor, Dacut, Endriano, Gerena, Lor,
Nidera, Pegano, Pulvera, Trecene

SOUTHEAST ASIA
Alegre, Caniga, De la Cruz, Estrelloso, Jacob,
Manlapas, Padagdag, Salvacion, Tegio

N4B

INDIA
Antonio, Corado, Ermino, Gelizon-Saboy, Jumagdao,
Margallo, Monleon, Penaranda, Reas, Sanchez, Villegas

CHINA
Algas, Bofill-Zorilla, Buntalilid, Dacurro, Doncillo,
Fuentes, Petilla, Quilaneta, Teraza, Uy

JAPAN-KOREA
Abril, Astilla, Bernadit, Centino, Evardone,
Golo, Luego, Pangue, Sillar, Supiengco

SOUTHEAST ASIA
Abing, Cabello, Delmo, Gloria, Lim, Ocsio,
Pascubillo, Rosales, Sevilla, Yu

N4C

INDIA
Adriano, Bernardes, Bustamante, Catugda,
Gonzaga, Monsale, Pedrosa, Radoc, Rudas, Tan

CHINA
Cajudo, Cunanan, Delima, Duallo, Hilvano,
Lugasan,Padagdag, Santos, Tolentino, Uy

JAPAN-KOREA
Amistoso, Daga, Dolor, Gabucan, Lopez,
Navidad, Pardilla, Songalia, Tomol, Ybanez

SOUTHEAST ASIA
Anano, Espinosa, Gemaol, Labaclado,
Martinez, Matela, Plimaco, Rebano, Yu

Take note of your topic group, the names of your group mates, and the names of the people in the other sections that belong to the same topic group. You might want to get together with them to unify the learning goals that you will set for the class. Click here to refresh your memory about your task as a group.

Read more!

A few words on blogging, the internet, our "safety"

Before we get further into our class blogging experiment we need to familiarize with the risk-reward trade-offs of the internet. It is a powerful tool not only for learning but for many other things (if not everything else). In the immortal words of "uncle ben": with great power comes great responsibility. We can't always assume that everyone on the internet will be responsible; we even have a hard time understanding what that is(i say "we" because i find it difficult too).

We need to explore our safety on the internet and blogging path and yet learn as much as we can from it too and have as much fun as we can along the way. So, let me be the "mother goose" (big smile) on this post (hopefully the last mothergoose post from me).

Over at Educational Origami is useful information on internet safety (and the like), specifically, cybersafety and the 3 i's of internet safety. I hope you read them.

It would be great to read about your thoughts on internet safety. That would give me indication if you would like to have a few blogging rules for bamboo grove and your class blogs just like what the Room 9 Nelson Central kids have(click here for their simple blog rules).

We will discuss this when we meet in class next week. Perhaps a short talk after "Show and Tell Asia!"

The Freakonomics blog posts about wikipedia and uncyclopedia (click here) will also give you an idea of why this important. Apparently, wikipedia has credibility issues, hence, the appearance of sites that poke fun at it. If you think wikipedia is really a great source of information, maybe this will make you think twice about what you get from there. Read more!

The first session ... five tasks! whew!

No matter how much experience i have built up over the years that i have been teaching, i always find myself having a moment of dread as i start my first class every semester. It does not matter if the students are familiar to me. At least, for first meetings, the one today was pretty straight forward, still with the usual anxiety on my part though. I gave them a brief introduction on the reference material and how the class will be administered (in general).

There are five tasks that the classes i'm handling will have to accomplish this week.

Task #1 - Creat a class blog

Each class will have to create its own class blog. We will then link up the class blogs to "The Bamboo Grove", which will serve as the blog hub for our subject. Everyone is encouraged to participate in the class blog. They can write on their class blog, create their own blogs and link those to the main blog/s - whatever they choose to do as long as they are able to contribute to the "blog output" of the class.

Task #2 - Which is more important in a doughnut, the "hole" or the "dough"

For their first post, students are asked to answer the question above. Answers may range from the smart ass to the philosophical. But their answers must be "answers" in the true sense of the word i.e. their must be a thinking process behind it.

Task #3 - Focus Groups and what they are supposed to do

I will be dividing each class into focus groups. Each group will handle one of the following specific topic areas: India, China, Japan-Korea, Southeast Asia. The rationale for this "arbitrary" division will become apparent as we move along in the semester.

The group assigned to a topic will be responsible for formulating goals for the class when it comes to their specific topic area. For example: The China group will go through the first ten chapters of our reference book, focusing only on discussions that are relevant to China. They will then come up with learning goals for the class on China.

Task #4 - Show and tell Asia!

They are going to bring something to class (next meeting) that is uniquely Asian. From chopsticks to "yaya's" (nursemaids) - the item, photo, audio clip, etc. must be something that is undeniably Asian. Bringing it to class is only half the task though. The other half is for them to do a little research about that "something" that they are going to bring so that they can explain to the class why it is Asian.

The class will decide whether to accomplish this task as a group or as individuals. They can do it through the group, but as individuals they are also encouraged to do the task.

For this task and class activity, everyone is encouraged to bring cameras, video recorders, etc. or whatever their preferred technology for documenting our "Show and Tell Asia!" classroom activity.

Task #5 - The Bamboo Grove

Finally, students are supposed to visit this blog and find out why it is called "The Bamboo Grove". Read more!

Helpful information on how we learn best

Looking for helpful information on how you can perform better in school? I found VARK over the summer break and, so far, it is the only one that offers tips for the individual. I've used it myself and it turns out that i have a preference for visual and kinesthetic when it comes to taking in information.

I can understand the uses for VARK in fidning out learning preferences of students. For teachers? Well, at the very least we must continually remind ourselves that we teach students who have different learning preferences lumped together into one class. So delivery has to be varied too, covering the VARK range when possible. At the same time, knowing our own learning preferences, we can also understand our limitations.

The main limitation (for me especially) is that we tend to deliver in the mode of our learning preference. If my learning preference is visual, i tend to think that most people prefer it that way too. Hence, i teach that way. This is where VARK is great ( i think), once you've gone through the questions on their website, you get your learning preference scores and then .... they have information on how you would like to take in information, how to do your notes, and how to prep for an exam.

Students - this is a useful tool for you too. Try out the questionnaire on VARK and then read through the rest of the info about your learning preferences. You might find it useful. Read more!