REBYUWER GEE12
PHOTOGRAPHY is the art, application, and practice of creating
durable images by recording light.
Photography is the art and science of light. Photography is derived
from the Greek words photos which means “light” and graphein
which means “to draw” (Pagay,2013).
Color photography started to become popular and accessible with
the release of Eastman Kodak’s “Kodachrome” film in the 1930s.
Before that, almost all photos were monochromatic.
Photographic images primarily provide us with information.
Cameras are powerful instruments because they record the world.
New technology has given the photographer the power to take
camera’s image and change the reality of life as we see it to a
reality of imagination.
BASIC PARTS OF A CAMERA(front)
F1: Shutter Button
Press this button to release the shutter. The shutter button press has
two stages: Half-pressing the button activates the AF function,
while pressing it down fully releases the shutter.
F2: Red-eye reduction/self-timer lamp
Red-eye reduction: If red-eye reduction is enabled on your
camera, half-pressing the shutter button will light up this lamp
when you use the built-in flash.
Self-timer: When you set the self-timer, this lamp will blink for
the duration of the timer until the picture is taken.
F3: Lens Mount
This is the section that connects the interchangeable lens to the
camera body. To attach the lens, you line up the lens mount index
(see F3) on the lens with the corresponding one on the lens mount
and turn the lens clockwise until you hear a click.
F4: Lens Mount Index
Align the mark on the lens with this mark when you are attaching
or detaching a lens.
Red index: For EF lenses (Can be used on both Canon full-frame
and APS-C DSLRs)
White index: For EF-S lenses (Can be used on Canon APS-C
DSLRs)
F5: Lens Release Button
Press this button when you want to detach the lens. The lens lock
pin retracts when the button is pressed, enabling you to turn the
lens freely. Before shooting, lock the lens into place by turning it
until you hear a click.
F6: Mirror
The mirror is unique to DSLR cameras. It reflects light from the
lens into the viewfinder, which lets the photographer see the shot
through the viewfinder in real time. The mirror flips up
immediately right before shutter release (the shot is taken).
F7: Microphone
This is a built-in microphone for capturing the audio sound during
movie recording. The microphone used may be monaural or stereo
depending on the camera model.
F8: Built-in Flash
When needed, you can fire the flash to capture a shot in a dimly-lit
scene. The flash may be automatically fired in some modes.
REAR
R1: Eyecup
The eyecup prevents external light from entering when your eye is
in contact with the eyepiece. A soft material is used to reduce the
burden on the eye and the forehead.
R2: Viewfinder Eyepiece
The viewfinder eyepiece is a small window on the camera which
you look through in order to compose your photo and establish
focus on a subject. When shooting using a viewfinder, external
light is reduced. This allows you to put full attention on the subject
right before your eyes, which in turn makes it easier to
track moving subjects.
R3: LCD Monitor
In addition to the shooting settings as shown in the
illustration here, the captured image as well as text
information such as the menu can also be displayed on
the LCD monitor. Also, you can magnify the display
image to check the details. Some camera models have a
Vari-angle LCD monitor, which allows you to alter the
angle of the monitor during Live View shooting, making
it easier to capture low-angle or high-angle shots.
R4: MENU Button
Use this button to display the menu for adjusting the
different camera functions. After selecting a menu item,
you can adjust the camera settings in greater detail.
R5: Playback Button
This is the button for playing back images you have
captured. Pressing the button once displays the last image
you captured or showed on the LCD monitor.
R6: Wi-fi Lamp
This lamp indicates the wireless connection status.
Lamp on: Wi-fi connection is on
Blinking lamp: Camera is waiting for
connection/reconnection
Intermittent rapidly-blinking lamp: Connection error
Rapidly blinking lamp: Data is being sent/received
R7: Access Lamp
The lamp appears blinking when there is data
transmission between the camera and the memory card.
Do not open the card slot or battery compartment cover
while the light is blinking. Doing so may cause the
camera to malfunction.
R8: SET Button/Multi-controller
The Multi-controller keys are directional buttons that
allow you to:
- Move between menu items
- Move a magnified display to a different point during
image playback
- Move the AF point during AF point selection
In shooting mode, the functions of the keys switch to the
ones indicated by the icon on it. Meanwhile, the SET
button confirms a selection.
R9: ISO Speed Setting Button
Press this button to adjust the sensitivity of the camera
toward light. ISO speed is an international standard that is
determined based on the sensitivity of negative films.
R10: Quick Control Button
Pressing this button displays the Quick Control screen
(further explained in the section "Settings on the Quick
Control Screen"), which allows you to confirm various
camera settings at one glance and adjust them.
R11: Display Button
By pressing the DISP button, you can:
-Turn the display on/off
- Toggle between different information displays in
Image/Movie Playback mode and during Live View
shooting
- Display the camera’s major function settings when the
menu is displayed
R12: Erase Button
Use this button to erase unwanted images.
R13: Focus Point Selection Button
Use this button to go into AF point (autofocus) selection mode
during AF shooting. You can then select any of the AF points
manually using the Multi-controller keys.
R14: Live View Shooting/ Movie Shooting Switch
Use this button to turn on or turn off the Live View function.
Pressing the button once displays the Live View image on the
LCD monitor, and the camera is ready for Live View shooting. To
record a movie, set the shooting mode to “Movie Shooting” on the
mode dial (T6), and press this button to start recording. To stop,
press the button again.
R15: Dioptric Adjustment Knob
Use this knob to adjust the clarity of the viewfinder image
according to your eyesight. To do so, turn the knob while looking
through the viewfinder.
Settings on Quick Control Screen
QC1: Shooting Mode
Displays the text or icon corresponding to the shooting mode you
have selected as you turn the Mode Dial.
QC2: Shutter Speed
Displays the time interval during which the shutter is open.
Increasing the parameter value shortens the time interval the
shutter remains open.
QC3: Battery Level
Displays the remaining battery level with an icon. The illustration
here shows the state when the battery level is still full. The icon
displays changes as the battery level decreases.
QC4: Shots Remaining
Indicates the number of remaining shots that can be captured. The
number varies with the capacity of the memory card in use as well
as the image-recording quality you have selected.
QC5: Image-recording Format/ Quality
Displays the image-recording quality that is currently selected.
The icon here indicates that the camera is set to record in the Large
JPEG format.
QC6: ISO Speed
A higher ISO speed makes it easier to capture shots of a dimly-lit
scene. Generally, ISO 100 is used as the standard setting. In the
ISO Auto setting, the optimal value is automatically selected
according to the scene. You can also choose to set the ISO speed
manually.
QC7: Aperture Value
This value indicates the extent to which the aperture blades inside
the lens are open. A smaller value means the aperture is more
widely open, which allows more light to be captured. The aperture
value is also known as the f-number, which varies with the lens in
use.
TOP
T1: Focus Mode Switch
Use this switch to set the focusing mode to Automatic (AF) or
Manual (MF).
T2: Speaker
Audio sound of a recorded movie can be played back through the
speaker. During movie playback, turning the Main Dial allows you
to adjust the volume level. Not only so, you can also select and
play back the background music from the menu screen.
T3: Strap Mount
Pull the end of the strap through the eyelet, and secure it firmly
while ensuring that the two ends of the strap are well-balanced.
T4: Hot Shoe
This is a terminal for attaching external flash units. Data is
transmitted between the camera and the flash unit through the
contacts. Maintain the contacts in a clean state to ensure proper
firing of the external flash when needed.
T5: Power Switch
Use this switch to power on or power off the camera.
When the power of the camera is left on for a prolonged
period of time, it switches automatically to the standby
mode to conserve power. For some cameras, the power
switch comes with a Movie icon as shown in the
illustration, which allows you to switch to the Movie
shooting mode directly.
T6: Mode Dial
Turn this dial to select a shooting mode according to the
scene you want to capture. The shooting modes are
largely divided into two different zones, Creative and
Basic.
A: Creative Zone
The Creative Zone modes allow users to select and set
functions according to their intended purpose.
B: Basic Zone
In the Basic Zone modes, the camera automatically
selects the appropriate settings according to the selected
scene.
T7: Flash Button
Use this button to pop up the built-in flash. In the Basic
Zone, the built-in flash may pop up automatically in some
cases according to the function in use.
T8: Main Dial
This is a multi-purpose dial that allows you to perform
tasks such as adjusting the value of the shooting settings
(usually aperture/shutter speed/exposure compensation)
and jumping through playback images.
T9: Zoom Ring
Turn the zoom ring to alter the focal length. The selected
focal length can be identified from the numbers and index
marks at the lower end of the lens
T10: Focus Ring
When the camera is in the Manual Focus (MF) mode, turn
this ring to adjust the focus. The position of the focus ring
varies according to the lens in use.
SIDE
S1: Remote Control Terminal, Audio/Video
OUT/Digital Terminal, HDMI Mini OUT Terminal,
N-Mark
A: Remote control terminal
This is a terminal for connecting the camera to an
external device. Before you do so, make sure that the
device is compatible with the camera, and connect them
properly.
B: Audio/Video OUT/Digital terminal
C: HDMI mini- OUT terminal
These are terminals for TV output and data transmission,
as well as for HDMI mini output.
D: N-Mark : Touching the N-mark against an NFC-
compatible smartphone will initiate pairing between the
camera and the smartphone.
BOTTOM
B1: Card Slot, Battery Compartment
Battery Compartment: Load the supplied battery here.
Insert the battery with the orientation of the battery
terminal aligned with that inside the camera.
Card Slot: Insert the memory card for recording images
into this slot. The type of card usable varies with the
camera model.
ELEMENTS OF GOOD PHOTOGRAPH
Five Fundamental Elements of Photography
1. LIGHT
- Light is the most fundamental element that all
photographs need because it illuminates the scene or subject.
Whether it be natural or artificial light the quality and direction of
light is what's important.
- Light helps to create a particular mood within the
photograph and can bring emphasis to key elements within a
frame.light is probably the most important tool we have to use as
photographers, to create better quality and beautiful images.
2. COLOR
- Like light, color helps to set the mood of an image and
can play a significant role in touching the viewer on an emotional
level. Color can also be used as a compositional tool where
contrasting colors play a very important role.
- Color is one of the main factors responsible for making a
photo feel mysterious, exciting, sad, or gloomy.
3. MOMENT
- A strong moment is more than highlighting a particular
subject or action in time. Creating a moment in a photograph
should be about having all the elements in a frame come together
as to tell a captivating story, when every part of the picture
interacts with the other parts in a way that the viewer might think –
wow this is special and probably doesn't happen that often.
- Not every photo will be able to have special moments
where all the parts come together perfectly, but again we should be
thinking about this when shooting so we can try to include more
elements that create a stronger moment. Not to forget, shooting at
a particular time of the day adds power and meaning to the
moment which means light also plays an important role here.
4. COMPOSITION
- Composition, in essence, is about putting together objects
in your frame in such a way as to emphasize the parts you want to
and make them stand out in a particular way. Composition can
often be very subjective, but good composition can turn an
ordinary scene into an image that grabs the viewers’ attention.
- When composing photographs, it is better to keep an eye
out for elements like lines, curves, shapes, textures, patterns,
colors, negative space within the frame, so you can use them to
compose brilliant photographs
5. PHOTOGRAPHER'S CHOICE OF DISTANCE TO
THEIR SUBJECT
- The distance the photographer chooses to be from their
subject will affect the feeling and overall impact a photo has. It
will also determine what focal length you need to shoot at in order
to get all of the important parts of the photo into the frame.
When shooting a moment, give importance to how you arrange
various elements within the frame.
BASIC CAMERA SHOTS
1. Close-up shot- is a shot taken of a person or object at a close
range, in order to capture the minute details of the subject. This
shot is tightly framed and takes up most of the screen, as it is
usually used to frame a character’s face in order for the audience
to see what type of emotion is being conveyed. the close up shot is
also used to reveal details or information about objects or the
setting the film is set in.
2. Medium Shot- or waist shot, indicates that it was captured at a
medium distance from the subject. It is often used for back and
forth dialogue within a scene as it allows the viewer to have a solid
view of each character within a film. This shot is known as the
‘sweet spot’ shot, as it allows for both the details of your subject to
be seen in addition to the surrounding setting the scene is taking
place in.
3. Long Shot
The long shot, also known as the wide shot, is often times
used as an establishing shot in a film, as it normally sets
the scene and the character’s place within it. This type of
camera shot, shows the full length of the subject while
also including a large amount of the surrounding area of
the film setting.
4. Extreme Close-Up -is when the surface area of the
frame is filled by a subject’s face. In other words, the
subject is tightly framed, or shown in a relatively large
scale, causing their face to be cropped within the frame.
This type of shot is often referred to a choker as well,
which is when a shot is framed just above the eyes and
right below the mouth.
5. Extreme Long Shot- Taking the long shot one step
further, the extreme long shot, or extreme wide shot, is
when the view is so far from the subject that he/ she isn’t
necessarily the focus anymore, but rather the surrounding
area is. the extreme long shot, is designed to show the
audience where the action is taking place. Furthermore,
an extreme long shot can also be used to demonstrate the
scale of what is going on in a scene.
6. Eye Level Shot- An eye level shot refers to when the
level of your camera is placed at the same height as the
eyes of the characters in your frame. The camera is
positioned on a level with the focus. This is considered a
fairly neutral shot.
7. Bird’s Eye View - The overhead shot or bird’s eye
view shot is a high angle shot almost directly (or literally
directly) above the subject. This shows a scene from
directly overhead, a very unnatural and strange shot. This
shot put the audience in a God-like position, looking
down on the action.
8. High-angle Shot- the camera is elevated above the
action or setting to give a general overview. High-angle
shots can make the subject seem vulnerable or powerless
when applied with the correct mood, setting, and effects.
9. Low-angle Shot- This shot increases height and gives
a sense of speeded motion. Common backgrounds of a
low angle shot are sky, ceiling, among others.
10. Oblique or Canted Shot- The camera is slanted to
one side. With the horizon lines tilted in this way, you can
create a sense of disorientation, a de-stabilized mental
state, or increase the tension.
DEFINITION OF FILM
The film, cinema, or motion picture is one of the
popular forms of art and entertainment in the Philippines
(Bordwell and Thompson, 2001). Film is essentially the
art of moving picture. Just an opera stands or falls upon
its music, a film stands or falls upon its visual content.
TYPES OF FILM
1. NARRATIVE FILM
Narrative film, fictional film or fiction film is a
film that tells a fictional or fictionalized story, event or
narrative. In this style of film, believable narratives and
characters help convince the audience that the unfolding
fiction is real.
2. DOCUMENTARY FILM
A documentary film purports to present factual
information about the world outside the film.
3. EXPERIMENTAL FILM
In opposition to the dominant and mainstream
cinema, some filmmakers set out to create films which
challenge orthodox notions of what a movie can show it.
These filmmakers work independently of the studio system, and
often they work alone. Their films are hard to classify, but usually
they are called experimental or avant-garde.
Experimental films are made for many reasons. The
filmmaker may wish to express personal experiences or viewpoints
in ways that would seem eccentric in a mainstream context.
4. ANIMATION AND SPECIAL EFFECTS
Animation is another tool that expands the filmmaker’s
range of possibilities. The word animation means “bringing to
life,” and that is precisely what the filmic animator does with
drawings of people, animals, and inanimate objects. The classic
method of animation was perfected by Walt Disney Studios in the
late 1920s.
You can appreciate how time-consuming this was if you
realize how much your body moves just in walking two steps, and
consider how many drawings it would take to capture that
movement. If the motion is not to seem jerky and unnatural, every
shift of position by the merest fraction of an inch requires a new
drawing.
The smoothest animation therefore, demanded about 24 different
drawings per second or some 130, 000 drawings for a feature-
length film. In its heyday, the 1930s and 1940s, Disney Studios
employed armies of illustrators.
ELEMENTS OF PHILIPPINE FILM
1. Music and Musical Director
Music has been indispensable in films since the very beginning.
To make movies more lively, terrifying, or humorous, appropriate
background is used.
The musical director is in charge of the music, compose new
songs, write their orchestration, prepare background music, create
musical scores, and supervise all the recording.
2. Make-up and Costumes
The make-up and hair of the actors should suit the part they play in
the picture, enhance the role of a character and to give performers
an additional tool for conveying the characters being performed.
Makeup is used to create visual stereotypes or clichés that will be
readily understood by the audience.
Costumes are such a fabulous part of theatre – they help tell the
story, they help actors get into character, and they immediately tell
the audience something about what’s going on.
3. Acting and the Stars
Acting is the art of portraying or impersonating a character. A
performer should forget his own personality and live the life of the
character he/she is portraying. Moreover, the imitation should be
complete and perfect.
4. Color in the Movies
Color is an important element in film. Color in the local movies
was attempted in 1941 by LVN Pictures in Ibong Adarna. At
present, all the local pictures are already colored.
5. Set and Art Directors
Beautiful setting gives beauty to the picture and pleases the eye.
Art directors should know the natural setting and build artificial
sets. They should get inspirations from liberal producers.
6. Sound, Cameras, and Technicians.
Sound plays an important part in films. Technicians exert efforts
in making dialogue clear and music of fine quality. They eliminate
background noise which is not part of the scene.
Recording is the process where a song is being recorded in the
sound track. This is done in a sound-proof studio.
Playback is the method employed when an actress or actor
borrows the voice of another.
The use of camera and the functions of the technicians are
indispensable in cinematography. The camera man is responsible
for extract framing. He also decides the use of masking, the choice
of lens, the camera angle, and the control of the camera
movements.
DEFINITION OF LITERATURE
Literature is often conceived as a body of written works
in which the writer’s craft is primarily his skills in
conveying his thoughts and feelings.
As an art, literature is the organization of words
to give pleasure; through them, it elevates and transforms
experience; through them.Literature can also be oral.
Spoken language is the basic medium of oral literature.
IMPORTANCE OF READING LITERARY WORKS
Literary works of art like poetry, stories, novels, and
plays are worth reading for they not only entertain us or
give pleasure. From some of the characters of the stories
or novels, we learn moral values that can improve our
life. Reading literary works helps us acquire knowledge
and information particularly man’s progress and
achievement, thus serving us inspiration.
ELEMENTS OF LITERATURE
1. Emotional Appeal – this is attained when the
reader is emotionally moved or touched by any literary
work. Since literature uses words, what we read and hear
in literature results from the skill of the writer in turning
words into sense stimulating images. Emotions
predominate in poetry.
2. Intellectual Appeal – reason and thought
predominate in prose. Dr. Jose P. Rizal’s two
revolutionary works, the Noli Me Tangere and El
Filibustirismo, are good illustrations of literature of
intellectual appeal. Both novels add knowledge and
information and remind the reader of what he has
forgotten.
3. Humanistic Value – this can be attained when a
literary work makes the reader an improved person with a
better outlook in life and with a clear understanding of
his/her inner self. The work tries to raise level of the
readers’ humanity by giving them a high sense of value.
USES OF LITERATURE
1. Moralizing Literature – The purpose of
literature is to present moral lessons for the reader to
understand and appreciate, and it may be directly or
indirectly stated in the literary work.
2. Propaganda Literature – The kind of literature
is found not only in history books or even in advertising
and marketing books, but also in some books describing
one’s personal success and achievements in life.
3. Psychological Continuum of the Individual
Therapeutic Value – This can be understood as a
sophisticated modern explanation of the idea of catharsis
– an emotional relief experienced by the reader thereby
helping him recover from a previous pent-up emotion.
CLASSIFICATION OF LITERATURE
Literature can be classified as fiction and non-fiction.
1. Fiction emanates from the author’s imagination rather
from fact.
a. Novel – It is a fictional prose narrative of considerable
length. It has a plot that unfolds from the actions, speech,
thought of characters. Novels typically have numerous
characters and employ normal, daily speech.
b. Short Stories –are short prose fictional works focusing on unity
of characterization, theme, and effect as differentiated from more
expansive narrative forms such as novels. Short stories typically
concern only a single effect portrayed in a single, significant
episode or scene and utilizing a limited number of characters.
Moreover, in short stories, we find very concise narration and
character that lacks full development. Its length usually falls
between 2,000 and 10, 000 words.
c. Poetry – It seeks to convey a vivid and imaginative sense of
experience. It uses condensed language selected for its sound,
suggested power, and meaning. It also employs specific technical
devices such as rhyme, meter, metaphor, to name a few in order
provide easy-to-read flow, synchronized expression, and necessary
meaning to a composition.
d. Drama – It consists of a compilation in prose or poetry
intended to portray life or character or tell a story usually
involving conflicts and emotions through action and dialogue.
Much drama is poetry, but drama has one characteristic peculiar to
itself. It is written primarily to be performed, not read. It normally
presents its actions (a) through actors, (b) on a stage, and (c)
before an audience.
Drama as a cultural activity, has immense diversity; however, all
plays have certain elements in common such as the following:
Plot – this simply refers to a summary of a play’s story or the
overall structure of a play. It is considered as the most important
element of drama.
Character - this refers to each of the actor’s role in the story. The
character must be shaped to fit the needs of the plot, and all parts
of the characterization must fit together.
Thought - Every play, even the most light-hearted comedy,
involves thoughts in its broadcast sense. In dramatic structure,
thoughts include the ideas and emotions implied by overall
meaning of the play, sometimes the theme.
Language/Dialogue – this is the conversation between two or
more characters in a play. Language is a means of expressing the
character and the thoughts dramatically.
Theme – this is what a story means. It is a conviction about the
real world we live in, and it may be stated in different ways.
Theme is enacted throughout the plot.
Climax and Denouement – Climax can also be described as the
turning point of the story. It is very likely to be the most
elaborately presented scene in the play. Denouement is the
working out of the plot, following the climax. In this final part of
the play, usually brief but sometimes a full act, the playwright
brings the conflict to an end and explains how and why everything
turned out the way it did.
Music – It is an integral part of theatre. It can reveal the inner
emotional life of a character, foreshadow a vicious attack or
budding love, or comment on the action onstage.
Costumes and Make-up
Scenery and Lighting – Scenery can be simply understood as a
setting for a theatrical production. Scenery may be just about
anything, from a single chair to an elaborately re-created street, no
matter how large or small, whether the item was custom-made or
is the genuine item, appropriated for theatrical use.
Meanwhile, proper lighting can add a great deal to the realism of
the play. Consider brightness, color, and direction in lighting the
play. Stage lighting is always electrical, and only the assigned and
responsible persons should touch the electrical equipment.
2. Non-Fiction
Non-fiction consists of literary works based mainly on fact rather
than on the imagination, although non-fictional works may contain
fictional elements. Biography, essays, speeches, and sacred
scriptures comprise the major forms of non-fiction literature.
REBYUWER EDCK 3
RUBRICS
What are the different types of rubric?
Rubrics are usually classified according to two
different aspects of their composition: (1) whether the
rubric considers each of the criteria one at a time or all
criteria together, and (2) whether the rubric is applicable
to- all similar tasks or can only be used for a particular
task. The following are the types of rubrics:
Type of Rubric Description
General/ General Rubric It contains criteria that are
general and can be applied across tasks. This is most
convenient for teachers who do not have the time and
skills in developing different types of rubric as they can
reuse the same rubrics for several tasks or assignments.
Task-Specific Rubric It contains criteria that are unique
to a specific performance task to be assessed. This kind of
rubric is best for instruction and formative assessment
since it will provide the students feedback on what
aspects of their performance or work need to be
improved. Holistic Rubric A student’s performance or
output is evaluated by applying all criteria
simultaneously, thus providing a single score based on an
overall judgment about the quality of student's work. It
does not provide a score on each individual criterion.
Analytic Rubric A student's work is evaluated by using
each criterion separately, thus providing specific feedback
about a student's performance or product along several
dimensions.
WHAT ARE THE GOOD CHARACTERISTIC OFA
GOOD RUBRIC?
A good rubric should have the following qualities:
Explicit. A good rubric should contain criteria and
performance indicators that are clear, concrete, and
observable as well as relevant and applicable to the
performance task to be assessed. Each benchmark and
point value should also have clearly delineated indicators,
differentiating the expected quality of work for each
performance level.
Aligned. A good rubric should contain criteria that are
aligned with the expected quality of performance for a
particular task or assignments, as well as with the
intended level of learning outcomes in the subject.
Authentic. A good rubric should include criteria and
performance indicators or descriptors that are meaningful
and require application of real-life skills.
Valid. A good rubric should be able to measure what it
intends to measure.
Diagnostic. A good rubric should be able to communicate
to the students what are expected of them in the course,
allow them to reflect on their performance, and provide
them opportunities to improve on areas that they did not
do well.
How to organize meeting with parents?
Assessment results are also communicated to parents. The
parents are partners in the child's learning, and
information about the academic standing of their child
should be communicated with them. They are needed to
provide further support in their learning.
Assessment results are communicated through the process
of parent and teacher conferences. The following are
guidelines that can be followed in conducting parent and
teacher conferences:
1. Send a letter inviting parents for a meeting. Indicate availability
for this meeting to happen.
2. Greet the parents in a positive tone. Express how you care about
their child that is why you set a meeting with them.
3. Let the parents talk. Avoid interrupting them while they say
their concerns.
4. When responding to parents' concerns, you may want to restate
or clarify their ideas, report relevant incidents, or ask further
questions.
5. When reporting assessment results, avoid judging on the ability
of the child. Focus on the performance based on the criteria.
Prepare evidence of the performance and show the parents how
rating was done. Describe the
performance based on the rubric.
6. When describing the performance of the child, use words that
are understandable to the parents. Avoid too technical terms. If
technical terms cannot be avoided, explain the terms to the parents.
7. Commit to the parents a course of action that you can
realistically do but do not guarantee a result. Some course of
action would be to verify an incident further, check documents,
and to try to ask the child again.
Why is feedback a powerful means to help learners improve?
Feedback is a powerful means of helping the learners improve
their academic performance. Feedback is a specific means that
allows the learners to determine which part of their performance
needs improvement. Feedback provides specific information to
learners on what they need to do to revise or redo their task in a
better way. The content of feedback can be:
-The part of the answer or response that needs to be corrected The
specific strategy to be used to perform the task
-The suggested procedure that needs to be undertaken by the
learner
-A direction to the learner where to find the answer
-A challenge to the learner to think about the appropriate response
1. Feedback during performance. Feedback during performance
can be verbal or nonverbal. Verbal feedback can be written in a
big signage (like a poster or a handy white board) visible to the
learner. This is possible to do when a performance cannot be
stopped like when one is currently dancing or singing. The teacher
can also provide feedback in segments of the performance where
the learner can pause like when performing drama or doing some
presentations. The feedback during performance is useful to
immediately correct the performance to avoid further mistake.
2. Feedback after performance. Feedback can also be given
after the performance of the task. This is appropriate when learners
are another opportunity to revise and show again the performance.
This is applicable for writing essays and compositions where
students submit the completed work before a full feedback is
provided. Students in these tasks have the opportunity to rewrite
their work and resubmit for another round of feedback.
1. Feedback needs to be specific and concrete. The following are
illustrations of general and specific feedback.
General Feedback
The essay is good.
Note: Saying that the essay is good does not provide idea to the
learner which
Specific Feedback
You started the paragraph in your essay with a topic sentence and
supporting sentences were provided
What are the different forms of feedback?
1. Focus on the product or performance. This kind of
feedback describes how well the performance was done.
Examples of such feedback are: "All the parts of the
paper are complete.
2. Focus on the procedure. This kind of feedback
focuses on the step-by-step process that needs to be done
by the learner.
3. Focus on the strategy to improve the work.
Strategies refer to the different cognitive and
metacognitive actions that the learner needs to think
about in order to arrive at a better work or performance
LESSON 6
The Philippine Professional Standards for Teachers
General Information on Department Order No. 42, s.
2017
1. What is Department Order (DepEd) No. 42, s.
2017)?
DepEd Order No. 42, S. 2017 stipulates the national
adoption and implementation of the
Philippine Professional Standards for Teachers (PPST).
The Order was signed on August
11, 2017 by Former DepEd Secretary Leonor Magtolis-
Briones.
See link: http://www.deped.gov.ph/orders/do-42-s-
2017
2. What is the Philippine Professional Standards for
Teachers (PPST)?
The PPST is a public statement of what teachers need to
know, value, and be able to do in
their practice. It has four career stages: Beginning,
Proficient, Highly Proficient, and
Distinguished. It is built on the National Competency-
based Teacher Standards (NCBTS).
It comprises seven Domains and 37 Strands, and 37
Indicators for each Career Stage.
3. What are uses of the Philippine Professional
Standards for Teachers?
According to DO No. 42, s. 2017, the PPST “shall be
used as a basis for all learning and
development programs for teachers to ensure that teachers
are properly equipped to
effectively implement the K to 12 Program.” Teacher
performance appraisals shall also be
aligned to the PPST. Further, the PPST can also be used
for the selection and promotion of
teachers.
4. . Does PPST replace NCBTS?
Yes. This happens upon the signing into policy of DepEd
Order No. 42, S. 2017 on
the National Adoption and Implementation of the
Philippine Professional Standards
for Teachers.
The changes brought about by various national and global
frameworks such as the
K to 12 Reform, ASEAN Integration, globalization, and
the changing character of
the 21st century learners necessitate the improvements
and call for the rethinking
of the National Competency-Based Teacher Standards
(NCBTS)
Quality Teachers
 Competent Teachers- A competent teacher is a good
communicator. They can
effectively communicate with their students, colleagues, and  Establish learning environments that are responsive to
parents. They understand the importance of communication in learner's diversity
education and use it to their  Demonstrate knowledge of differentiated teaching to
advantage. A competent teacher knows how to listen and how to student’s diverse
speak. needs
 Teachers with global competence who are able to 4. Curriculum and Planning
demonstrate knowledge,  Interact with the national and local curriculum
skills, values, and disposition requirements
 Glocal Teachers- A glocal teacher is the one who think  translate curriculum content into learning activities
internationally, and must  identify learning outcomes that are aligned with
possess a wider range of knowledge and is furnished with enough learning competencies
skills, appropriate 5. Assessment and Reporting
attitude and universal values to teach learners at home or abroad  Apply a variety of assessment tools in monitoring,
but is equipped evaluating, and
with both time tested as well as modern technologies in education documenting learners' needs, progress, and achievements
in any time and  Provide timely, accurate, and constructive feedback
any place in the world. Thus, a glocal teacher, teaches in the local  Diagnostic assessment
communities but  formative assessment
someone who thinks and acts both locally and globally, meaning  summative assessment
he/she has to be 6. Community Linkages and Professional Engagement
open-minded on world issues and events that can be a benefit to  Establish school-community partnership
his locale. Aside  Respond to opportunities that link teaching-learning in
from this, a glocal teacher understand how this world is the classroom to the
interconnected, are creative experiences of the community.
and innovative, understand, respect and tolerant of the diversity of  Promote professional and harmonious with the wider
cultures because community
no students are the same, all students are unique and have 7. Personal Growth and Professional Development
differences. He/she must  Maintain qualities that uphold the dignity of teaching
have a connection with the learners, and always put in mind that  Exhibit high personal regard for the teaching
aside from teaching profession
the students on how to be globally competent, he/she must teaches Four Career Stages of the Philippine Professional
the student moral Standards for Teachers (PPST)
values and help develop their characters. CAREER STAGE 1
PPST: Beginning Teachers Those who have gained the
 Formerly known as National Competency-Based Teacher qualifications recognized for entry into the teaching
Standards profession. Teachers at this stage are supported to reach
 Aims to: Career Stage 2 within two
1. sets clear expectations of teachers along well-defined career to three years.
stages of professional CAREER STAGE 2
development from beginning to distinguished practice. Proficient Teachers
2. engages teachers to embrace ongoing professional learning for  Professionally independent in the application of skills
their professional vital to the teaching and
development to enhance their own teaching. learning process. This stage shows the acceptable
3. provides a framework of uniform measures to assess teacher standards for all teachers, which
performance and; should be reached within the first two or three years of
4. provides a basis for building public confidence in and support teaching.
for the work of CAREER STAGE 3
teachers. Highly Proficient Teachers
 7 Domain of PPST  Consistently display a high level of performance in
1. Content Knowledge and Pedagogy their teaching practice. They are accomplished
 Mastery of content knowledge practitioners who mentor and work collegially with other
 Critically understand the application of theories and principles staff. This is the stage that Master Teachers are expected
of teaching to be at.
and learning. CAREER STAGE 4
 Display proficiency in the mother tongue, Filipino and English Distinguished Teachers
(RA 10533-  Embody the highest standards for teaching grounded in
"start from where the learners are and from what they already global best practice. They
know are recognized as leaders in education, contributors to the
proceeding from known to unknown”). profession and initiators
 Positive use of ICT of collaborations and partnerships.
 Use strategies to promote HOTS
2. Learning environment LESSON 7
 Learner safety and security Fair learning environment C
 Sound classroom management (structure and activities) Culture is a term that refers to a large and diverse set of
3. Diversity of Learners mostly intangible aspects of social life. According to
sociologists, culture consists of the values, beliefs,
systems of language, communication, and practices that people
share in common and that can be used to define them as a
collective
Characteristics of culture
1. Culture is Learned - Culture is learned from various people you
have encountered and interacted with through form of socialization
with parents, family friends and even with people you have met for
the first time.
2. Culture is Shared- Shared cultures create a dynamic of an in-
group, where people segregate themselves from each other
3. Culture Involves Large group of People- A culture is a way of
life of a group of people--the behaviors, beliefs, values, and
symbols that they accept, generally without thinking about them,
and that are passed along by communication and imitation from
one generation to the next.
4.Culture is Dynamic - Culture is dynamic as it responds to the
changing needs of time, alongside to the motion and actions within
and around it
5. Culture affects Behavior - The culture in which a person grown
will dictate how a person would think and behave.
6. Culture involves feelings - Culture is not solely all about ideas,
perceptions, values, beliefs, norms, and the like. It also deals how
person feels or what he or she senses in certaion siyuation and
scenarion
7. Culture involves Beliefs, Values, Norms, and Social Practices-
E]LTURE
ELEMENTS OF CULTURE
VALUES - These are the collective ideas about what is right or
wrong, good or bad and desirable or undesirable
BELIEFS-Shared ideas help collectively by people within in a given
culture about what is true.
KNOWLEDGE- The range of information, awareness, and
understanding that helps us navigate our world
NORMS- Set of established rules of behavior or conduct a
culture's expectation for appropriate behav
SCHOOL CULTURE
According to Fullan (2007) school culture can be defined as the
guiding beliefs and values evident in the way a school operates.
The role of School culture
School culture matters. Research confirms the central role of
culture to school success. School culture can be positive or
negative or toxic. A positive school culture fosters improvement,
collaborative decision making, professional development and staff
and student learning. A negative culture fosters the opposite.
School culture theories
A healthy school culture fosters continuous improvement in
student achievement. School culture is the historically
transmitted patterns of meanings that include the norms values,
beliefs, ceremonies, rituals, and myths understood by members
of the school community (Mitchell, 2008)\
Barth (2002) defined school culture as a complex pattern of
norms, attitudes, beliefs, behaviors, values, ceremonies,
traditions, and myths that are deeply ingrained in the very core of
the organization. It is the historically transmitted pattern of
meaning that wields astonishing power in shaping what people
think and how they act.
Wagner (2006) purported that everything in a school, including
school achievement, is affected by the school’s culture. He noted
that school culture consists iof the community and importance of
how stakeholders support, treat and value each other as well as
share teaching strategies.
A positive school culture fosters improvement, collaboratve
decision-making, professional development and staff and student
learning.
ELEMENTS OF A POSITIVE SCHOOL CULTURE
1. Collegiality
– the school atmosphere is friendly. You work in an
atmosphere where responsibility and authority are
shared by everyone. You can be yourself. You do not
have to put your best forward to impress others.
2. Experimentation
– the atmosphere encourages experimentation and so
will welcome mistakes as part of the learning process.
3. High Expectations
– one’s level of achievement is always lower than one’s
level of aspiration. So set high expectations for high
achievement.
4. Trust and confidence
– students, teachers, school heads and parents relate
well and work well when relationships are solidly built on
trust and confidence
5. Tangible support
– everyone in the school community gets concrete
support for the good that they do. Support comes in not
just in words but in action. School heads sees to it that
LCDs in the classrooms are functioning.
6. Reaching out to the knowledge base
– teacher care to grow professionally to update
themselves on content knowledge and pedagogy, the
first domain in the Philippine Professional Standards for
Teachers.
7. Appreciation and recognition
– words of appreciation and recognition make classroom
climate highly favorable. A reminder to teachers: “You
are not made less when you praise others. Instead, you
become magnanimous. So don’t be stingy with your
sincere praise. The problem sometimes is our eyes are so
quick to see the negative and so we despise them
immediately but our eyes are blinded to the good and so
we overlook them and fail to appreciate.
8. Caring, celebration, humor
- kids don't care what you know until they know that you
care. They don't listen to teacher when teacher doesn't
care. It may be good to remind teachers that many of
students, especially those struggle, don't receive nearly
enough positive feedback in the classroom or their
personal lives.
9. Involvement in decision making
- involving others who are concerned with decisions to
made enhances sense of ownership. They also feel
important
10. Protection of what is important
- what schools consider important must form part of
their tradition and so must be protected by all means.
11. Traditions
- a school must have an intentional culture-based
program of shred values, beliefs, and behaviors. This
strengthens sense of community. A truly positive school
culture is not characterized simply by the absence of
gangs, violence or discipline problems but also by the
presence of a set of norms and values that focus school
community's attention on what is most important and
motivate them to work hard toward a common purpose.
12. Honest and open communication
- no one gets ostracized for speaking up his mind. The
atmosphere is such that everyone is encouraged to
speak his mind without fear of being ostracized. The agreement
at every discussion is "agree to disagree".
TOXIC CULTURE STAFF
1. View students as the problem rather than as their valued
clients
2. Are sometimes parts of negative subcultures that are hostile
and critical of change
3. Believe they are doing the best they can and do not search out
new ideas
4. Frequently share stories and historical perspectives on the
school that are often negative, discouraging, and demoralizing
5. Complain, criticize and distrust any new ideas, approaches or
suggestions for improvement raised by planning committees
6. Rarely share ideas, materials, or solutions to classroom
problems
7. Have few ceremonies or school traditions that celebrate what
is good and hopeful about their place of worK.
. Here are some ways in which school culture impacts children:
Learning Capabilities
We all remember how our parents struggled to teach us basic
concepts for hours, but that one teacher made it seem so easy
and a lot more fun. This is because children tend to be more
receptive to teachers in an environment that is dedicated to
learning. Thus, positive school culture can make learning fun for
students along with accelerating their academic performance.
2. Social Behavior
The bulk of one’s childhood is spent at school. The interaction
with other children and adults hailing from different social
backgrounds will provide children with insight into different
perspectives, cultures, and languages. All this factors into the
holistic development of a child’s social behavior. Positive school
culture is one that is thoughtful, inclusive, and nurturing. These
traits when observed by children, tend to implement the same in
their lives. This can be beneficial to them, their families, and in
the long run, the society at large.
3. Emotional Strength
Our childhood experiences are not just passing phenomena.
Challenges and experiences faced during our school days prepare
us for life ahead. A school culture that encourages close
relationships between teachers and peers records fewer students
reporting emotional problems, feelings of depression, and
anxiety.
4. Moral Development
Morals play a critical role in determining human behavior. School
culture plays a significant role in shaping a child’s personality that
is determined by strong values, superior principles, self-sacrifice,
and pro-social activities. Morals such as integrity, equality,
truthfulness, justice, and politeness are valued and required of all
people, regardless of race or color.
They follow school norms and disciplines, adhere to guidelines
and practices required and admired in their institutions,
participate in various traditions, activities, and rituals, and
ultimately this moral development is represented throughout
their lives.
LESSON 8
Organizational Leadership
In organizational leadership, leaders help set strategic goals for
the organization while motivating individuals within the
organization to successfully carry out assignments in order to
realize those goals. In the school setting, the school leader helps
set the goals/targets for the school and motivates teachers,
parents, learners, non – teaching personnel and other members of
the community to do their task to realize the school
goals.
Organizational leadership works towards what is best
for individual members and what is best for the
organization as a group at the same time.
Organizational leadership does not sacrifice the
individual members for the sake of the people nor
sacrifice the welfare of the group for the sake of
individual members. Both individual and group are
necessary. Organizational leadership is also an attitude
and a work ethic that empowers and individual in any
role to lead from the top, middle, or bottom of an
organization.
Types of Skills Demanded of Leaders
Technical skills refer to any type of process or technique
like sending e – mail, preparing
a PowerPoint presentation.
Human skills are the ability to work effectively with
people and to build teamwork. This is also referred to as
people skills or soft skills.
Conceptual skill is the ability to think in terms of
models, frameworks. And broad relationships such
as long range plans. In short, conceptual skills deal with
ideas while human skill concerns
skills and things. The ideal school leader possesses all
three
LEADERSHIP STYLES
Autocratic leaders do decision making by themselves.
Consultative leaders allow participation of the members
of the organization by consulting them but make decision
themselves.
Democratic leaders allow the members of the
organization to fully participate in
decision making
laissez faire or free – rein leadership style, leaders
avoid responsibility and leave
the members of the organization to establish their own
work. This leadership style leads
to kanya – kanya mentality, one weaknesses of the
Filipino character.
The Situational Leadership Model
In situational leadership, effective leaders adapt their
leadership style to the
situation of the members of the organization, .e.g., to
readiness and willingness of group
members. Paul Hersey and Kenneth H. Blanchard (1996)
characterized leadership style in
terms of the amount of task behavior and relationship
behavior that the leader provides
to their followers.
Servant Leadership
Robert K. Greenleaf (1977) coined the paradoxical term
servant – leadership. How can
one be a leader when he/she is servant? That’s the
common thinking. But the paradox is
Greenleaf’s deliberate and meaningful way of
emphasizing the qualities of a servant
leader. He describes the servant
Transformational Leadership
Robert Kennedy once said: “Some men see things as they
are, and ask why. I
dream of things that never were, and ask “why not” not
transformational leaders. The
transformational leader is not content with status quo and
sees the need to transform
the way the organization thinks, relates and does things. The Redirect resources to support the goals
transformational school development in each school
leaders sees school culture as it could be and should be, not as it is Lead to realistic budgeting as parents and
and so plays his/her teachers become more aware of the school’s
role as visionary, engager, learner, collaborator, and instructional financial status, spending limitation, and the
leader. As a cause of its program.
transformational leader he /she make positive changes in the Improve morale of teachers and nurture new
organization and mobilizing leadership at all levels.
members to work towards that vision. Through SBM, decision-making authority is
To do this the transformational leader combines charisma,
devolved to the school heads, teachers, parents
inspirational
and students. This is school empowerment.
leadership and intellectual stimulation to introduce innovation for
the transformation of
Involving stakeholders – parents, teachers,
the organization students, and other members of the
Sustaining Change community – Is also helpful in the
For reforms to transform, the innovations introduced by the mobilization of local resources the
transformational leader compliment public resources.
must be institutional and sustained. Through SBM, problems and needs at the
Morato of Bayan ABS school level gets old faster and specific
– CBN, (2011) gives the following advice. personalities and cultures are taken into
1. Seek the support of the stakeholders – the leaders must build a consideration
“strong coalition In SBM, schools take their responsibility to
of allies in order to push for any meaningful change that would plan and implement their School Improvement
yields results. Plan (SIP). It is the school that determine the
Innovations cannot be forced upon the teachers, the students, the number and kind of teachers they need, the
parents, and kind of learning materials and resources they
the community… without serious consequences.” need.
2. Get people involved early and often – resistance drops off in Since school are given more power to direct
proportion to the themselves, they are made accountable for
involvement of participants. You may not to expect 100 – percent result. SBM makes school accountable to the
support from stakeholders.
any individual who was not personally involved in a change that
DISADVANTAGE OF SBM
affected his/her
Participatory decision-making sometimes
work. It is best to set up networks to reach out to as many people
as possible.
creates frustration and is often slower than
3. Plan a communications campaign to “sell” the innovations more autocratic methods
Morato (2011) asserts: This leaves principals and teachers less time to
“The change envisioned must cascade downwards to the last devote to other aspects of their job.
lesson plan and Teachers and community. and community
ripple sideward to win the support of major stakeholders”. members who participate in the councils may
4. Ensure that the innovation is understood by all – The benefits need training in the budget matters, some
and costs must be teachers may not be interested in the budget
appreciated and weighed carefully. process or want to devote time to it.
5. Consider timing and phasing – These are highly critical;
missteps might backfire
and lack of sensitivity to stakeholders might lead to resistance.
Morato described the successful innovations in sev

LESSON 9
-School Based-Management is a decentralized management
initiative by developing power or authority to School Head,
Teacher, Parents, and Students.
-SBM is a strategy to improve education by transferring significant
decision-making authority from the DepEd Central Office,
regional offices, division offices to individual schools.
-School-Based Management in Philippine Schools, schools are
given more power to direct their affairs with the learning and
development of learners as ultimate goal.
ADVANTAGE OF SBM
The following are strengths of SMB:
Allow competent in individuals in the school to make
decision that will improve learning.
Give the entire school community a voice in a key
decision.
Focus accountability for decision.
Lead to greater creativity in the design of programs.