Indigenizing and contextualizing the use of cooperative learning strategies

Abstract

Exploring the indigenous Cebuano cultural practices contextualizes a culture-based Cooperative Learning (CL) strategy. The study explored the socio-cultural background of Cebuano cooperation as reflected in the communal practices of the tagay, alayon, yayong, tambayayong, and unong (TAYTU); the process of localized cooperative learning strategies contextualized in the TAYTU; designing lesson exemplars in the TAYTU way. This qualitative study used a directive content analysis design using relevant research findings and initial codes that serve as bases of future projections, as a form of trend studies in CL strategies. The exploratory design was used to provide visualization of TAYTU exemplars. FGDs were conducted among the 60 research participants: alayon farmers (20), tambayayong fishermen (20) and male-drinkers (20), using enumeration sampling and inclusion criteria to establish the socio-cultural background of the study. The indigenous identities of the Cebuano cultural practices bridge a potential exploration of the localized and contextualized CL strategies in realizing the noble aim of malasakit in the Philippines' AmBisyon Natin 2040. Catharsis in tagay; togetherness and unity of command in alayon; sensibility and sensitivity in yayong; sharing of extreme emotions in tambayayong; and intimacy and solidarity in unong featured a socio-cultural background necessitated in the crafting of the TAYTU Models of CL Teaching exemplars.

The culture and economic attributes of puso street food industry: Basis for a contextualized framework of puso teaching model

“…Vis-à-vis, this context supports the tweaking of the existing cultural practices to a more utilitarian perspective i.e. useful in the instructional process where both teachers and students can appreciate learning more effectively based on their cultural contexts (Estrelloso et al, 2019;Tejada et al, 2019;Inocian et al, 2019;Pacaña et al, 2019;Inocian et al, 2020;Inocian, 2020;Irmano et al,2020).…”

“…Like the pagluto or actual cooking of the puso that needs the careful amount of water and heat in the cooking process, sifting the needed questions and the learning activities redirects the development of understanding and reflections in the learning process with maximum participation of the members of the learning teams. This context exemplifies the use of cultural-based Tagay (Round-Robin), Alayon (Group Investigation), Yayong (Think-Pair-Share), Tambayayong (Learning Together), and Unong (Team Assisted Individualization), which are forms of indigenized and contextualized cooperative learning strategies known as the TAYTU way (Inocian et al, 2019); and other forms Cooperative Learning (CL) strategies. Organize, as the yellow teaching quadrant, necessitates the recognition of cultural innovations that contribute progress and development.…”

Exploring a Culturally-Responsive Model and Theory for Sustainable Development in Education Based on Cebuano Context

“…Another lens to look into cultural knowledge is examining how people behave and act in the community during good and bad times. Figure 4 mirrors this lens into five Cebuano cooperation practices known as TAYTU (tagay, alayon, yayong, tambayayong, and unong) [24]. The friendliness and gregariousness of everybody prove that they are not in isolation.…”

“…Cultural innovation is a process of integrating cultural knowledge, skills, and reflections into another concept, product, and system for development. The previous works of the author and company on culture-based pedagogies support cultural innovations [24,37]. As contextualized in the culture of healing, a cultural knowledge about panambal (healing) using herbal medicine includes finding out the different herbal plants including its parts, and its processes of utilization for healing.…”

Cebuano cultural identities: prospects for a culturally responsive pedagogy

“…Subsequent to the previous studies on culturally responsive pedagogies of ; Pacaña et al (2019); Estrelloso et al (2019); and Tejada et al (2018), this study breaks the rarity of culture-based education studies, aiming to contextualize Cebuano CIs that navigate the experiences of a deeply rooted culture in every part of Cebu that contributes the formation of a Cebuano taras, identity or trait of being spiritual or espirituhanon, proud of place or masigarbohon, and tribally collective or lumadnon (Lagahid & Puyo, 2016). Throughout the years, the Cebuano CIs help Cebu's economy flourishes with a maximum commercial advantage.…”