ED 501 TEMPERAMENT POWERPOINT PRESENTATION

An educational slides for graduate studies and undergrad students

1. TEMPERAMENT

2. WHAT IS TEMPERAMENT? Temperament is an old word with multiple meanings, but in modern use it typically refers to the usual attitude, mood, or behavior of a person. (merriam-webster.com ) This refers to certain emotional predispositions of an individual. Some emotional patterns such as rage, some forms of fear, and lust are inborn. One with a poor temperament is easily irritated and emotionalized even with trivial matters will have many social as well as learning problems that may retard his learning progress.

3. WHAT IS TEMPERAMENT? In psychology,  temperament  broadly refers to consistent individual differences in behavior that are biologically based and are relatively independent of learning, system of values and attitudes . (Wikipedia) The Oxford dictionary defines temperament as a person's nature shown in how they behave or react to people or situations.

4. WHAT IS TEMPERAMENT? Temperament is an old word with multiple meanings, but in modern use it typically refers to the usual attitude, mood, or behavior of a person. (merriam-webster.com ) This refers to certain emotional predispositions of an individual. Some emotional patterns such as rage, some forms of fear, and lust are inborn. One with a poor temperament is easily irritated and emotionalized even with trivial matters will have many social as well as learning problems that may retard his learning progress.

5. Theoretical Framework This study was anchored on Contingency Theory of Change by French. The Contingency Theory of Change posits that the effectiveness of organizational change efforts depends on the alignment between the change interventions and the specific contingencies or characteristics of the organization. According to this theory, there is no universal approach to change that will work for all organizations. Instead, change strategies must be tailored to fit the unique circumstances of each organization.

6. Conceptual Framework Gender Sensitive Pedagogical Practices -Delivery of the subject matter -Organization of the learning experience -Design of didactics strategies -Selection of the learning evaluation Strengthened Gender Integration in Pedagogical practices and changed behavior of faculty members towards becoming a more gender-sensitive educator Survey Input Process Output

7. Respondents A total of twenty five (25) faculty members from the Education Department of Iloilo Science and Technology University – Miagao Campus for the AY 2022-2023 served as respondents of the study. The researchers purposively selected these professors and instructors for they were licensed teachers, graduate degree holders of education-related programs, and teaching for more than 5 years in tertiary level.

8. Results and Discussion Describe the gender sensitive pedagogical practices of the respondents as to Delivery of the Subject M atter. Overall Mean: 4.48 Verbal Interpretation: Highly Integrated In general, the table confirms that the respondents highly integrate (4.58) gender sensitive pedagogical practices in terms of the delivery of subject matter. This implies that teachers at ISAT U MC recognizes the importance of integrating gender-sensitive pedagogical practices in the delivery of subject matter for it will create a more equitable and inclusive educational experience. This will also lead to equality, critical thinking, empathy, and academic success. It helps challenge stereotypes, address diverse learning needs, and create an inclusive learning environment where all students regardless of their gender can thrive and reach their full potential. This findings is supported by Eurydice who said that gender equality should be an interdisciplinary theme which teachers can develop within the context of their particular subject, confronting prejudice and promoting more gender-inclusive alternatives.

9. Results and Discussion B. Describe the gender sensitive pedagogical practices of the respondents as to Organization of the Learning E xperience . Overall Mean : 4.42 Verbal Interpretation: Integrated As a conclusion, faculty members of ISAT U MC integrates gender sensitive pedagogical practices in terms of organization of the learning experience with overall mean of 4.42. This is a clear expression that this pedagogical practices were integrated in the University’s curriculum therefore, creating an environment that celebrates diversity, challenges gender norms, and promotes equality, leading to more inclusive and empowering educational outcomes.

10. Results and Discussion C . Describe the gender sensitive pedagogical practices of the respondents as to Design of Didactics Strategies . Overall Mean : 4.40 Verbal Interpretation: Integrated Generally , faculty integrates gender-sensitive pedagogical practices in the design of didactic strategies (4.40). This is crucial to ensure equity, challenge stereotypes, improve learning outcomes, foster social and emotional development, prepare students for the real world, and meet legal and policy requirements. By doing so, teachers can create an inclusive and empowering learning environment that benefits all students. According to Grace, teachers need to focus on each individual learner’s skills and/or weaknesses, and thus conduct a class session free from gender bias.

11. Results and Discussion D. Describe the gender sensitive pedagogical practices of the respondents as to Selection of the Learning Evaluation . Overall Mean : 4.51 Verbal Interpretation : Highly Integrated As a conclusion, the respondents highly integrate (4.51) gender sensitive selection of the learning evaluation in their pedagogical practices. By incorporating gender-sensitive evaluation in pedagogical practices, teachers can create a more inclusive and empowering learning environment that respects and values the diverse identities, strengths, and needs of all students, irrespective of their gender. This findings is supported by Feingold who said that certain types of assessment favor boys over girls. Hence, diversity among learners makes it imperative for educators to evolve inclusive assessment strategies which are free from all biases.

12. Conclusion Respondents of this study recognizes that gender fair pedagogy in terms of the delivery of the subject matter, organization of the learning experience, design of didactics strategies, and selection of the learning evaluation prepare students for the realities of the modern world. In today's society, gender roles and expectations continue to evolve, and individuals are increasingly challenging traditional norms. By practicing gender fair pedagogy, teachers equip students with the critical thinking skills and perspectives necessary to navigate and succeed in a diverse and rapidly changing world.

13. Recommendations For gender sensitive pedagogical practices in terms of delivery of the subject matter ISAT U MC may provide professional development opportunities for teachers to enhance their understanding of gender-sensitive pedagogy. Offer workshops, training sessions, and resources that will equip teachers with the knowledge and skills to create gender-inclusive learning environments. The administration might consider investing in teaching materials, textbooks, and resources that will reflect a diverse range of gender identities and experiences. Teachers might as well include in their lessons readings, images, and examples that showcase the contributions and perspectives of people from different genders, cultures, and backgrounds.

14. Recommendations For gender sensitive pedagogical practices in terms of organization of the learning experience Teachers are advice to carefully choose textbooks, readings, and examples that include diverse gender identities and reflect a range of experiences and perspectives. Teachers are encourage to provide a mix of individual, small-group, and whole-class activities to cater to different learning styles and preferences. Avoid assigning tasks or roles based solely on gender stereotypes. Teachers must regularly assess and evaluate the effectiveness of their strategies for promoting gender-sensitive pedagogical practices. Seek feedback from students and colleagues, and make adjustments as necessary to ensure ongoing improvement.

15. Recommendations For gender sensitive pedagogical practices in terms of design of didactics strategies Teachers will continue to design activities that encourage active participation and engagement for all learners. This may include group discussions, hands-on projects, role-playing, and problem-solving exercises. Ensure that the activities offer equal opportunities for all students to contribute and express themselves. ISAT U MC Administration through GAD office will continue to sponsor professional development opportunities for teachers that focus on gender-sensitive didactic strategies. Require teachers to attend workshops, seminars, or online courses that provide insights and tools for designing inclusive instructional practices. Benchmarking activities is also recommended. Engage in conversations and collaboration with colleagues from other academic institutions to share best practices and resources for promoting gender-sensitive pedagogy. Work together to develop and implement strategies that create a healthy learning environment for all gender.

16. Recommendations For gender sensitive pedagogical practices in terms of selection of the learning evaluation Teachers must avoid gender bias in assessment criteria. Office of Instruction should encourage and monitor teachers to review their assessment criteria to ensure that they are gender-neutral and do not favor or disadvantage any gender. Teachers should use clear and objective criteria that focus on the mastery of learning outcomes rather than personal traits or gender-related stereotypes. Teachers should ensure diversity in assessment content. When designing exams or assignments, they should include diverse examples, scenarios, and perspectives that reflect different gender identities and experiences. This will help students feel represented and ensures that assessment content does not reinforce gender stereotypes.