“The School Environment” 1.
Principles of Development
1. A physical environment conducive for learning is one that has consistent practices that:
 keep the school safe, clean, orderly and free from distraction;
 maintain facilities that provide challenging activities; and
 address the physical social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the learning environment. They
help in building and establishing the school culture. These voids become one way for everyone to learn
about the vision-mission, goals, and values that the school upholds.
3. As a basic part of the school’s visual environment, display boards have four general purposes:
 Decorative – They offer visual stimulation and appeal to aesthetics. They set the social and
psychological atmosphere of the school.
 Motivational – They encourage students to perform better and have greater confidence. An
example would be the display of students outputs that show that each output is recognized and
valued. The bulletin boards help celebrate the learners growth and progress.
 Informational – They are used as a strategy to readily disseminate information.
 Instructional – They move students to respond and participate through interactive
4. Displays. They get students to think about and communicate their learning. 4. The set of criteria for
evaluating bulletin board displays includes effective communication, attractiveness, balance, unity,
interactivity, eligibility, correctness, and durability.
 Communication, attractiveness, balance, unity, interactivity, eligibility, correctness, and durability
Learner Diversity: Developmental, Characteristics, Needs and Interests
Here are major principles of developmental:
1. Development is relatively orderly. — Development follows directional patterns, such as from the
head to the toe (cephalocaudal) and from the center of the body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning – physical, social, and emotional, and cognitive – are
important and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC, 2009)
Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion, Socio-
economic Status, Difficult Circumstances, And Indigenous People
Here are principles and concepts:
a. Development and learning proceed at varying rates from child to child as well as at uneven rates
across different areas of the child’s functioning. (NAEYC, 2019)
b. Development and learning are maximized when learners are challenged to achieve at a level just
above their current level of mastery. And also when they have many opportunities to practice newly
acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning, content,
activities and assessment to the different characteristics, abilities, interest, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners gender, needs, strengths, interests, and experiences.
b. English linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents.
d. Learners under challenging circumstances, circumstances which include geographic isolation,
chronic illness, displacement due to armed conflict, urban resettlement or disasters, child abuse,
and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned affect
learners. The teachers developed in them sensitivity and empathy. They remember that the learners
respond and perform at different levels. The teachers are sure the students that their gender identity,
culture and religion are respected their strengths are recognized and their needs will be met. These
teachers declare to all that everyone has the chance to learn and succeed. They create a learning
community where everyone can work together and contribute regardless of their abilities, capacities,
and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom.
 Model, respect and acceptance of different cultures and religions
 Bring each of the student’s home culture and language into the shared culture of the school.
 Provide more opportunities for cooperation than competition.
3. Focus on Indigenous Peoples
A young teacher approach to indigenous peoples starts with a keen awareness of one's own
identity, including one's beliefs and cultural practices. True serious reflection. One may realize that the
self is a product of all the influences of key people in one's life and the community, real and virtual.
Similarly, learners from indigenous groups carried with them their beliefs, views and cultural practices.
One's attitude needs to be that of openness and respect. Come in not with the view that one's own
 culture is superior. We approach with a sincere willingness. And deep interest to know and understand 5) Classroom Assessment. Assessment shall be done utilizing tools appropriate to the standards,
the indigenous people’s culture. We aim to make teaching learning facilitative rather than imposing. competencies, skills and concepts being covered, their design and use shall address the needs and
a. From your professional education subjects/courses, most likely you have discussed indigenous concerns of the community and shall be developed with their participation.
peoples in the Philippines. You learn that our country has about 110 ethno-linguistic groups,
majority of which is in Mindanao, some in Northern Luzon and fewer in the Visayas. (UNDP
Philippines, 2010). They represent about 10 to 20% of our total population. There are two big Learner Diversity: The Community and Home Environment
indigenous peoples groups which have several smaller ethnic groups within them, the non-muslim
groups called the Lumads in Mindanao, and the Igorots Northern Luzon. Among others, we have the 1) Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of
Badjaos, Ati and Tumandok, Mangyans, and Aetas. nation ship systems that make up the learners’ environment. The layers are:
b. Republic Act 8371 (1997), the indigenous Peoples Rights Act, recognizes and protects the rights of Microsystem - Mesosystem - the Exosystem - the Macrosystem - Chronosystem -
indigenous cultural communities (ICC) and Indigenous peoples (IP). Our country was admired by includes the connection bigger social outermost layer, the element of
other nations for enacting this law. However, years later so, much still has to bedone to improve the structures such as between the system which which includes time patterns of
lives of millions of people from indigenous groups. (Reyes, Mina and Asis, 2017) once family is cool structures in the includes the city cultural values, stability and pacing
and neighborhood. microsystem. government, the customs, and laws. of the child's
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, adapting the Indigenous Peoples
workplace and the everyday life.
Education (IPED) Curriculum framework. Most useful for you as a future teacher to remember are
mass media
the 5 Key Elements of the Indigenous Peoples Education Curriculum (DO 32, s.2015 enclosure,
The model helps the picture looked into every aspect in the learners environment to understand
pp.15-18):
his behavior. That features important role is not to replace what is missing at home (If any), but to
1) Curriculum Design, Competencies and Content. Interfacing the national curriculum with
work so that the school becomes an environment that welcomes and nurtures families. The
Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning Systems (ILS). The
teacher works to create a partnership with the family and community to bring out the best in
design of a culturally appropriate and responsive curriculum has the following features:
every learner.
a. Anchors the learning context on the ancestral domain, the community’s world view, and its
2) Baumrind’s Parenting Styles
indigenous cultural institutions.
 Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning
b. Includes and respects the community’s expression of spirituality as part of the curriculum
obedience. Rules are, sadly parents and misbehavior is smelled weird. Withdrawal of affection,
context.
physical punishment or threats.
c. Affirms and strengthens indigenous culturally identity.
 Permissive. Parents are not fear or controlling. They have few expectations, maybe warm and
d. Revitalizes, regenerates, strengthens and enriches IKSPs, ILS, and indigenous languages.
caring, but appear to be uninvolved and uninterested.
e. Emphasizes competencies that I needed to support the development and protection of the
 Rejecting-neglecting. Parents are disengaged from children. Neither demanding nor responsive to
ancestral domain, the vitality of their culture and advancement of indigenous rights and
children. Provide no structure, supervision, support or guidance.
welfare.
 Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
f. Supports the Community's efforts to discern new concepts that will contribute to the
expectations and limits for their children. Treat children with respect and warmth. Make children
Community's cultural integrity while in enabling meaningful relations with the broader society.
understand consequence of their behavior.
2) Teaching Methodology and Strategies. A culturally appropriate and responsive curriculum
employs teaching methodologies and strategies that strengthen and enrich and complement the
communities indigenous teaching-learning process. Children of:
3) Learning Space and Environment. A culturally appropriate and responsive curriculum recognizes
that the ancestral domain where IKSPs are experienced, lived, and learned in the primary learning  Authoritarian parents: are often unhappy, fearful, withdrawn, inhibited, hostile, and angry and
environment and learning space of indigenous learners. aggressive. They have low self-esteem and difficulty with peers.
4) Learning Resources. Instructional materials and other learning resources shall be developed and  Permissive parents: believe that their parents do not care for them. They are often impulsive,
utilized in line with the described curriculum, content, and teaching learning process. aggressive and lack self-control. May they have low levels of independence and responsibility.
  Rejecting-neglecting parents. Are found to be the least competent in their overall functioning Importance of Effective Classroom Management
and adjustment.
 Increase chance of student  Creates consistency in the  Decreases misbehavior in
 Authoritative Parents: are used are socially competent, self-reliant, and have greater ability to
success employment of rules and the classroom.
show self-control. They have higher self-esteem and are better adjusted.
 Paves the way for the teacher regulations  Gives student boundaries
Based on child development by SANTROCK 2004. to engage students in learning  Aligns management strategies as well as consequences.
 Increases instructional time with his school wide standards.

Creating an Appropriate Learning Environment

Two aspects of Classroom Management
The classroom climate that is conducive for learning is one that is non-threatening, yet business-like. It is a
classroom where, when creating audio-visual presentations, the following Are observed: 1. Personal Classroom Management consists of managing your own self to ensure order and discipline
in your class. It includes:
 Specific classroom rules and procedures are  Techniques to acknowledge and enforce acceptable
 Voice  Attendance  personal
clear. behavior are employed.
 Personal Grooming  Punctuality graciousness
 Classroom rules and procedures are discussed  Clear limits for unacceptable behavior are
within the first few days of the school. established, and negative consequences for such Managing yourself as a teacher contributes to the order and well being of your class.
 Students are involved in the design of rules and are communicated.
procedures.  Classroom processes are democratic.
2. Physical Classroom Management consist of managing the learning environment. Attending to this,
physical elements of the learning environment ensures the Safety, security and order index class. It
Classroom Management and Classroom Routines includes:
 Ventilation  Acoustics  structure or design of the
Routines are the backbone of daily classroom life. They facilitate teaching and learning routines don’t  Lightning  seating classroom
just make the life of the teacher easier. They save valuable classroom time. Efficient routines make it easier arrangement  basically, space or learning stations
for students to learn and achieve more.

Establishing routines early in the school year:

Some effective Classroom Management.
 Enables you to run your daily activities run  Makes you more focused in teaching because you
smoothly; spend less time in giving directions/instructions; and 1. Model to the students how to act in different situations. 9. Let the students work in groups.
 Ensure you to manage time effectively;  Enables you to explain to the learners what are
2. Establish classroom guidelines. 10. Interview students to assess their needs.
 Help you maintain order in the classroom; expected to them.
3. Document the rules. 11. Address bad behavior quickly.
4. Refrain from punishing the entire class. 12. Consider pure teaching.
5. Encourage initiative from class. 13. Continuously engage the students.
Physical and Personal Aspects of Classroom Management
6. Offer praise and rewards. 14. Assign open in the project.
Classroom management refers to the wide variety of skills and techniques that teachers use to keep
students organized, focused, attentive on tasks and academically productive in class. 7. Use non-verbal communication. 15. Right group contracts.
8. Take time to celebrate group effort.
 Close Encounter with School Curriculum
Formal education begins in school. Schools are institutions established to design total learning
activities appropriate for each learner in each grade level. Thus, schools have recommended curriculum
which is the enhanced K to 12 curriculum. The recommended curriculum was translated into written
curriculum like books, modules, teachers’ guides and lesson plans which are the basis of the taught
curriculum. A teacher who implements the curricula needs support materials (support curriculum) to
enhance teaching and learning so that the written and the taught curricula can be assessed (assessed
curriculum) in order to determine if learning took place learned curriculum). However, there are so many
activities that happen in schools but are not deliberately planned. This refers to the hidden curriculum.
A classroom teacher plans, implements and evaluates school learning activities by preparing a
miniscule curriculum called a lesson plan or a learning plan. The teacher then puts life to a lesson plan by
using it as a guide in the teaching-learning process where different strategies can be used to achieve the
learning objectives or outcomes. There are many styles of writing a lesson plan, but the necessary parts or
elements such as (a) Learning Outcomes (b) subject Matter (c) Teaching -Learning Strategies, and (d)
Evaluation or assessment should always be included.
All of these elements should be aligned so that at the end of the teaching-learning episode, learning
will be achieved with the classroom teacher as a guide.
School Curriculum
From a broad perspective, curriculum is defined as the total learning process and outcomes as in
lifelong learning. However, school curriculum in this course limits such definition of total learning outcomes
to confine to a specific learning space called school. Schools are formal institutions of learning where the
two major stakeholders are the learners and the teachers.
Basic education in the Philippines is under the Department of Education or DepEd and the
recommended curriculum is the K-12 or Enhanced Basic Education Curricula of 2013. All basic education
schools offering kindergarten (K) elementary (Grades 1 to 6) and Secondary (Grades 7-10, Junior High
School and Grades 11 to 12, Senior High School) adhere to this national curriculum as a guide in the
implementation of the formal education for K to 12. What are the salient features of the K tol2 Curriculum?
Here are the features. It is a curriculum that:
1) strengthens the early childhood education with the use of the mother tongue.
2) makes the curriculum relevant to the learners. The use of contextualized lessons and addition of
issues like disaster preparedness, climate change and information and communication
technology (ICT) are included in the curriculum. Thus, in- depth knowledge, skills and values,
attitude through continuity and consistency across every level and subject.
3) Builds skills in literacy. With the use of Mother Tongue as the main language in studying and
learning tools from K to Grade 3, learners will become ready for higher level skills ensures unified
and seamless learning. The curriculum is designed in a spiral progression where the students
learn first the basic concepts, while they study the complex ones in the next grade level. The
progression of topics matches with the developmental and cognitive skills. This process
strengthens the mastery and retention.
4) Gears up for the future. It is expected that those who finish basic education in grade 12 will be
ready for college or tech voc careers. Their choice of careers will be defined when they go to
Grade 11 and 12.
5) Nurtures a fully developed youth. Beyond the K to 12 graduate the learner will be ready to
embark on different career paths for a lifetime. You will recall that a school curriculum is of many
types for the Kindergarten to Grade 12 in the country.
 The enhanced curriculum K to l2 curriculum is the Recommended Curriculum. It is to be used
nationwide as mandated by Republic Act 10533.
 When the curriculum writers began to write the content and competency standards of the K to 12
Curriculum it became a Written Curriculum. It reflects the substance of RA 10533 or the Enhanced
Basic Education Act of 2013. In the teacher’s class it is the lesson plan. A lesson plan is a written
curriculum in miniscule.
 What has been written in a lesson plan has to be implemented. It is putting life to the written
curriculum, which is referred to as the Taught Curriculum. The guidance of the teacher is very
crucial.
 A curriculum that has been planned, and taught needs materials, objects, gadgets, laboratory and
many more that will help the teacher implement the curriculum. This is referred to as the
Supported Curriculum.
 In order to find out if the teacher has succeeded in implementing the lesson plan, an assessment
shall be made. It can be done in the middle or end of the lesson. The curriculum is now called the
Assessed Curriculum.
 The result of the assessment when successful is termed as Learned Curriculum. Learned
Curriculum whether small or big indicates accomplishment of learning outcomes.
 However, there are unplanned curriculum in schools. These are not written, nor deliberately
taught but they influence learning. These include peer influence, the media, school environment,
the culture and tradition, natural calamities and many more. This curriculum is called Hidden
Curriculum or Implicit Curriculum.
So what will be the roles and responsibilities of the teacher in the relations with the school curriculum,
specifically in the K to 12 or the enhanced curriculum for basic education?
Teachers then should be multi-talented professionals who: The Instructional Cycle

 know and understand the curriculum as enumerated above;
 write the curriculum to be taught;
 plan the curriculum to be implemented;
 initiate the curriculum which is being introduced;
 innovate the curriculum to make it current and updated;
 implement the curriculum that has been written and planned; and
 evaluate the written, planned and learned curriculum.
Preparing for Teaching and Learning
These are the time-tested principles of teaching and learning;
1) Effective learning begins with setting clear expectations and learning outcomes.
2) Learning is an active process. “What I hear, I forget, what I see, I remember; what I do, I
understand.”
3) Learning is the discovery of the personal meaning of ideas. Students are given the opportunity
to connect what they learned with other concepts to learn with real world experiences and
with their own lives.
4) Learning is a cooperative and a collaborative process.
A teaching method consists of systematic and orderly steps in the teaching learning process. It is a
practical realization or application of an approach. All methods of teaching can be classified either as
deductive (direct) or inductive (indirect).
These are the guiding principles in the selection and use of teaching methods:
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threatening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to students’ everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of information.
Realizing the importance of these guiding principles in teaching and learning, the Department of
Education promotes Standards-and Competency-Based teaching with its K to 12 Curriculum Guide. The
Technical Education Skills Development Authority (TESDA) has been ahead of DepEd and the Commission
on Higher Education (CHED) in the practice of Competency Standards-Based teaching and Assessment.
CHED requires all higher education institutions in the country to go outcome-based education (OBE) in its
CHED Memo 46, s. 2012. Outcome-based teaching and learning (OBTL) is OBE applied in the teaching-
learning process. It is equivalent to competency-based and standards-based teaching and learning in the
Ktol2 Curriculum.
When you apply OBTL you see to it that the teaching-learning activities (TLAs) and in turn the
Assessment Tasks (ATs) are aligned with the intended learning outcomes. In other words, in OBTL you first
establish your intended learning outcomes (lesson objectives). Then you determine which teaching-
learning activities (TLAs) and also the assessment tasks (ATs) you will have to use to find out if you attained
your ILO’s.

In lesson planning, the ILOs are our lesson objectives, the TLA’s are the activities we use to teach and
the AT’s are the evaluation part.
DEDUCTIVE INDEDUCTIVE
OBE and OBTL are not entirely new. They are importantly new. With mastery learning of Benjamin
Begins with a
Bloom (1971), we were already doing OBE and OBTL.
concrete,
Begins with a rule, Methods experience, Likewise, it is also important that teachers must be able to have a mastery of the art of questioning
generalization,
abstraction and ends
of details, and reacting techniques to ensure the effective delivery of instruction.
examples and
with concrete, Teaching ends with a rule,
experience, details,
examples. generalization,
abstraction
Types of Questions that Teachers Ask
Utilizing Teaching-Learning Resources And ICT
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT v3, 2018)
 The Information and Communications Technology Competency Framework for Teachers CFT) version
3 is a comprehensive framework guide. It highlights what teachers should know and do clustered in
six aspects, namely: 1. Understanding ICT in Education, 2. Curriculum and Assessment, 3. Pedagogy,
4. Application of Digital Skills, 5. Organization and administration, and 6. Teacher Professional
Learning.
 Similar to the PPST, the ICT CFT also articulated competencies in levels which guide teachers as they
develop their ICT skills from Level 1, Knowledge Acquisition, to Level 2, Knowledge Deepening, and
Level 3, Knowledge Creation. The Commission on Higher — Teacher Education Curricula (2017)
includes the UNESCO ICT CFT so most likely you have tackled this in your Technology for Teaching
and Learning classes.
The Learning Resource Center
1. A school usually sets up a center that will provide valuable support to the teaching-learning process.
Over the years the name of this center has evolved. Some of the names are Audiovisual Center,
Media and Technology Resource Center, Teaching-Learning Technology Department, or Simply
Learning Resource Center.
2. With the swift development of ICT, the natural outcome was the ever-expanding interface between
the traditional library and ICT both in terms of hardware and software systems and applications.
3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC). Some have
replaced the term library with LRC. Some have a separate library, LRC, and Audio Visual or Media
Center. Some only have the LRC both for teachers and students. Still, some have combined their
learning resource centers with maker spaces.
4. The common: purpose among these centers is to provide print, audio-visual and ICT resources to
support the teaching-learning process.
5. The goals of the Center may include orienting and training teachers in the use of audiovisual and ICT
resources, working with teachers and administrators in producing instructional materials, making
available useful resources to the students, teachers, and the school community .
6. In order to support the philosophy and aims of the school, the Center must fulfill the following
functions: center of resources, laboratory of learning, agent of teaching, service agency,
coordinating agency, recreational reading center, and a link to other community resources.
Technology Integration
The Technology Integration Matrix provides a comprehensive framework for you to define and
evaluate technology integration. It will provide you direction and guide you in the process of achieving
effective teaching with technology. The teacher’s integration of technology in instruction can be described
as progressing in 5 levels: entry, adoption, adaptation, infusion and finally transformation.
The teacher also works at creating a learning environment that encourages and enables quality
technology integration. The interdependent characteristics of the learning environment are being active,
collaborative, constructive, authentic, and goal- directed.
The Technology Integration Matrix connects the Levels of Technology Integration and the
Characteristics of the Learning Environment.

Evaluation of ICT Resources
The world wide web is like an endless network of information, ever-expanding and almost limitless.
Electronic resources come in different forms like websites, WebQuests, blogs, social network sites, on-line
courses, a wide range of tools, and so many forms of apps.
As a future teacher, one of the skills that will be most useful for you is the ability not only to search
for information but to make decisions, as to which ones you will take and use and which ones you will put
aside. Aim to develop your skills in evaluating internet resources. You will be able to choose the best
resources that will help you attain your teaching-learning objectives.
Criteria to evaluate resources:
1. Accuracy the resource material comes from a reliable source and is accurate, free from error and is up-
to-date.
2. Appropriateness. The resource is grade/level-appropriate. The ‘content matches what is needed by the
teacher.
3. Clarity. The resource clearly addresses the instructional goals in mind.
4. Completeness. The content is complete. It has all the information needed to be able to use them.
5. Motivation. The resource is engaging and rewarding to learners. It will encourage the active
participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which steps should be taken. The
procedures or processes flow smoothly.
Education 4.0
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is evolving has disrupted many vital processes that involve how we run production, businesses
and consequently how we teach and learn. The following Technology trends have huge potential to
transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for teaching and learning that
do not require payment of royalties nor license fees. There is an abundance of OERs in the form of
textbooks course materials, curriculum maps, streaming videos, multimedia apps, podcasts, and many
others. They can have a significant impact on education as they are made available and easily accessible in
the internet. Be sure to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about things and share
information. Sites and apps such as Facebook, twitter, Instagram provide a virtual venue for teachers and
learners to work together interact among themselves and with other classrooms locally and globally.
Shwab described the 4th wave of the industrial revolution. The unprecedented speed at which
technology is evolving has disrupted many vital processes that involve how we run production, businesses
and consequently how we teach and learn. The following Technology trends have huge potential to
transform the ways we teach and learn (UNESCO, 2018):
1. Open Educational Resources (OER). OERs are materials that can be used for teaching and learning that
do not require payment of royalties nor license fees. There is an abundance of OERs in the form of
textbooks course materials, curriculum maps, streaming videos, multimedia apps, podcasts, and many
others. They can have a significant impact on education as they are made available and easily accessible in
the internet. Be sure to explore them to help you work on this episode.
2. Social Networks. Social networks have revolutionized the way we interact, learn about things and share
information. Sites and apps such as Facebook, twitter, Instagram provide a virtual venue for teachers and
learners to work together interact among themselves and with other classrooms locally and globally.
8. Coding. Coding is a skill necessary to create computer software, apps, and websites. Today, there are
learning programs that introduce coding activities as early as kindergarten. Robotics programs in the
elementary and secondary programs introduce and hone the skills of young learners. Coding helps learners
develop novel ways of exploring and trying out ideas, especially when done with problem or project-based
learning approaches.
9. Ethics and privacy protection. We have repeatedly heard about how quickly technology is changing and
impacting our lives. Through all this. It is crucial to ensure that human Values and principles govern or
guide our use of technology. Ethical practices that protect the rights of every person need to be upheld.

3. Mobile Technologies. Filipinos are one of the most active on the internet, and also one who sends the
most number of text messages per day. This indicates the high number of mobile device users. These
devices can also be used as a learning tool by allowing teachers and students more opportunities to learn
inside and even outside the classroom.

4. The Internet of Things. IoT is a system of computing mechanisms that become built-in into many
everyday things, that allow sending and receiving data through the internet. A lot of things have turned
“smart.” We have smart cars that can navigate on its ow2. Smart houses that monitor temperature and
light. Smart TVs that interface with the internet. Watches that send our vital signs to our doctors. All of
these developments can influence the way we teach and learn.

5. Artificial Intelligence. Commonly, artificial intelligence is associated when computers or machine

simulate thinking and behaviors of humans such as talking, learning and solving problems. Virtual assistants
such as Siri, Alexa, Bixby and Google assistant are near samples of AI. Among others, uses of AI in education
can be in the areas of gamification and adaptive instruction for learners with special needs.

6. Virtual Reality and Augmented Reality. VR is a simulation of an environment by a computer program

that allows a person to visit and experience the environment virtually. In AR, images from computer
programs interlay with the actual views of the real-word, resulting in an extended, expanded, or altered
view of a real-world environment. In education, among others, VR and AR programs and apps allow more
exciting ways of seeing and experiencing things that add to the motivation and engagement of learners.

7. Big Data. Through the billions of interactions and transactions are done electronically, and through the
Massive Open On-line Courses
internet, an enormous amount of data is generated and stored. The challenge is how to make sense of this
Massive Open On-line Courses (MOOCs) are online courses open to a big group of people. Below
data, through analytics and research, possibly answer pertinent questions about how to make teaching and
are the basic information about MOOCS. Let us focus on each word:
learning most effective.
Massive
 MOOCs are on-line courses designed for large number of participants, usually larger than the
number of students that can fit a regular classroom. There can be hundreds or even be a thousand
students or more.
Open
 There is mostly freedom of place, pace, and time. Courses can be accessed by anyone anywhere as
long as they have internet connection. Courses are open to everyone without entry qualifications. e
Some courses are for free.
Online
 All aspects of the course are delivered online.
Course
The MOOC course offers a full course experience including:
 Educational content. May include video, audio, text, games, simulations, social media, and
animation.
 Facilitation interaction among peers. Builds a learning community through opportunities to interact.
 Some interaction with the teacher or academic staff.
 Activities/tasks, tests, including feedback. Participants are provided with some feedback mechanism.
Can be automatically generated like quizzes, feedback from peers or the teacher.
 Some kind of (non-formal) recognition options. It includes some kind of recognition like badges or
certificate of completion. A formal certificate is optional and most likely has to be paid for.
 A study guide/syllabus. This includes instructions as to how you may learn from the materials and
interactions presented.
Based on definition Massive Open Online Course v1.1 licensed under Creative Commons Attribution 4.0.
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity.
Assessment FOR Learning and Assessment AS Learning (Formative Assessment)
Assessment is an essential part of the instructional cycle. The instruction cycle consists of: l) setting
the intended learning outcome/s, 2) selecting a teaching methodology, strategy and activity that are
aligned to the learning outcome and topic which are developmentally-appropriate to the learners and 3)
assessment itself. Assessment is the part of the instructional cycle that determines whether or not the
intended learning outcome has been attained and so necessarily, the assessment task must be aligned to
the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of learning and
assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as learning is
referred to as self-assessment.
 In Outcome-based Teaching-Learning/Competency-based Teaching/Teaching by Objective, we ensure
that the. intended outcome/competency/ objective is attained at the end of the lesson and so while
we are still in the process of teaching, we do check learners’ understanding and progress.
 If we find out that the learners’ failed to understand prerequisite. knowledge and skills, we reteach
until learners’ master them. This is called FORMATIVE assessment, assessment while the learners are
being formed or taught. It is assessment in the midst: of instruction.
 Formative assessment is also referred to as assessment for learning, Assessment for learning simply
means we do assessment to ensure learning.
 We do not wait for the end of the lesson to. find out if learners understood the lesson or not because if
it is only at the end of the lesson that we discover that the learners did not understand the lesson, we
have wasted so much time and energy teaching presuming that everything was clear, only to find out
at the end of the lessom that the learners did not understand the lesson at all. This means that we
have to reteach from the very beginning, something that we could have saved ourselves from doing
had we given time to find out if the lesson was understood while still teaching.
 Assessment for learning encourages peer assessment.
Assessment OF Learning (Summative Assessment)
Assessment of Learning
 When teachers have done everything they can to help learners attain the intended learning outcome/s,
teachers subject their students to assessment for grading purposes.
 also known as summative assessment.
Traditional assessment tools
 also called paper-and-pencil tests.
 usually measure learning in the cognitive domain.
 can be classified either as selected-response tests or constructed-response/supply type of tests.
 Common examples of selected-response type of tests are alternate response test (True-False, yes-
no), multiple choice and matching type of test.
 Common examples of constructed-response type of test are short answer, problem solving and
essay.
There are learning outcomes that cannot be assess by traditional assessment tools.
Authentic/nontraditional/alternative assessment tools measure learning outcomes like performance
and product. These performance task and product are assess by the use of scoring rubric.
Rubric  A growth portfolio can be culled to extract a best work sample. It also helps learners see how
 is a coherent set of criteria for student’s work that includes descriptions of levels of performance achievement is often a result of their capacity to self-evaluate, set goals, and work over time.
quality on the criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products. 2) best work or showcase or display portfolio,
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each  A collection of best work.
criterion separately while a holistic rubric assesses a students work as a whole.  These types of portfolios focus on the portfolio as a product and are also typically called
For diagnostic purposes, professional portfolios, formal portfolios, or career portfolio.
 the analytic rubric is more appropriate.  is often used to share a student’s best achievements or evidence of learning. Students are
For holistic view of a product or performance, generally given the choice to decide what is published.
 the holistic rubric will do.
3) assessment/evaluation portfolio.
A good scoring rubric contains the criteria against which the product or performance is rated, the  The assessment portfolio is used to document what a student has learned, or demonstrate that
rating scale and as description of the levels of performance. they have mastered elements of the curriculum.
 Here, reflective comments will focus on how artifacts align with curriculum objectives.
Portfolio  These types of portfolios may be more formal than a showcase or process portfolio. While they
 is a purposeful collection of selective significant samples of student work accompanied by clear may be very useful within the school environment to provide evidence of learning to teachers
criteria for performance which prove student effort, progress or achievement in a given area or and administrators, an assessment portfolio may be less useful for overall student development.
course.  Assessment portfolios are commonly part of certification programs or even part of requirements
 A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection of for earning a degree.
student’s work. The students reflection must accompany each output or work.
 A portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose Cognitive Examples
to the collection. A portfolio is an intentional collection of work guided by learning objectives. Process
 Effective portfolio systems are characterized by a cheaper picture of the students skills to be Remembering – Produce the right information from memory
Recognizing
addressed, student involvement in selecting what goes into the portfolio, use of criteria to define
quality performance as a basis for communication, and self-reflection through which students share
Recalling  Name three 19th -century women English authors.
what they think and feel about their work, their learning and about themselves.
 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
There are several types of portfolio depending on purpose. They are:
Understanding – Make meaning from educational materials or experiences
1) development or growth portfolio
Interpreting  Translate a story problem into an algebraic equation.
 A growth portfolio demonstrates an individual's development and growth over time.
 Draw a diagram of the digestive system.
Development can be focused on academic or thinking skills, content knowledge, self-knowledge,
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
or any area that is important in your setting. A focus on growth connects directly to identified Exemplifying  Draw a parallelogram.
educational goals and purposes. When growth is emphasized, a portfolio will contain evidence of  Find an example of stream-of-consciousness style of writing.
struggle, failure, success, and change. The growth will likely be an uneven journey of highs and  Name a mammal that lives in our area.
lows, peaks and valleys, rather than a smooth continuum. What is significant is that learners Classifying  Label numbers odd or even.
recognize growth whenever it occurs and can discern the reasons behind that growth. The goal  List the events of the Sepoy Mutiny of 1857.
of a growth portfolio is for learners to see their own changes over time and, in turn, share their  Group native animals into their proper species.
journey with others. Inferring
Comparing  Explain how the heart is like a pump.
 Compare Mahatma Gandhi to a present-day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens are
similar and different.
Explaining  Draw a diagram explaining how air pressure affects the weather.
 Provide details that justify why the French Revolution happened when and how it
did.
 Describe how interest rates affect the economy.
Applying – Use a procedure
Executing  Add a column of two-digit numbers.
 Orally read a passage in foreign language.
 Have a student open house discussion.
Implementing  Design an experiment to see how plants grow in different kinds of soil.
 Proofread a piece of writing.
 Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
Differentiating  List the important information in a mathematical word problem and cross out
the
Organizing  Place the books in the classroom library into categories.
 Make a chart of often-used figurative devices and explain their effect.
 Make diagram showing the ways plants and animals in your neighborhood
interact with each other.
Attributing  Read letters to the editor to determine the authors’ points of view about a local
issue.
 Determine a character’s motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their perspective
on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
Checking  Participate in writing group, giving peers feedback on organization and logic or
arguments.
 Listen to a political speech and make a list of any contradictions within the
speech.
 Review a project plan to see if all the necessary steps are included.
Critiquing  Judge how ell a project meets the criteria of a rubric.
 Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating – Put pieces together to form something new or recognize components of a new structure
Generating  Given a list of criteria, list some options for improving race relations in the
school.
 Generate several scientific hypotheses to explain why plants need sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels that address
both economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain’s views on religion.
 Design a scientific study to test the effect of different kinds of music on hens’ egg
production.
Producing  Write a journal from the point of view of mountaineer.
 Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you’re reading.
Table of Specifications (TOS)
 is a two-way chart which describes the topics to be covered by a test and the number of items or
points which will be associated with each topic.
 Sometimes the topic of items are described in terms of cognitive level as well.
With the implementation of the Enhanced Basic Education Program of 2013, more popularly known as
the K to 12 Curriculum, came a new grading system of the Department of Education. Refer to Appendix A
for more details.
The latest grading system in basic education includes students’ performance in written tests and
performance tasks, with emphasis on the latter. The quarterly exam may be a combination of written test
and performance task.
Grades fulfill their function if reported meaningfully to students and most of all to parents, our
partners in the education of children.
Grades are a measure of achievement, not necessarily IQ. A student may have high 1Q but not
necessarily achieving or performing because of lack of motivation or other factors.
Knowing the Quality Teacher
The Teacher as a PERSON and as a PROFESSIONAL
“My Teacher, My Hero” was a banner during the World Teachers’ Day celebration in the Philippines in the
years past. Are Filipino teachers, real heroes? What do you think? Why?
My answer is YES! Here are my reasons.
Personal Qualities of Filipino Teachers Professional Competences of Filipino Teachers

To be a teacher in the Philippines is a challenging profession. Teachers serve the country just like Going to teacher training institutions and earning a teaching degree mean developing a professional
any other hero. To be a teacher requires a lot of personal and professional qualities. These qualities make teacher like you. You can only become a professional teacher if you earn a degree to teach in either
an excellent Filipino teacher an exceptional professional. elementary level or high school level. You should also earn a license to teach by passing a licensure
First, the teacher must have innate qualities or attributes that are exemplary and are fitted to be examination for teachers. While studying in college you are learning the ropes of becoming a professional
teachers. These are natural tendencies of a person. Here are some of the qualities and attributes that teacher. You learn the content courses including the major or specialization and the professional courses
distinctly characterize a teacher. including the pedagogy courses. Your professional courses include experiential learning courses that
include Field Study 1, Field Study 2 and Teaching Internship. These are important in your preparation to
become professional teachers.
Personal Qualities of Teachers and the Descriptors So what are the professional competencies that every teacher should have? You will find these in the
matrix that follow.
Personal Qualities What the teacher IS and DOES
Lives with dignity that > This teacher is honest, has integrity, self-respect and self. Professional Competencies of Filipino Teachers
exemplifies self-respect, discipline.
Professional Competencies What the teacher DOES
Likewise, respected by students,
 Abides by the code of ethics for the This teacher practices the rules and conduct of professional
peers and the integrity and self
profession teachers.
discipline.
 Masters the subject matter to be This teacher masters and updates himself/herself with subject
Takes care of one’s physical, This teacher is physically, emotionally and mentally healthy. Clean and
taught matter content to be taught.
emotional and mental well-being . neat, dresses appropriately and pleasant in words and in action.
 Updates oneself on educational This teacher keeps abreast with educational trends, policies and
Lives a life inspired by spiritual This teacher behaves according to the personal spiritual beliefs that
trends, policies, and curricula curricula by taking up graduate studies, attending seminars and
principles and beliefs. are not contrary to the norms, mores and tradition of the community. workshops.
Exhibits deep knowledge and This teacher is mentally alert, makes correct decision, intelligent to be  Uses teaching methods to facilitate This teacher practices different ways of teaching appropriate to the
understanding across disciplines. able to acquire new knowledge, skills and values needed in order to student learning learners and the subject matter
teach. She/he has the ability to learn new things, re-learn old  Builds support network with parents This teacher engages the cooperation of parents and stakeholders
knowledge in new ways, and un-learn | knowledge, skills and values and community in educating the learners.
that are no longer applicable to the current times.  Demonstrates knowledge, This teacher has substantial knowledge of the characteristics and
Recognizes own strength with This teacher sets high goals for himself/herself, but remains | humble understanding of the characteristics needs of learners.
humility and willing to share success. He/She is confident of doing task but and needs of the diverse learners
does not consider self to be better than others all the time.  Plans, prepares and implements This teacher plans, prepares, implements and innovates the day-to-
school curriculum responsibly day curriculum with the view in mind that learners will learn.
Perseveres in challenging situation This teacher is calm in the midst of chaos, remains steadfast under  Designs, selects and utilize This teacher designs, selects and uses appropriate assessment tools
pressure, does not easily give up and adjusts to different situations appropriate assessment strategies for, as, and of learning.
Demonstration a natural action to This teacher volunteers tasks for others, always willing to share, and tools
work together with others. extends help willingly, accepts responsibility, tolerant of other people,  Provides safe, secure, fair physical This teacher arranges the classroom to provide safe, secure
and gives up time for the group. and psychological learning psychological learning environment that supports and encourages
Not everyone has these qualities, hence not everyone can be a good teacher. A the old saying environment that supports learning. learning.
goes: “Teachers are born but good teachers are both born and made”  Serves beyond the call of duty This teacher does task and works even beyond the official time
when needed.
 Towards Teacher Quality: Developing a Global Teacher of the 21st Century
In 2013, a Global Status Index was determined by Varkey GEMS Foundation and revealed significant
findings. There were 21 countries surveyed which represented the major continents of the world. In most
countries that participated, it was found out that like the Philippines, teaching is the most sought
profession. It was comparable to being a social worker, librarians, nursing and even doctors. Majority of the
parents asked, answered that they encourage their children to become teachers. To them, teaching is one
of the most respected and trusted professions.
However, with the change in global landscape, the 21" century teachers must have the competence
to address the new learning environment, the new learning contents, the processes of learning and how
these are facilitated and the new types of learners.
Hence, we need the new type of teachers, a global 21* century Filipino teacher.
(Global Teacher Status Index p. 123 Teaching Profession)
A survey of the ASEAN countries and beyond tends to show that there are three major
responsibilities of teachers. These are (1) Actual Teaching. (2) Management of Learning and (3)
Administrative Work.
While the number of actual teaching hours per day varies all over the world, in our country, teaching
in the public schools requires six hours of actual teaching, that includes administrative work such as
management of learning per day. The two hours of the working day is allotted to administrative work such
as scoring and recording learners outputs, making reports, filling forms, preparing for the next day’s activity
and performing other administrative tasks. The previous Episode on the teacher, reminded us of the
qualities and competencies mentioned earlier. Teachers should be multi-literate, multi-cultural, multi-
talented, innovative and creative. The future Filipino teacher like you shall act locally but think globally.
“Teach local, reach global” means that the teacher brings diverse experiences in the classroom
with the various skills to live and work as citizens of a global society. What teachers do in the local
communities impacts the larger community. As global citizens, the work begins, where the teachers are,
thus a “global” teacher.
Towards Quality Global Teachers
Quality teachers are characterized by different attributes and skills needed in the 21st century
education. Partnership 21 identified (1) Global awareness, (2) Financial, economic, business and
entrepreneurial literacy, and (4) Civic and Health Literacy which require:
1. Learning and Innovative skills.
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who can demonstrate exemplary
mastery of knowledge, skills, values and dispositions relative to the following characteristics:
1. Understands one’s own cultural identify and rootedness
2. Knows and integrates global dimensions in the subject area
3. Engages learners in the learning processes
4. Uses real life local and global examples
5. Values the inputs of culturally and linguistically diverse learners
6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and global the conditions, and
8. Creates a learning environment that encourages creativity and innovations.
The Challenges of the Quality Glocal Teachers for the 21" Century
One of the major challenges of quality teachers is to “create a learning environment that
encourages creativity and innovation among learners.” With it, comes the management of learning in such
environment. These are required skills for a global teacher.
Majority of the current classrooms provide learning spaces that can hardly prepare the 21" century
learners for the development of the 21" century skills.
Since the 21" century classroom is learner-centered, the teacher acts as a facilitator of learning.
Students no longer study each subject in isolation, but they work on interdisciplinary projects that cover
several subject areas. Learning. is no longer for memorizing and recalling of information but on learning
how to learn. Thus classroom designs should respond to the 21st century learning. More so, quality
teachers should be changing their roles from teaching in isolation to co-teaching, team teaching and
collaboration with students and peers.
A new and creative design of classrooms by the teachers is needed as well as the management of
learning. These are the two teacher qualities needed to address the new roles of teachers.
How should a new classroom be? Here are some suggestions on the six elements of a new
classroom:
1. Flexibility of furniture and space 4. Foster creativity
2. Collaborative learning 5. Use of technology
3. Facilitation of movement 6. Provision of light and bright colors
 With the classroom structure, a quality teacher should be able to manage learning under a very We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past and
conducive learning environment. Teacher should use effective classroom management strategies that will of the present. The way teachers relate to learners and the way they teach are anchored on philosophies of
ensure productive learning. education.
Basic documents such as the vision and mission statements, core values and mandate of the
Quality teachers should manage learning in an enhanced classroom by seeing it to it that learners are Department of Education and the features of the K to 12 Curriculum as contained in Section 3 of RA 10533
 organized,  focused,  on task, and and the K to 12 Curriculum Guide are manifestations or expressions of the philosophies of education of the
 orderly,  attentive,  are learning. country. They state the standards and the outcomes of education towards which all curricular activities and
teaching-learning should be directed.

This will take much of your skill, experience and patience. The two important factors that may Philosophies of Education
affect learning management are the use of technology and the diversity of learners. 1. Essentialism — teach mastery of the basics; curriculum is prescribed; subject matter -centered there are
universal, objective values; inculcate values in subject matter.
2. Perennialism — teach those that last, the classics; there are universal values; inculcate these universal,
Teacher’s Major Key guide for Observation (Carefully look for the indicators/behaviors of the teacher along
objective values
Responsibility the key points. Write your observations and description in your notebook. This will be one
of our artifacts.) 3. Progressivism - very child-centered; teach those that interest the child; one learns by experience; learners
learn by doing so teacher ‘s teaching is experiential; values are subjective; no inculcation of values since they
A. Actual Teaching This teacher
are subjective; instead teachers help students clarify their values
1. is learner-centered.
2. acts as a facilitator of learning. 4. Reconstructionism - school is agent of change; schooling is preparing students for the social changes;
3. has mastery of subject matter. teaching is involving the students in discussions of moral dilemmas
4. sees to it that learning outcomes are achieved. 5. is pleasant and fair in dealing with 5. Existentialism - Teachers teach learners to make a choice, to make decisions and not merely to follow the
the learners. crowd; one who does not make a choice and so simply follow others do not leave meaningful life
B. Management of This teacher 6. Pragmatism - That which is useful, that which is practical and that which works is what is good; that which is
Learning 1. allows all learners to participate in the lesson. efficient and effective is that which is good. 6.g. showing a video clip on mitosis is more efficient and more
2. considers the needs of the learners in the seating arrangement. effective and therefore more practical than teacher coming up with a visual aid by drawing mistosis on a
3. uses instructional support materials to help learners understand the lesson. cartolina or illustration board
4. sees to it that learning is achieved within the period of time. 7. Rationalism - emphasizes the development of the learners’ reasoning powers; knowledge comes though
5. dismisses the class on time. reason; teacher must develop the reasoning power of the learner
C. Administrative This teacher 8. Utilitarianism - what is good is that which is most useful (that which brings happiness) to the greatest
Work 1. keeps records of learners attendance everyday. 2. keeps record of formative and number of peoples;
summative tests. 9. Empiricism - source of knowledge is through the senses; teacher must involve the senses in teaching-
3. submits reports and other documents on time. 4. does other tasks as requested by learning
superiors. 10. Behaviorism - behavior is shape deliberately by forces in the environment and that the type of person and
5. cooperates with peers and staff in the cleanliness and safety of the school. actions desired can be the product of design; behavior is determined by others, rather than by person’s own
free will; teacher must carefully shape desirable behavior; drills are commonly used to enhance learning.
rewards reinforce learning.
11. Constructivism —Learners are capable of constructing knowledge and meaning; teaching 4earning
On Teacher’s Philosophy of Education therefore is constructing knowledge and meaning; teacher does not just “tell” or dictate but asks learners for
One thing asked of teacher applicants in the Department of Education is to write their philosophy of knowledge they construct and meaning of lesson
education. This means that they have to write their concept of the nature of the learner, how that learner
learns and how that learner ought to live in order to live life meaningfully. Based on these philosophical
concepts, the teacher applicants describe how they ought to relate to the learner, what to teach and how
to teach so that the learner learns and lives life happily and meaningfully.