Chapter 5: Trends and Issues in Teaching Gifted and Talented Learner

: The gifted learners with disabilities - Are individuals with exceptional potentials
who have the capabilities of performing high ability skills even with the presence of
impairments and/or disabilities.

Thomas Alva Edison

 Thomas Alva Edison was unable to read until he was twelve years old. His
writing skills were poor throughout his life but these difficulties did not stop him
to become one of the greatest inventors throughout history.

Dr. Temple Grandin

 Dr. Temple Grandin has autism and was diagnosed as def and brain-damaged 2,
but was tested with an IQ of 137 at age of 8. Dr.Grandin become a prominent
author and speaker on both autism and animal behavior and is recently a
professor of Animal science at Colorado State University.

ADHD SIGNS AND SYMPTOMS IN CHILDREN

 Forgetfulness
 Carelessness
 Risky behaviour
 Trouble getting along
 Disorganization
 Excessive talking
 Daydreaming
 Difficulties sitting still

The following guidelines are critical when creating effective educational programs for
gifted\LD students (Baum, 1990; Robinson, (1999)
 Give focused attention to developing the gift or talent in its aven right
Enrichment does not equate to remediation.
 Provide a supportive environment that values and appreciates individual abilities.
 Teach students strategies to compensate for their learning problems as well as
provide direct instruction in basic skills.

One of the strategies given to gifted learners with learning disabilities is RTI or the
Response to Intervention.

Response To Intervention - It is the process used by educators in helping learners

who are struggling with either a lesson or a skill.
The first tier usually consist of quality or core instruction in the general education
classrooms are learners who have not met expected grade level benchmarks are
considered for more intensive support and interventions. The second tier, still part of
the general education system of supports, consist of providing students with smaller
group, more focused instruction in their area of need, and supremacy of educational
support. Tier 3 is considered to be special education (Mellard & Johnson, 2007).

BASIC CONCEPTS OF SPECIAL EDUCATION

Special education - (also known as special needs education, aided education,

exceptional education or special ed) is the practice of educating students in a way that
addresses their individual differences and needs.

INCLUSIVE EDUCATION means different and diverse students learning side by

side in the same classroom. they enjoy field trips and after-school activities together.

A disability is an impairment that may be cognitive, developmental, intellectual,

mental, physical, sensory, or some combination of these.
 Disability is an umbrella term, covering impairments, activity limitations, and
participation restrictions. impairment is a problem in body function or structure.

Exceptionalities Fall In Six Broad Categories:

 INTELLECTUAL - this includes students who have superior intelligence as

well as those who are slow to learn.

 COMMUNICATIVE - these students have special learning disabilities or speech

or language impairments.

 SENSORY - Sensory-grouped students have auditory or visual disabilities.

 BEHAVIORAL - these students are emotionally disturbed or socially

maladjusted.
 PHYSICAL - this includes students with orthopedic or mobility disabilities.

 MULTIPLE - these students have a combination of conditions, such as

orthopedically challenged and visually impaired.

LSEN - learners with special educational needs (south africa)

CWSN - children with special needs

Schools affiliated to CBSE were advised (circular no. 45 dated 29th october, 2008)
to ensure that no child with special needs is denied admission in main stream schools,
it has been observed that there are many schools affiliated to CBSE who are not
abiding by this directive.

PWD - persons with disability resident Filipino citizens with long-term physical,
mental, intellectual, or sensory impairments.

 recognized as such by and registered with, the Philippine National Council on

Disability Affairs (PNCDA) of the local government unit where they reside.

Intellectual Disability (ID), once called mental retardation, is characterized by

below-average intelligence or mental ability and a lack of skills necessary for day-to-
day living.

GDD - GLOBAL DEVELOPMENTAL DELAY

 A child with GDD is one who is considered to have significantly lower
intellectual functioning than their peers. To be diagnosed under GDD, the child
must also be significantly limited in at least two developmental domains,
including, gross motor ( physical), vision and fine motor (muscles e.g., writing),
communication (i.e., speech/hearing/language) and social skills.

ADHD - Attention Deficit Hyperactivity Disorder

 ADHD is a highly genetic, brain-based syndrome that has to do with the
regulation of a particular set of brain functions and related behaviors.
 These brain operations are collectively referred to as “executive functioning
skills”
 include important functions such as attention, concentration, memory, motivation,
and effort, learning from mistakes, impulsivity, hyperactivity, organization, and
social skills.

LD – Learning Disability
A learning disability is a neurological disorder. In simple terms, a learning
disability results from a difference in the way a person's brain is "wired." Children
with learning disabilities are as smart or smarter than their peers. A learning disability
can't be cured or fixed; it is a lifelong issue.

Impairment - any loss or abnormality of psychological, physiological or anatomical

structure or function.
Disability - any restriction or lack (resulting from an impairment) of ability to
perform an activity in the manner or within the range considered normal for a human
being.

Handicap - a disadvantage for a given individual that limits or prevents the

fulfillment of a role that is normal.

Disorder - an illness that disrupts normal physical or mental functions. A disorder

could be defined as a set of problems, which result in causing significant difficulty,
distress, impairment and/or suffering in a person’s daily life

Types, characteristics, and Identification of Gifted and Talented Learners

After-fact Definitions - those who consistently perform outstandingly and achieve in

a valuable area are considered “Gifted” or “talented”.

IQ Definitions - those who get a score above a certain cutoff point in an intelligence
test are considered “Gifted” or “talented”. It is one of the most popularly used
definition of giftedness despite the following limitations: (1) Its focus on the
intelligence as traditionally defines ignores creative and artistic gifts; (2) it does not
take in account gifts in specific areas; (3) it discriminates against disadvantaged
student and (4) students who are just few points below the cutoff will automatically
considered “not gifted”

Percentage Definition - those who belong to a fixed proportion that a school district
sets are considered “gifted” or “ talented” . However , this can be very arbitrary as
school district may set different percentages that they consider gifted.

Talent definition - Those who excel in specific aesthetics ( e.g, .art, music)academic
(e.g. math, science) are/s are considered ‘gifted” or “talented”5.

Creativity Definitions - those who posses superior creative abilities are considered“
gifted” or “talented”. How ever, whether creativity is an acceptable selection criteria
for giftedness is still debatable.

Baxter identified intellectual, non-intellectual, and personality traits that indicate

giftedness in learners. Intellectual traits include exceptional reasoning, curiosity,
quick learning, abstract thinking, and vivid imagination. Non-intellectual traits
include dominance, argumentativeness, competitiveness, tunnel vision, and
compulsive collection.

TYPE 1: THE SUCCESSFUL

 Most gifted and talented learners fall under this type. This type of learner
discover what “Sells” at home and at school. This learners is a convergent thinker
who learn easily and excels in exams, one who is eager to gain the approval of
parents and teachers and to be like by peers. This learners also possesses positive
self-concept but is unaware of deficiencies.
TYPE 2: THE CREATIVE
 This learners is divergently gifted. However, it can be challenging when the
learners needs are not met. There is a tendency for one to go unidentified,
question authority, and be nonconforming. Due tot he title recognition this type of
learner receives, one usually experiences self-esteem issues and is at a high risk
for event drop out from school.

TYPE 3: THE UNDERGROUND

 Due to social pressure, this learners may hide giftedness in order to fit in with not
gifted peers of groups. This could lead to a sudden decline in grades, and this
learners may experience conflict between ones needs and the expectations of ones
parents and teachers

TYPE 4: THE AT- RISK

 The giftedness needs of this learner have not been met, resulting to defensiveness
and anger toward adults or oneself. This could lead to symptoms of depression
and withdrawal as well as acting out. This learner usually develops interest that
are outside of the schools regular curriculum and has a poor self-concept.

Type 5: TWICE EXEPTIONAL

 This learner possesses giftedness at the same time As being physically and
emotionally challenged. Because of the learning abilities or poor verbal abilities,
this learner is not typically identified as gifted. Since school programs usually do
not attend to this learners needs, it could lead to one being discouraged,
frustrated, rejected, helpless, powerless, or isolated.

Type 6: THE AUTONOMOUS LEARNER

 This learner adapt easily to school system and is able to create oneself needs
opportunities. This learner has a positive self-concept and receives positive
attention and support for ones accomplishments.

Historical, Philosophical, Theoretical, And Legal Foundations of Special and

Inclusive Education

Era of Extermination
 During the Greek and Roman Era, people held such negative views about
disability that it was regarded as a punishment from God, something that signifies
being bad or evil. Coupled with the need for military superiority, individuals with
disability were labeled as “defectives” that need to be eliminated from the society.

Era of Ridicule
 During the Middle Ages, people lived in rigid caste systems that discrimination of
individuals who were different from the majority in the society became apparent.
Persons with disability were treated with ridicule in which they were used as
servants or fools; they were used as clowns; they were mocked for their
deformities and behavior; or may even be ordered to be put to death.
Era of Asylum
 During the Renaissance Period, the Catholic Church began accepting persons
with disabilities as wards of state. This was the start of the humane treatment
given to them. They were taken cared for, albeit in isolation. However, the belief
that once disabled always disabled rendered there individuals as uneducable.

Pedro Ponce de Leon (1520–1584)

 He was a Spanish Benedictine monk who is often credited as being "the first
teacher for the deaf". His students were almost all children of wealthy aristocrats
who could afford private tutoring.

Juan Pablo Bonet (c. 1573–1633)

 He was a Spanish priest and pioneer of education for the deaf. He published the
first book on deaf education in 1620 in Madrid. The modern recorded history of
sign language began in the 17th century in Spain, in part with Bonet. In 1620,
Juan Pablo Bonet published Reducción de las letras y arte para enseñar a
hablar a los mudos ("Summary of the letters and the art of teaching speech
to the mute") in Madrid. The book is considered the first modern treatise of
phonetics.

Charles-Michel de l'Épée (24 November 1712 – 23 December 1789)

 He was a philanthropic educator of 18th-century France who has become known
as the "Father of the Deaf"
 In the early 1760s, his shelter became the world's first free school for the deaf,
open to the public

Louis Braille (4 January 1809 – 6 January 1852)

 He was a French educator and the inventor of a reading and writing system,
named braille after him, intended for use by visually impaired people.
 he began developing a system of tactile code that could allow blind people to read
and write quickly and efficiently.
 He presented his work to his peers for the first time in 1824, when he was fifteen
years old. In adulthood, Braille served as a professor at the Institute and had an
avocation as a musician
The first legal basic of the care and protection of children with disabilities was
enacted in 1935. Articles 356 and 259 of Commonwealth Act NO, 3203, asserted “the
right of every child to live in and atmosphere conducive to his physical, moral and
intellectual development” and the concomitant duty of the government “to promote
the full growth of the faculties of every child.

Republic Act No. 3562, “An Act to Promote the Education of the Blind in the
Philippines” on June 21, 1963 provided for the formal training of special education
teachers of blind children at the Philippine Normal College, the rehabilitation of the
Philippine National School for the Blind (PNSB) and the establishment of the
Philippine Printing House for the Blind.

Republic Act No. 5250, “An Act Establishing a Ten-year Teacher Training
Program for Teachers of Special and Exceptional Children” was signed into law
in 1968. The law provided for the formal training of teachers for deaf, hard-of-
hearing, with speech impairment, socially and emotionally disturbed, intellectually
disabled and mentally gifted children and youth at the Philippine Normal College and
the University of the Philippines.

The Education Act of 1982 or Batas Pambansa Bilang 232 states that “the state
shall promote the right of every individual to relevant quality education regardless of
sex, age, breed, socioeconomic status, physical and mental condition, social and
ethnic origin, political and other affiliations.

Section 24 “Special Education Service” of the same law arms that “the State further
recognizes its responsibility to provide, within the context of the formal education
system services to meet special needs to certain clientele.

In 1983, Batas Pambansa Bilang 344 was enacted. The Accessibility Law, “An Act
to Enhance the Mobility of Disabled Persons” requires cars, buildings, institutions,
establishments and public utilities to install facilities and other devices for persons
with disabilities

The 1987 Constitution of the Philippines cites the rights of exceptional children
to education in Article XIV.
 Section 1 declares that the State shall protect and promote the right of all citizens
to quality education at all levels and shall take appropriate steps to make such
education accessible to all.
 Section 2 emphasizes that “the State shall provide adult citizens, the disabled and
out-of-school youth with training in civics, vocational efficiency and other
skills.”

In 1989, R.A. No. 6759 was enacted. The law declared August 1 of each year as
“White Cane Safety Day in the Philippines.” Blind persons use a cane in traveling.

In 1992, R.A. No. 7610 was enacted. The law is “An Act Providing for Strong
Deterrence and Special Protection Against Child Abuse, Exploitation and
Discrimination, Providing Penalties for Its Violation and Other Purposes.”
Magna Carta for Disabled Person In 1992, RA 7277 was enacted. The law is “An
Act Providing for the Rehabilitation, Self-development, Self-reliance of Disabled
Person and their Integration into the Mainstream of Society and for Other
Purposes” otherwise known as the Magna Carta for Disabled Person.

DepEd Order 72, series of 2009 Inclusive Education as a Strategy for Increasing
Participation Rate of Children.

Section 8, DepEd Order No. 43, series of 2013: IRR of RA 10533 or the Enhanced
Basic Education Act of 2013 is a policy that recognizes the inclusiveness of the
Enhanced basic education, and thus, stipulates the implementation of programs
aiming to address the physical, intellectual, psychological and cultural needs of all
learners, including the following special groups:
1. Gifted and Talented Learners
2. Learners with Disabilities
3. Muslim Learners
4. Indigenous People
5. Learners under difficult circumstances.

Senate Bill 1414: Bill of the Inclusive Education for Children and Youth with
Special Needs, has been put forth in the Philippine Congress. Its main goal is to
provide every Filipino Child and Youth with access to inclusive education, as well as
the appropriate resources, materials, and equipment they need.

Senate Bill 1298, The Individuals with Disabilities Education Act of 2016 (IDEA),
is an act that intends to provide free appropriate public education to children with
disabilities. This act ensures that free appropriate public education that emphasizes
special education and other related services will be available for all children with
disabilities.

Senate Bill 996, Inclusive Education for Children and Youth with Special Needs
Act of 2016, is an act instituting inclusive education and establishing special
education centers (SPED Centers) for children and youth with special needs in all
public school divisions.

DepEd Order No. 42, series of 2017, National Adoption and Implementation of
the Philippine Professional Standards for Teachers (PPST), intends to set out clear
expectations of teachers along the different stages of their careers; encourage teachers
to actively partake in continuing effort to attain proficiency.

CHED Memo 74-77, series of 2017 Policies, Standards, and Guidelines for Bachelor
of Elementary Education (BEEd), Bachelor of Secondary Education (BSEd),
Bachelor of Early Childhood Education (BECEd), and Bachelor of Special Needs
Education (BSNEd) require that a Professional Education course of Foundation of
Special and Inclusive Education to be taken by all teacher education students in order
to ensure that all teachers have the knowledge in handling learners with disabilities,
giftedness, and talents
The DepEd Order 21, series of 2019 or the Policy Guidelines on the K to 12 Basic
Education Program, embedded inclusive education in the K-12 curriculum. Inclusion
in this policy is the core principle, the key standard and the principle of the
curriculum, were the right of every Filipino to quality, equitable, culture-based and
complete education are promoted through existing programs such as Special
Education, Indigenous People’s Education, Madrasah Education, and Flexible
Learning options (FLOs) including Alternative Delivery Modes (ADMs) and the
Alternative Learning Systems (ALS).

In 1975, Public law 94 -142, the Individual with Disabilities Education Act (IDEA)
was enacted in the United States. It is a powerful law that has changed the American
system of education.

Six major principles to be followed in organizing and implementing special

education programs (Heward, 2003).

1. Zero Reject
 Schools must enroll every child, regardless of the nature or severity of his or her
disabilities; no child with disabilities may be excluded from a public education.

2. Nondiscriminatory Testing
 Schools must use non-biased, multi-factored methods of evaluation to determine
whether a child has a disability and, if so, whether special education is needed.
Testing and evaluation procedures must not discriminate on the basis of race,
culture, or native language.

3. Appropriate Education
 Schools must develop and implement on individualized education plan (IEP) for
each student with a disability. The IEP be individually designed to meet the
child’s unique needs.

4. Least Restrictive Environment

 Schools must educate students with disabilities with children who do not have
disabilities to the maximum extent possible.

5. Due Process
 Schools must provide safeguards to protect the right of children with disabilities
and their parents by ensuring due process, the confidentiality of records and
parental involvement in educational planning and placement decisions.

6. Parent Participation
 Schools must collaborate with the parents of students with disabilities in the
design and implementation of special education services.
 PRINCIPLES AND STRATEGIES OF TEACHING DESIGNING IEP FOR
GIFTED AND TALENTED LEARNERS

The Department of Education ( DepEd) in the Philippines through the DepEd order
72, series of 2009, also known as the Inclusive Education as Strategy for Increasing
Participation Rate of Children, organized a comprehensive inclusive program for
learners with disabilities, giftedness and talents with the following components:

Child Find. It is about locating learners with disabilities, giftedness and talents who
are not in school, through the family mapping survey, advocacy campaigns and
networking with local health workers, to be enrolled in Special Education ( Sped)
centers or schools nearest their home.

Assessment. This is a continuous process of identifying the strengths and limitations

of learners with disabilities, giftedness and talents through the use of formal and
informal tools for level placement, with the help of existing Sped Centers.

Program Options. Schools, with or without trained Sped teachers, shall make
education accessible to learners with disabilities, giftedness and talents.

Curriculum Modifications. This means using adaptations and accommodations in

classroom instructions and activities , and delivery options.

Parental Involvement. This is involving parents or guardians in observing their

child’s performance, volunteering as teacher aide in the classroom, and serving
academic, moral and spiritual support to their child.

Acceleration was introduced and it is defined as an advance placement of learners

from a current level to a higher level.

Grouping Full time Homogeneous Grouping

• Special Schools for the Gifted.These schools cater to elementary or secondary
gifted learners with a curriculum that include both prescribed academic content that is
based on Department of Education ( DepEd) guidelines and requirements, with a
special enriched and accelerated training in academic, scientific, artistic, and other
areas of development the school opted to highlight . Enrichment opportunities include
music classes, foreign language training, arts and sculpturing, athletic training and
others.

• Special Classes. These are school within a school concept where gifted
children of the same level attend a class together in a full time basis. In the public
school system, under DepEd, special classes usually occur at the elementary level,
jumping from grade three to grade five, where their curriculum covers prescribed
grade-level objectives and extending beyond them with a variety of enrichment,
personal development and advanced classes. Special classes also include DepEd‘s
Headstart Program for the Gifted, which is a comprehensive program for the gifted
and talented pupils in public elementary schools. This program is designed to address
the educational, aesthetic and social needs of preschoolers who manifest superior
abilities expected above their age.

Full Time Heterogeneous Grouping

• Cluster Groups. Cluster grouping refers to placing five to ten high ability
students in one regular class per grade, along with other 15 to 20 regular students.
This grouping is handled by a trained professional teacher and could be divided
further in individual or small groups.

• Heterogeneous Classes. These classes combine prescribed and differentiated

curriculum for the benefit of both regular and gifted learners. Kaplan ( 2001)
recommends using two strategies in teaching both groups in one class, and this
through paralleling and clustering. Paralleling means covering both prescribed and
differentiated curriculum in tandem while clustering is using core concepts and skills
of the prescribed curriculum as the centerpiece, while diffrentiated concepts and skills
reinforce the core. Kaplan saidthat both curricula could be taught without sacrificing
the other. While these strategies work in heterogenous classes, some teachers apply
the use of IEP or Individualized Education Program/ Plan to shape the independent
work of those gifted and talented students.

• Individualized Education Plan. IEP is a basic requirement for school

catering to LSEN. It is a written plan that is customized to achieve learners goal in a
span of one academic school year. It includes the learner’s current skills , strengths
and challenges learning styles and the goals targeted for the school year. In order
accomplish the academic goals set for the specific learner, the teacher first gather
specific data regrading learners progress or academic concern’s through parents
conferencing, student conferencing, student observation , and analysis of student
performance. The IEP meeting subsequently involves the professionals and the
parents or guardians of the learner. They discuss the learner’s educational needs and
came up with a specific, measurable attainable relevant and time bound ( SMART
Objectives) annual goals for each of those needs.

Part time and Temporary Grouping

• Pull out Programs. In this set up , learners are pulled out of their regular
mainstreamed classes once or twice a week to spend two or three hours per session in
special enrichment activities, guided by a teacher of gifted and talented education.
The sessions usually takes place in a resource room or center where supplementary
materials are provided. Through the pullout activities, gifted and talented learners
acquire knowledge and skills apart from the regular curriculum, which helps them
strengthen their creativity, metacognitive skills, communication and other personal
areas of development.

• Part time Special Classes. This school within a school concept can also be
offered in a part time basis. In this option, gifted and talented learners enjoy 50% to
70% of prescribed curriculum in the regular classes and attend differentiated
curriculum in a special classes. Part time in special classes include independent
projects and research, and accelerated subjects, and small groups collaborations that
aim to heighten creativity and higher level thinking skills.
• Enrichment Clusters. This kind of grouping works for different level learners
with common interests such as journalism, literature, engineering, baking and others.
These group of learners meet with an experts in the interest area at designated times
for 6-12 weeks.

• Special interest Groups and Clubs. This type of grouping is more common
among secondary students where enrichment activities in different clubs exist, such as
drama class, chess club, mathematics club, religious club, and others. High school
students in the country, especially among private schools, apply for membership while
the officers as well as the club adviser assess their skills and abilities. Teachers with
expertise in the field are tasked to meet the students two hours in a week and
implement activities that will sharpen their skills.

Differentiation - It is an effective teaching strategy for inclusive special educatioN,

which involves giving all learners in the regular classroom choices based on how best
they could achieve their greatest potentials, not creating a separate level for each
student.

Differentiation of content - involves the design of work different curriculum

materials and resources.

Differentiation by Interest - important for poorly motivated learners.

Differentiation of Pace - allowing some students more time to complete core work
and providing for an extension activities for others.

Differentiation of Access - allowing learners in different pathways

Differentiation of Outcome - involves students to present their responses in different

ways.

Differentiation of Curricular - involves changing the order in which sub topics are
presented.

Differentiation of Structure - learners work at the same topic but the teacher
provides step by step coverage for some learners while others progress more
independently.

Differentiation of Teacher Time - teacher will devote more or less attention to

individual learners during the lesson and in follow up.

Differentiation of Teaching Style - varying the way in which topics are presented

Differentiation of Level - all learners study the same topic but the teacher sets
different degrees of complexity in what students are asked to do so.

Differentiation by Grouping - involves using one’s knowledge of learner’s

characteristics.
Tiered Instruction. Tiering is an example of instructional strategy as listed in Figure
4.1. As differentiation begins with assessment of learner skills, learners well there be
identified based on how advanced their skills are.

Enrichment Strategies
Strategies for enrichment contain higher order delivery methods of developing skills
in creative thinking, critical thinking and problem solving.

• Library and Internet Research Projects. This is given to learners with strong
interest on a specific topic. Learners may select their own topic of interest or may
choose from a wide range of brainstormed topics with the teacher and group of
students. The learner initially poses a question and finds out the answer through
interview of experts, library work, field trips, and other means chosen by the learner.

• Scientific Research Projects. This strategy is an investigative process of

finding solutions to a scientific problems.

• Art, Drama, Creative Writing and other Independent Project. Art projects
comprise the different areas in drawing, sculpturing, photography and others. Drama
projects include writing, directing producing and performing plays.

• Mentorships. Mentoring comprises of professionals working with interest

clubs in school, meeting once or twice in the school campus. The adult mentor serves
as the resource person, role mode, teacher and friend with a goal of transferring skills
and attitudes they have to their learners with the same interest as theirs.

• Peer tutoring. Peer tutoring, also known as “ peer assisted learning or peer
mediated instruction, it strategy that involves learners acting as tutors to other learners
( tutees) on the face interaction, under the supervision of a teacher.
 FSM06: INTERNATIONAL CUISINE

Module 1: BASIC CONCEPTS OF INTERNATIONAL CUISINE

Definition of Terms:

1. Acculturation: process of cultural changes due to repeated exposure to

another culture.
2. Assimilation: the status of the culture of a population when it fully merges
into the majority culture from others, thereby losing its ethnic identity.
3. Conservatism: descriptive of people reluctant to change their food habits or
try new foods. .
4. Cuisine of a country: an art and science and an important aspect of its food
culture.
5. Culture: the composite of customs, traditions, values, art and literature,
history and other norms that are developed, learned, shared and practiced by a group
of people constitute culture. These passed down to generation and may be modified.
6. Cultural Sensitivity: refers to the recognition and acceptance that cultural
differences and similarities exist. Both are important and equally valued.
7. Ethnicity: refers to the affiliation with race, people language or cultural group
Intra – ethnic variation: commonly due to racial, regional, political and economic
divisions.
8. Food: anything that nourishes the body by supplying energy, building and
repairing cells and regulating bodily processes.
9. Food Habits: customary ways of eating, developing for many years from the
family or established by choice due to individual preferences\
10. Foodways: include not only food habits, typical meal pattern and time of
eating, but culinary practice.
11. Multi- culture: description of a group of people with several cultural behavior
and practices co- existing at a given time.
12. Nationality: the country where a person lives or which country he or she
considers as homeland. Oftentimes where the person is born determines nationality.

o Prehistoric diet: basically water and marine life

 1207,000 years there was evidence of eating shellfish. Mankind thrived on
food available in their environment by hunting and gathering.
o 10,000 BC: Agricultural begun
o 9,000 BC: sheep and goat were domesticated
o 6,500 BC: cattle, meat and dairy products were enjoyed
o Between 6,000 B.C and 8,000 BC: nuts, apples, corns and beans were foods
Farming was established in Peru
o 4,000 to 5,000 B.C: consumption of more fruits, vegetables, nuts and grains
o 3,000 BC : chicken were domesticated
o 2,000 BC : Chinese moon cake and many spices were discovered

Southeast Asia: use water buffalos or carabao

o First Century ADE: showed records of Ancient Rome of Italian weddings
Fried chickens, flan, rice, puddings, challah bread, capers, turnips and berries.
 2nd Century: sushi and ice cream were introduced
 3rd Century: food trade accelerates
 3rd and 7th Century: pretzels, lemons, tofu, spinach, eggplant and many kind of
beans were part of their meals
 10th and 14th Century: Peking duck, cod, corned beef, pancakes, waffles,
hamburgers, guacamole (avocado), assorted fruit pies, kebabs and more varieties
of cheese were introduced.
 15th and 17th Century: tempura, teriyaki in Japan were introduced Salsa,
gingerbread, puff pastry and quiche marzipan, applesauce and coconuts.
 1650: doughnuts and kosher foods
 Kosher: refers to Jewish dietary framework for food preparation, processing and
consumption.
 18th Century: colonial American frontier foods
 1830: softdrinks or colas were introduced
 1897: Gelatin was introduced
 1906: Cornflakes

Lesson 2: Factors affecting food ways and culinary practices

1. Geographical Location: Geographical location of a country determines the kind of

climate it has throughout the year.

Tropical Belt: it is characterized by predominance of desert and semi desert on the

continents of high water temperature and high salinity in the ocean.

2. Climate:
 Polar Regions: always cold and dry with few plants that can survive. Example:
United States of America (Alaska), Canada (Yukon, The Norhwest Territories,
Nunavut), Denmark (Greenland), Norway, Finland, Sweden, Iceland and Russia
 Temperate Regions: mild winter days and some hot dry summers with some
cooler, wetter climates in certain nations. Example: Argentina, Austria, Belgium,
United States, Canada, China, France, New Zealand, Spain, Sweden, Japan,
Korea, Germany, Mexico, others.
 Tropical Regions: wet, humid and warm most of the year and have abundant
vegetation. Example: Australia, Cambodia, Hongkong, India, Philippines,
Vietnam, Singapore, Indonesia, Thailand, Malaysia, others
 Typhoon Belt: experience the devastating effects of floods, winds and heavy
rains.

3. Topography: This refer to the kind of terrain such as mountain ranges, fertile
valleys, thick forest, rivers and lakes surrounding the islands.
 Ring off Fire: extensive zone of volcanic and seismic activity that coincides
roughly with Borders of the Pacific Ocean

4. History:
• Aborigines or Natives: before foreigners came
• Invaders, colonizers and traders: those who brought with them food and cooking
tools among other artifacts, languages, clothing and fashion, arts and others.
• Permanent settlers or immigrants: added to the natives population of a country.

5. Religion:
o Food Symbolism and observance of what to eat, when to eat and how is it
prepared are important aspects in religious rites.
o Family Celebration: weddings, birthdays, baptism, rituals of the dead or
funerals, follow religious ceremonies