“The School Environment”

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:

1. Principles of Development
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 the indigenous people’s culture. We aim to make teaching learning facilitative rather
than imposing.
a. From your professional education subjects/courses, most likely you have discussed indigenous 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 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 Badjaos, Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the indigenous Peoples Rights Act, recognizes and protects the rights of indigenous
cultural communities (ICC) and Indigenous peoples (IP). Our country was admired by other nations for enacting
this law. However, years later so, much still has to bedone to improve the lives of millions of people from
indigenous groups. (Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, adapting the Indigenous Peoples Education (IPED)
Curriculum framework. Most useful for you as a future teacher to remember are the 5 Key Elements of the
Indigenous Peoples Education Curriculum (DO 32, s.2015 enclosure, pp.15-18):
1) Curriculum Design, Competencies and Content. Interfacing the national curriculum with Indigenous
Knowledge Systems and Practices (IKSPs) and Indigenous Learning Systems (ILS). The design of a culturally
appropriate and responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s world view, and its indigenous
cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the curriculum context.
c. Affirms and strengthens indigenous culturally identity.
d. Revitalizes, regenerates, strengthens and enriches IKSPs, ILS, and indigenous languages.
e. Emphasizes competencies that I needed to support the development and protection of the ancestral
domain, the vitality of their culture and advancement of indigenous rights and welfare.
f. Supports the Community's efforts to discern new concepts that will contribute to the Community's cultural
integrity while in enabling meaningful relations with the broader society.
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.
 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 environment and
learning space of indigenous learners.
4) Learning Resources. Instructional materials and other learning resources shall be developed and utilized in line
with the described curriculum, content, and teaching learning process.
5) Classroom Assessment. Assessment shall be done utilizing tools appropriate to the standards, competencies,
skills and concepts being covered, their design and use shall address the needs and concerns of the community
and shall be developed with their participation.

Learner Diversity: The Community and Home Environment

1) Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of nation ship
systems that make up the learners’ environment. The layers are:

Microsystem - Mesosystem - the Exosystem - the Macrosystem - Chronosystem - the

includes the connection between bigger social system outermost layer, element of time
structures such as the structures in the which includes the which includes patterns of stability
once family is cool microsystem. city government, the cultural values, and pacing of the
and neighborhood. workplace and the customs, and laws. child's everyday life.
mass media
The model helps the picture looked into every aspect in the learners environment to understand his behavior. That
features important role is not to replace what is missing at home (If any), but to work so that the school becomes
an environment that welcomes and nurtures families. The teacher works to create a partnership with the family
and community to bring out the best in every learner.
2) Baumrind’s Parenting Styles
 Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning
obedience. Rules are, sadly parents and misbehavior is smelled weird. Withdrawal of affection, physical
punishment or threats.
 Permissive. Parents are not fear or controlling. They have few expectations, maybe warm and caring, but
appear to be uninvolved and uninterested.
 Rejecting-neglecting. Parents are disengaged from children. Neither demanding nor responsive to children.
Provide no structure, supervision, support or guidance.
 Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable
expectations and limits for their children. Treat children with respect and warmth. Make children
understand consequence of their behavior.

Children of:

 Authoritarian parents: are often unhappy, fearful, withdrawn, inhibited, hostile, and angry and aggressive.
They have low self-esteem and difficulty with peers.
 Permissive parents: believe that their parents do not care for them. They are often impulsive, 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 and
adjustment.
 Authoritative Parents: are used are socially competent, self-reliant, and have greater ability to show self-
control. They have higher self-esteem and are better adjusted.

Based on child development by SANTROCK 2004.

Creating an Appropriate Learning Environment

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:

 Specific classroom rules and procedures are clear.  Techniques to acknowledge and enforce acceptable
 Classroom rules and procedures are discussed within
 the first few days of the school. behavior are employed.
 Students are involved in the design of rules and  Clear limits for unacceptable behavior are established,
procedures. and negative consequences for such are communicated.
 Classroom processes are democratic.

Classroom Management and Classroom Routines

Routines are the backbone of daily classroom life. They facilitate teaching and learning routines don’t just make the
life of the teacher easier. They save valuable classroom time. Efficient routines make it easier for students to learn and
achieve more.

Establishing routines early in the school year:

 Enables you to run your daily activities run  Makes you more focused in teaching because you spend
smoothly; less time in giving directions/instructions; and
 Ensure you to manage time effectively;  Enables you to explain to the learners what are expected
 Help you maintain order in the classroom; to them.

Physical and Personal Aspects of

Classroom Management

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.

Importance of Effective Classroom Management

 Increase chance of student success  Creates consistency in the  Decreases misbehavior in the
 Paves the way for the teacher to employment of rules and regulations classroom.
engage students in learning  Aligns management strategies with  Gives student boundaries as
 Increases instructional time his school wide standards. well as consequences.

Two aspects of Classroom Management

1. Personal Classroom Management consists of managing your own self to ensure order and discipline in your class. It
includes:

 Voice  Attendance  personal graciousness

 Personal Grooming  Punctuality

Managing yourself as a teacher contributes to the order and well being of your class.

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 includes:

 Ventilation  Acoustics  structure or design of the classroom

 Lightning  seating arrangement  basically, space or learning stations

Some effective Classroom Management.

1. Model to the students how to act in different situations. 9. Let the students work in groups.
2. Establish classroom guidelines. 10. Interview students to assess their needs.
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.
6. Offer praise and rewards. 14. Assign open in the project.
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:

 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).

DEDUCTIVE INDEDUCTIVE

Begins with a
Begins with a rule,
generalization,
Methods concrete,
experience,
abstraction and ends of details,
with concrete,
experience, details, Teaching examples and
examples. ends with a rule,
generalization,
abstraction
 The Instructional Cycle

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.

OBE and OBTL are not entirely new. They are importantly new. With mastery learning of Benjamin Bloom (1971), we
were already doing OBE and OBTL.

Likewise, it is also important that teachers must be able to have a mastery of the art of questioning and reacting
techniques to ensure the effective delivery of instruction.

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.

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 internet, an
enormous amount of data is generated and stored. The challenge is how to make sense of this data, through analytics and
research, possibly answer pertinent questions about how to make teaching and learning most effective.

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.

Massive Open On-line Courses

Massive Open On-line Courses (MOOCs) are online courses open to a big group of people. Below are the basic
information about MOOCS. Let us focus on each word:

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. You will have a chance to explore
them as you go through this episode.

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
 is a coherent set of criteria for student’s work that includes descriptions of levels of performance quality on the
criteria. (Brookhart, 2013)
 The main purpose of rubrics is to assess performances and products.
 There are two types of rubrics – analytic and holistic. Analytic rubrics describe work on each criterion separately
while a holistic rubric assesses a students work as a whole.
For diagnostic purposes,
 the analytic rubric is more appropriate.
For holistic view of a product or performance,
 the holistic rubric will do.

A good scoring rubric contains the criteria against which the product or performance is rated, the rating scale and as
description of the levels of performance.

Portfolio
 is a purposeful collection of selective significant samples of student work accompanied by clear criteria for
performance which prove student effort, progress or achievement in a given area or course.
 A portfolio of student’s work is a direct evidence of learning. But it is not a mere collection of 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 to the
collection. A portfolio is an intentional collection of work guided by learning objectives.
 Effective portfolio systems are characterized by a cheaper picture of the students skills to be 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 what they think and feel about their work, their
learning and about themselves.

There are several types of portfolio depending on purpose. They are:

1) development or growth portfolio
 A growth portfolio demonstrates an individual's development and growth over time. Development can be
focused on academic or thinking skills, content knowledge, self-knowledge, or any area that is important in your
setting. A focus on growth connects directly to identified educational goals and purposes. When growth is
emphasized, a portfolio will contain evidence of struggle, failure, success, and change. The growth will likely be
an uneven journey of highs and lows, peaks and valleys, rather than a smooth continuum. What is significant is
that learners recognize growth whenever it occurs and can discern the reasons behind that growth. The goal of a
growth portfolio is for learners to see their own changes over time and, in turn, share their journey with others.
 A growth portfolio can be culled to extract a best work sample. It also helps learners see how achievement is
often a result of their capacity to self-evaluate, set goals, and work over time.
 2) best work or showcase or display portfolio,
 A collection of best work.
 These types of portfolios focus on the portfolio as a product and are also typically called professional portfolios,
formal portfolios, or career portfolio.
 is often used to share a student’s best achievements or evidence of learning. Students are generally given the
choice to decide what is published.

3) assessment/evaluation portfolio.
 The assessment portfolio is used to document what a student has learned, or demonstrate that they have
mastered elements of the curriculum.
 Here, reflective comments will focus on how artifacts align with curriculum objectives.
 These types of portfolios may be more formal than a showcase or process portfolio. While they may be very
useful within the school environment to provide evidence of learning to teachers and administrators, an
assessment portfolio may be less useful for overall student development.
 Assessment portfolios are commonly part of certification programs or even part of requirements for earning a
degree.

Cognitive Examples
Process
Remembering – Produce the right information from memory
Recognizing

Recalling  Name three 19th -century women English authors.

 Write the multiplication facts.
 Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from educational materials or experiences
Interpreting  Translate a story problem into an algebraic equation.
 Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru’s tryst with destiny speech.
Exemplifying  Draw a parallelogram.
 Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
Classifying  Label numbers odd or even.
 List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species.
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

 To be a teacher in the Philippines is a challenging profession. Teachers serve the country just like any other hero.
To be a teacher requires a lot of personal and professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional.

First, the teacher must have innate qualities or attributes that are exemplary and are fitted to be teachers. These
are natural tendencies of a person. Here are some of the qualities and attributes that distinctly characterize a teacher.

Personal Qualities of Teachers and the Descriptors

Personal Qualities What the teacher IS and DOES

 Lives with dignity that > exemplifies self-
respect, discipline. Likewise, respected by
students, peers and the integrity and self
discipline.
 Takes care of one’s physical, emotional and
mental well-being .
 Lives a life inspired by spiritual principles and
beliefs.
 Exhibits deep knowledge and understanding
across disciplines.
 Recognizes own strength with humility
This teacher is honest, has integrity, self-respect and self.
This teacher is physically, emotionally and mentally healthy. Clean
and neat, dresses appropriately and pleasant in words and in action.
This teacher behaves according to the personal spiritual beliefs that
are not contrary to the norms, mores and tradition of the
community.
This teacher is mentally alert, makes correct decision, intelligent to
be able to acquire new knowledge, skills and values needed in order
to teach. She/he has the ability to learn new things, re-learn old
knowledge in new ways, and un-learn | knowledge, skills and values
that are no longer applicable to the current times.
This teacher sets high goals for himself/herself, but remains |
humble and willing to share success. He/She is confident of doing
task but does not consider self to be better than others all the time.

 Perseveres in challenging situation This teacher is calm in the midst of chaos, remains steadfast under
pressure, does not easily give up and adjusts to different situations
 Demonstration a natural action to work This teacher volunteers tasks for others, always willing to share,
together with others. extends help willingly, accepts responsibility, tolerant of other
people, and gives up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. A the old saying goes: “Teachers are
born but good teachers are both born and made”

Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree mean developing a professional teacher like
you. You can only become a professional teacher if you earn a degree to teach in either elementary level or high school
level. You should also earn a license to teach by passing a licensure examination for teachers. While studying in college you
are learning the ropes of becoming a professional teacher. You learn the content courses including the major or
specialization and the professional courses 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.
So what are the professional competencies that every teacher should have? You will find these in the matrix that
follow.

Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES

 Abides by the code of ethics for the profession
 Masters the subject matter to be taught
 Updates oneself on educational trends,
This teacher practices the rules and conduct of professional
teachers.
This teacher masters and updates himself/herself with subject
matter content to be taught.
This teacher keeps abreast with educational trends, policies and
 policies, and curricula
 Uses teaching methods to facilitate student
learning
 Builds support network with parents and
community
 Demonstrates knowledge, understanding of the
characteristics and needs of the diverse
learners
 Plans, prepares and implements school
curriculum responsibly
 Designs, selects and utilize appropriate
assessment strategies and tools
 Provides safe, secure, fair physical and
psychological learning environment that
supports learning.
 Serves beyond the call of duty
curricula by taking up graduate studies, attending seminars and
workshops.
This teacher practices different ways of teaching appropriate to the
learners and the subject matter
This teacher engages the cooperation of parents and stakeholders in
educating the learners.
This teacher has substantial knowledge of the characteristics and
needs of learners.
This teacher plans, prepares, implements and innovates the day-to-
day curriculum with the view in mind that learners will learn.
This teacher designs, selects and uses appropriate assessment tools
for, as, and of learning.
This teacher arranges the classroom to provide safe, secure
psychological learning environment that supports and encourages
learning.
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 21 st 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
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage learning under a very conducive
learning environment. Teacher should use effective classroom management strategies that will ensure productive learning.

Quality teachers should manage learning in an enhanced classroom by seeing it to it that learners are
 organized,
 orderly,
 focused,
 attentive,
 on task, and
 are learning.

This will take much of your skill, experience and patience. The two important factors that may affect learning
management are the use of technology and the diversity of learners.

Teacher’s Major Key guide for Observation (Carefully look for the indicators/behaviors of the teacher along the
Responsibility key points. Write your observations and description in your notebook. This will be one of our
artifacts.)
A. Actual Teaching This teacher
1. is learner-centered.
2. acts as a facilitator of learning.
3. has mastery of subject matter.
 4. sees to it that learning outcomes are achieved. 5. is pleasant and fair in dealing with the
learners.
B. Management of This teacher
Learning 1. allows all learners to participate in the lesson.
2. considers the needs of the learners in the seating arrangement.
3. uses instructional support materials to help learners understand the lesson.
4. sees to it that learning is achieved within the period of time.
5. dismisses the class on time.
C. Administrative This teacher
Work 1. keeps records of learners attendance everyday. 2. keeps record of formative and summative
tests.
3. submits reports and other documents on time. 4. does other tasks as requested by
superiors.
5. cooperates with peers and staff in the cleanliness and safety of the school.

On Teacher’s Philosophy of Education

One thing asked of teacher applicants in the Department of Education is to write their philosophy of 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.
We are beneficiaries of a rich philosophical heritage passed on to us by great thinkers of the past and of the present.
The way teachers relate to learners and the way they teach are anchored on philosophies of education.
Basic documents such as the vision and mission statements, core values and mandate of the Department of
Education and the features of the K to 12 Curriculum as contained in Section 3 of RA 10533 and the K to 12 Curriculum
Guide are manifestations or expressions of the philosophies of education of the country. They state the standards and the
outcomes of education towards which all curricular activities and teaching-learning should be directed.

Philosophies of Education
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, objective values
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 are subjective; instead teachers help
students clarify their values
4. Reconstructionism - school is agent of change; schooling is preparing students for the social changes; teaching is involving the
students in discussions of moral dilemmas
5. Existentialism - Teachers teach learners to make a choice, to make decisions and not merely to follow the crowd; one who does
not make a choice and so simply follow others do not leave meaningful life
6. Pragmatism - That which is useful, that which is practical and that which works is what is good; that which is efficient and
effective is that which is good. 6.g. showing a video clip on mitosis is more efficient and more effective and therefore more
practical than teacher coming up with a visual aid by drawing mistosis on a cartolina or illustration board
7. Rationalism - emphasizes the development of the learners’ reasoning powers; knowledge comes though reason; teacher must
develop the reasoning power of the learner
8. Utilitarianism - what is good is that which is most useful (that which brings happiness) to the greatest number of peoples;
9. Empiricism - source of knowledge is through the senses; teacher must involve the senses in teaching-learning
10. Behaviorism - behavior is shape deliberately by forces in the environment and that the type of person and 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 therefore is constructing
knowledge and meaning; teacher does not just “tell” or dictate but asks learners for knowledge they construct and meaning of
lesson