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    TCW COMPARATIVE (Midterms)

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    Sol Luna
    The document outlines an assignment for students to complete group work comparing policies and themes between 1991 and 2021. Students will be divided into five groups, each analyzing a different theme: 1) Monetary Policies 2) Privatization 3) Foreign Affairs 4) Relations with the United States 5) Relations with Asian Neighbors. Each group will create a 10-15 slide presentation comparing the positive/negative events and policies of 1991 on their given theme to current developments. They will assess if the theme has benefited the country and the value of the comparative analysis for their academic life. Groups will present for 10 minutes each followed by 2 minutes of teacher critique. The presentations will be evaluated based on content, coherence/clarity, and overall

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    TCW COMPARATIVE (Midterms)

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    Sol Luna
    26 views2 pages
    The document outlines an assignment for students to complete group work comparing policies and themes between 1991 and 2021. Students will be divided into five groups, each analyzing a different theme: 1) Monetary Policies 2) Privatization 3) Foreign Affairs 4) Relations with the United States 5) Relations with Asian Neighbors. Each group will create a 10-15 slide presentation comparing the positive/negative events and policies of 1991 on their given theme to current developments. They will assess if the theme has benefited the country and the value of the comparative analysis for their academic life. Groups will present for 10 minutes each followed by 2 minutes of teacher critique. The presentations will be evaluated based on content, coherence/clarity, and overall

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    The document outlines an assignment for students to complete group work comparing policies and themes between 1991 and 2021. Students will be divided into five groups, each analyzing a different theme: 1) Monetary Policies 2) Privatization 3) Foreign Affairs 4) Relations with the United States 5) Relations with Asian Neighbors. Each group will create a 10-15 slide presentation comparing the positive/negative events and policies of 1991 on their given theme to current developments. They will assess if the theme has benefited the country and the value of the comparative analysis for their academic life. Groups will present for 10 minutes each followed by 2 minutes of teacher critique. The presentations will be evaluated based on content, coherence/clarity, and overall

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    26 views2 pages

    TCW COMPARATIVE (Midterms)

    Uploaded by

    Sol Luna
    The document outlines an assignment for students to complete group work comparing policies and themes between 1991 and 2021. Students will be divided into five groups, each analyzing a different theme: 1) Monetary Policies 2) Privatization 3) Foreign Affairs 4) Relations with the United States 5) Relations with Asian Neighbors. Each group will create a 10-15 slide presentation comparing the positive/negative events and policies of 1991 on their given theme to current developments. They will assess if the theme has benefited the country and the value of the comparative analysis for their academic life. Groups will present for 10 minutes each followed by 2 minutes of teacher critique. The presentations will be evaluated based on content, coherence/clarity, and overall

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    COMPARATIVE ANALYSIS | GROUP WORK

    FORMAT | ELMS 1991 DOCUMENT VIS-À-VIS 2021 GROUP RESEARCH


    MIDTERMS: A WORLD OF REGIONS

    Introduction:

    As we continually discuss the ideologies of Globalization alongside its development, we are


    tasked not just on a historical narrative but rather “academically assess” the current trends: in the
    socio-political aspects and see new horizons on whether these changes are good or in need of
    review for future generations to come.

    Reviewing our thoughts on Globalization as a process of interconnectedness among peoples and


    groups, we have to see in better light these ideologies, of old and new, and see a “comparison”
    not to see who is right or wrong, but rather see the “ups and downs” of the narratives to as not to
    be a victim of ignorance or even worst, criticism.

    As continually learning students, this endeavor “enhances the student’s ability to acquire and
    utilize knowledge. Globalization enhances the ability of learners to access, assess, adopt, and
    apply knowledge, to think independently to exercise appropriate judgment and to collaborate
    with others to make sense of new situations.”1

    WHAT ARE YOU TO DO?

    - CLASSES WILL BE DIVIDED INTO FIVE (5) SMALL GROUPS TO WORK ON


    SPECIFIC THEMES (as based on the eLMS Handout 2)

    GROUP 1: Monetary Policies


    GROUP 2: Privatization
    GROUP 3: Foreign Affairs
    GROUP 4: Relations with the United States
    GROUP 5: Relations with our Asian Neighbors

    DIRECTIONS:

    1. As a small group, DISCUCC the 1991 eLMS Document (as based on the specific theme
    given only) and see what happened during those times. Do note the following:
    - The Positive / Negative event during those times (3 slides only)
    - Amendments, Law, or any Group created to answer the situation those times (2 slide)

    2. Afterwards, RESEARCH the Current progress / development (as based again only on the
    theme given) and lay down:
    - The development / situation today at this post-millennial times (2 slides)
    - The Amendments, Law, or any Group that is now established in continually adhering to
    situation today (2 slides)

    3. After the Comparative breakdown, you all have to give your “GROUP ASSESSMENT”:
    - Did this theme within local/foreign policies BENEFIT the Country? Why? Or Why not?
    (1 Slide)
    - Is this comparative study / analysis (as based on your group’s theme) helpful in your
    academic life? (1 Slide)

    TOTAL SLIDES (10 Slides minimum or 15 slides maximum, if necessary)


    PRESENTATION PER GROUP: 10 minutes (Presentation) / 2 minutes (Critique by Teacher)
    RUBRICS FOR GROUP REPORTING:

    1
    https://edtechreview.in/news/2730-globalization-in-education (retrieved October 26, 2021)
    CONTENT: 30%
    - Are the contents and its presentation academically delivered?
    - Is it understandable to all?
    - Is the Content properly cited?

    COHERENCE / CLARITY: 50%


    - Is the 1991 discussion paralleled enough to the current research made by the group?
    - Was the discussion clear enough?

    OVER-ALL PRESENTATION: 20%


    - Was the Presentation Visually detailed with themes and pictures related to the
    discussion?
    - Was the group prepared in discussing their research and comparison?

    TOTAL: 100%

    DISCUSSION TIMEFRAME:

    GROUPS AND CLASSES WILL BE GIVEN A CHANCE TO DISCUSS THEIR


    RESPECTIVE COMPARATIVE MINI RESEARCH AND ASSESSMENT ON:

    - NOVEMBER 2-6, 2021

    - NOVEMBER 8-13, 2021

    Any chances will be instructed as per the advice by your teacher/instructor.


    Enjoy the verge of inculcation of wisdom beyond the odds.

    Mr. Gerald Elmer M. Reguis


    Instructor / Teacher
    The Contemporary World | STI College Ortigas-Cainta

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