RESEARCH-BASED

KNOWLEDGE AND PRINCIPLE

OF TEACHING AND LEARNING
Ms. Lea M. Cabar/ Ms. Beverly Mercado
OUTLINE
 Review the purpose of PPST
 Discuss Research-based Knowledge and its implication to
the emerging educational paradigm;
 Explain teaching and learning principles and its application
 Reflect on the 21st Century professional development skills
 “The quality of
an education
system
cannot exceed
the quality of its
teachers.”
(McKinsey, 2007)
WHAT IS PPST?

Philippine
Professional
Standards
For Teachers
PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS
• A public statement of what teachers
need to know, value, and be able to do in
their practice.
• It has four career stages:
Beginning, Proficient, Highly Proficient,
and Distinguished
PHILIPPINE PROFESSIONAL STANDARDS FOR
TEACHERS
• It is built on the National Competency-
based Teacher Standards (NCBTS)
• It comprises seven Domains and 37
Strands, and 37 Indicators for each
Career Stage.
PPST AIMS TO:
• Set out clear expectations of teachers along well defined
career stages of professional development from beginning
to distinguished practice;
• Engaged teachers to actively embrace a continuing efforts in
attaining proficiency; and
• Appy a uniform measure to assess teacher performance,
identity needs, and provide support for professional
development.
PPST WILL BE USED AS:

• Basis for all learning and development program for teachers

to ensure that teachers are properly equipped to effectively
implement K12 Program
• For selection and promotion of teachers
• Basis for all performance appraisal of teachers
• DO 42, s. 2017
SEVEN DOMAINS OF PPST
1. Content Knowledge and Pedagogy;
2. Learning Environment;
3. Diversity of Learners;
4. Curriculum and Planning;
5. Assessment and Reporting;
6. Community Linkages and Professional Engagement; and
7. Personal Growth and Professional Development.
 DOMAIN 1.
CONTENT KNOWLEDGE AND PEDAGOGY
Recognizes the importance of teachers’ mastery of content
knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical
understanding of the application of theories and principles of
teaching and learning.
 DOMAIN 1.
CONTENT KNOWLEDGE AND PEDAGOGY
 This domain encompasses teachers’ ability to apply
developmentally appropriate and meaningful pedagogy
grounded on content knowledge and current research.
 It takes into account teachers’ proficiency in Mother Tongue,
Filipino and English in the teaching and learning process, as
well as needed skills in the use of communication strategies,
teaching strategies, and technologies to promote high-
quality learning outcomes.
 DOMAIN 1. STRAND 2
STRAND 1.2 BEGINNING PROFICIENT HIGHLY DISTINGUISHED
RESEARCH- 1.2.1 1.2.2 PROFICIENT 1.2.4
BASED 1.2.3
KNOWLEDGE Lead colleagues
AND Beginning Use research- Collaborate in the
PRINCIPLES Demonstrate an based with colleagues advancement of
OF understanding knowledge and in the conduct the art and
TEACHING of research- principles of and application science of
AND based teaching and of research to teaching based
LEARNING knowledge and learning to enrich on their
principles of enhance knowledge of comprehensive
teaching and professional content and knowledge of
learning. practice. pedagogy. research and
pedagogy/
 CONTENT KNOWLEDGE
 Competencies that teachers are expected to master for them
to teach efficiently and effectively.
DOMAIN 1. CONTENT KNOWLEDGE AND PEDAGOGY IS
COMPOSED OF SEVEN STRANDS

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-
order thinking skills
6. Mother Tongue, Filipino and English in teaching and learning
7. Classroom communication strategies

DOMAIN 2, LEARNING ENVIRONMENT, CONSISTS OF 6 STRAND

 RESEARCH-BASED KNOWLEDGE

• Information, knowledge or data acquired through

systematic investigation and logical study
 RESEARCH
• Scholarly activity that
consist of addressing a
specific problem through
collection, analysis and
interpretation of data (or
scientific information or
facts) Wa-Mbaleka, 2019
 CHARACTERISTICS
SPECIFIC Because it is there to help
PROBLEM solve the problem

Based on experience or
EMPIRICAL
observation

Follow a specific process and

SYSTEMATIC a specific set of guidelines
and principles
 CHARACTERISTICS
Based on real facts that anyone
CREDIBLE who follows your method or steps
can also find

Based on evidence that is

LOGICAL convincing to readers and
listeners.
Careful evaluation of the data we
CRITICAL collect
EDUCATIONAL REFORM
SHOULD BE
A BY-PRODUCT
OF RESEARCH
RESEARCH & 21 CENTURY SKILLS ST

https://ccsavpro.com/tech-and-the-21st-century-classroom/
KRA- PROFESSIONAL GROWTH AND
DEVELOPMENT 30%
MASTER TEACHER:

Conducted at least an action

research related to school or
classroom concerns /
problems during the year
WORKING TOGETHER. Teachers from the Lapasan National High School work
over an activity provided during the seminar-workshop. Often done in groups,
activities ranged from filling acrostic term to listing down current school or class
issues on worksheets distributed. Supplied photo.
TEACHING
PRINCIPLES

https://blog.innerdrive.co.uk/20-principles-teaching-learning
1. Effective teaching
involves acquiring
relevant knowledge
about students and using
that knowledge to
inform our course design
and classroom teaching.

ASSURE MODEL (Heinich, Molenda, Russell and

Smaldino, 1999) 
2. Effective teaching
involves aligning the
three major components
of instruction: learning
objectives, assessments,
and instructional
activities.
3. Effective teaching involves articulating explicit
expectations regarding learning objectives and
policies.
4. Effective teaching involves prioritizing the
knowledge and skills we choose to focus on.
5. Effective teaching involves recognizing and
overcoming our expert blind spots.
6. Effective teaching involves adopting
appropriate teaching roles to support our
learning goals.
7. Effective teaching involves progressively
refining our courses based on reflection and
feedback.
8. Effective teaching involves progressively
refining our courses based on reflection and
feedback.
 RESEARCH-BASED
PRINCIPLES OF LEARNING
& TEACHING STRATEGIES
Eberly Center for Teaching Excellence, Carnegie Mellon
University
1. STUDENTS’ PRIOR KNOWLEDGE
CAN HELP OR HINDER LEARNING
To apply this principle, consider the
following teaching techniques:

 Administer a diagnostic assessment or have

students assess their own prior knowledge
 Use brainstorming to reveal prior knowledge.
 Identify discipline-specific conventions explicitly.
 Ask students to make and test predictions.
2. STUDENTS’ MOTIVATION DETERMINES,
DIRECTS, AND SUSTAINS WHAT THEY DO
TO LEARN
To apply this principle, consider the
following teaching techniques:

 Connect the material to students’ interests.

 Provide authentic, real-world tasks
 Show relevance to students’ current academic lives.
 Provide rubrics
3. HOW STUDENTS ORGANIZE
KNOWLEDGE INFLUENCES HOW THEY
LEARN AND APPLY WHAT THEY KNOW
To apply this principle, consider the
following teaching techniques:
 Provide students with the organizational structure of
the course.
 Share the organization of each lecture, lab, or
discussion explicitly
 Make connections among concepts explicit.
 Ask students to draw a concept map to expose their
understanding of how course material is organized.
4. TO DEVELOP MASTERY, STUDENTS MUST
ACQUIRE component skills, practice
integrating them, and know when to apply
what they have learned.
To apply this principle, consider the
following teaching techniques:
 Provide isolated practice of weak or missing skills.
 Give students opportunities to practice skills
including low-stakes, ungraded assignments
 Give students opportunities to apply skills or
knowledge in diverse contexts.
 Specify skills or knowledge and ask students to
Identify contexts in which they apply.
5. Goal-directed practice coupled with
targeted feedback enhances the quality of
students’ learning
To apply this principle, consider the
following teaching techniques:
 Be explicit about your goals in your course materials
Stage assignments by breaking tasks into smaller
assignments.
 Look for patterns of errors in student work.
 Prioritize your feedback
 Incorporate peer feedback.
6. Students’ current level of development
interacts with the social, emotional, and
intellectual climate of the course to impact
learning.
To apply this principle, consider the
following teaching techniques:
 Make uncertainty safe.
 Examine your assumptions about students.
 Model inclusive language, behavior, and attitudes
 Establish and reinforce ground rules for interaction
 Use the syllabus and first day of class to establish
the course climate
7. To become self-directed learners,
students must learn to monitor and adjust
their approaches to learning.
To apply this principle, consider the
following teaching techniques:
 Check students’ understanding of the task.
 Have students do guided self-assessments.
 Require students to reflect on and annotate their
own work.
 Prompt students to analyze the effectiveness of
their study skills.
 Have students engage in peer feedback.
IMPLICATIONS:
21 CENTURY
ST

PROFESSIONAL
DEVELOPMENT
SKILLS
Janelle Cox
M.S. in Education
 21 CENTURY PROFESSIONAL
ST

DEVELOPMENT SKILLS
1. Adaptability
9. Innovative
2. Confidence
10. Commitment
3. Communication
11. Ability to manage online reputation
4. Team Player
12. Ability to Engage
5. Continuous Learner
13. Understanding of Technology
6. Imaginative
14. Know when to Unplug
7. Leadership
15. Ability to Empower
8. Organization
 REFERENCES:
Eberly Center for Teaching Excellence, Carnegie Mellon University
(n.d.) Theory and Research-based Principles of Learning. Retrieved
from http://www.cmu.edu/teaching/principles/learning.html

Ambrose, S., Bridges, M., DiPietro, M., Lovett, M., Norman, M.

(2010) How learning works. San Francisco: Jossey Bass

Adapted with permission from Eberly Center for Teaching

Excellence, Carnegie Mellon University, Pittsburgh, Pennsylvania.
for listening.
lea.cabar@deped.gov.ph

Lea Cabar

+639060784079