PORFOLIO IN

MODULE 1
Basic Concepts and Issues on Human
Development

Submitted to:
Ma’am Paula Gaza

Submitted by:
Irish Janzrel D. Mercader
Summarization for Learner-Centered Psychological Principles
- Learner-Centered Psychological Principles have fourteen principles,
and they are divided into those referring to (1) cognitive and
metacognitive, (2) motivational and affective, (3) developmental
and social, (4) individual difference factors influencing learners and
learning.
 Cognitive and metacognitive processes involve learners
processing information, including attention, perception,
executive function, and reasoning. There are six cognitive and
metacognitive factors: Natural of the Learning Process,
Goals of the Learning Process, Construction of Knowledge,
Strategic Thinking, Thinking about Thinking, and Context
of Learning. Successful learners create meaning from
knowledge, make meaningful connections, develop strategic
thinking techniques, and observe psychological processes.
Environmental elements like culture, technology, and teaching
methods also impact learning.
 Motivational and affective factors include emotional
influences on learning, intrinsic motivation to learn, and the
effects of motivation on effort. Emotional influences can
improve or hinder a learner's ability to think and process
information. Intrinsic motivation, driven by curiosity,
flexibility, and creativity, results in increased effort and energy.
 Individual differences in learning stem from prior knowledge
and genetics, resulting in various styles, approaches, and
abilities. Two key aspects of learning are learning and
diversity, which considers language, cultural, and social
backgrounds, and standards and assessment, which involve
setting criteria, testing, and evaluating the learning process.
 Developmental and social factors play a crucial role in a
student's learning process. Developmental influences on
learning, such as a person's level of development, environment,
or genetic makeup, influence their learning style. Teachers must
consider various elements when teaching, as learning
restrictions change as a child grows. Social influences on
learning, such as providing a language-rich environment and
 consistently rewarding students for learning, also contribute to
cognitive development.

Summarization in Human Development: Meaning, Concepts, and Approaches

o What is Human Development? It is the pattern of change that begins
at conception and continues through the lifespan. This can be growth
or decline/decay.
o There are two approaches to human development, these are the
traditional approach and life-span approach. The traditional
approach believes that individuals show extensive change from birth
to adolescence, little or no change in adulthood and decline in late old
age. While the life-span approach believes that even in adulthood,
developmental change takes place as it does during childhood.
o The life-span approach to human development identifies five
characteristics: lifelong, plastic, multidimensional, contextual, and
multidirectional. Lifelong development encompasses the entire
lifespan, from conception to death. Plastic development is malleable
and changeable, while multidimensional development involves the
dynamic interaction of physical, emotional, and psychosocial factors.
Contextual development refers to the interaction of biological and
environmental influences, while multidirectional development
demonstrates that traits can increase or decrease in efficacy over an
individual's life. Overall, human development is a complex process
that involves various factors and influences throughout an individual's
life.
o The development process consists of eight stages: prenatal,
infancy, early childhood, middle childhood, adulthood, and late
adulthood. The prenatal period is crucial for a woman's nutritional
needs, and it can lead to poor nutrition. The infancy stage, lasting
from birth to about 2 years, is the earliest stage in life, allowing
infants to develop their cognitive, linguistic, and social-emotional
abilities. Early childhood, lasting from conception to 8 years, is a
rapid and critical period, requiring quality nurturing care such as
adequate nutrition, good health care, protection, play, and early
education. Middle and late childhood (6 to 12 years old) is a
 transitional stage where children move into expanding roles and
environments. Late childhood, extending from six years to sexual
maturity, is marked by conditions that significantly affect a child's
personal and social adjustment. Adolescence, a transitional stage of
physical and psychological development, typically occurs from
puberty to adulthood. Early adulthood (19 to 29 years old) is
characterized by vibrant, active, and healthy individuals focused on
friendships, romance, childbearing, and careers. Middle adulthood (30
to 60 years old) is a period of increased ageing and productivity in
love and work. The last stage, late adulthood (61 years and above),
has increased in the last one hundred years, particularly in
industrialized countries.
Summarization for Issues on human development
o The topic of issues on human development focuses on three issues:
nature and nurture, continuity and discontinuity, and early and
late experience. Nature refers to biological heredity, while nurture
describes environmental factors influencing an individual's
development. Continuity is the view that development is a gradual
process, while discontinuity suggests distinct stages. The early-late
experience debate examines the impact of early experiences,
particularly in infancy, on a child's long-term development.
 REFLECTION FOR MODULE 1
I learned in this module about the LCP (Learner-Centered Psychological
Principles), which means that in these principles we may know the different kinds
of learning processes. And what are the factors that a student may encounter while
learning?
I learned in human development that it begins in conception and continues
through the life span. There are two approaches: the traditional approach and the
life-span approach. The traditional approach believes that individuals show
extensive change from birth to adolescence, little or no change in adulthood, and
decline in late old age. While the lifespan approach believes that even in
adulthood, developmental change takes place as it does during childhood, there are
five characteristics of the lifespan approach. From conception to death, the entire
lifespan is included in ongoing development. While multidimensional development
involves the dynamic interaction of physical, emotional, and psychological
components, plastic development is pliable and changeable. The combination of
biological and environmental factors is referred to as contextual development, and
multidirectional development shows how features can change in efficacy over the
course of a person's life. In general, human growth is a complicated process that
involves many different forces and effects over the course of a person's life.
I learned that prenatal, infancy, early childhood, middle childhood, maturity,
and late adulthood are the first eight phases of the development process. While a
baby's cognitive, linguistic, and social-emotional skills are developing during
infancy, prenatal care is essential for a woman's nutritional needs. While middle
and late childhood migrate into growing roles and surroundings, early childhood
requires high-quality caring care. Adolescence is a period of transition, and the
prevalence of late adulthood has increased recently, especially in industrialized
nations.
I learned in issues on human development there are 3 issues, these are
nature vs. nurture, continuity vs. discontinuity, and early vs late experience. I
learned in these issues that nurture discusses the external elements impacting a
person's growth, nature refers to biological heredity. When compared to
discontinuity, which suggests separate stages, continuity holds that development
occurs gradually. The dispute over early vs late experiences looks at how early
events, especially infancy, affect a child's long-term development.
 PORTFOLIO
IN MODULE 2
Developmental Theories on Child and
Adolescent Development

Submitted to:
Ma’am Paula Gaza

Submitted by:
Irish Janzrel D.
Mercader
 Summarization for Developmental Theories on Childhood and Adolescent
Development
Freud Stages of Psychosexual Development
- Oral Stage (Birth to 18 months)- The erogenous zone is mouth. During the
oral stage, the child is focused on oral pleasure (sucking). Anal Stage (18
months to 3 years). The child’s focus of pleasure in this stage is the anus.
The child finds satisfaction in eliminating and retaining faces. Phallic stage
(ages 3 to 6). The pleasure or erogenous zone is the genitals. During pre-
school age, children become interested in what makes children different.
Latency stage (age 6 to puberty). It is during the stage that sexual urges
remain repressed. Genital stage (puberty onwards). The firth stage of
psychosexual development begins at the start of puberty when sexual urges
are once again awakened. In the earlier stages. In the earlier stages,
adolescents focus their sexual urges towards a different sex peer, with the
pleasure centered on the genitals.
Freud’s Personality Components
- The Id. Freud says that a child is born with an id. The id plays a vital role in
one’s personality because as a baby works so the baby’s essential needs are
met. The Ego. As the baby turns into a toddler and then into a toddler and
then into a preschooler, he/she relates more with the environment, the ego
slowly begins to emerge. The SuperEgo. Near the end pf the preschool
years, or the end of the phallic stage, the superego develops. The superego
embodies a person’s moral aspects.
The Three Components and Personality Adjustment
- The Conscious. Freud also said that all that we are aware of is stored in our
conscious mind. The Unconscious. Freud said that most of what we go
through in our lives, emotions, beliefs, and impulses deep within are not
available to us at a conscious level. He believed that most of what influences
us is in our unconscious. The preconscious. Freud said that most of what we
go through in our lives, emotions, beliefs, and impulses deep within are not
available to us at a conscious level. He believed that most of what influences
us is in our unconscious.
 Summarization for Piaget’s Stages of Cognitive Development
Introduction
- Jean Piaget (1896-1980) was one of the 20th century's most influential
researchers in developmental psychology.
- Piaget wanted to know how children learned through their development in
the study of knowledge.
- Piaget's theory is based on the idea that the developing child builds cognitive
structures.
- Piaget's Theory of infant development was based on his observations of his
own three children.
What is cognitive development?
- Cognitive Development is the emergence of the ability to think and
understand.
- The acquisition of the ability to think reason and problem and solve.
- It is the process by which people’s thinking changes across the span.
- Piaget studied Cognitive Development by observing children to examine
how their thought processes changed with age.
Basic cognitive concept
1. SCHEMA
- Piaget used the term "schema" to refer to the cognitive structures by which
individuals intellectually adapt to and organize their environment.
2. ASSIMILATION
- This is the process of fitting a new experience into an existing or previously
created cognitive structure or schema.
3. EQUILIBRATION
- Piaget developed the concept of equilibration to describe how new
information is balanced with existing knowledge.
4. ACCOMODATION
- This is the process of creating a new schema.
PIAGET’S STAGES OF COGNITIVE DEVELOPMENT
The SENSORIMOTOR STAGE (Birth to 2 years old)
- The sensorimotor stage during this earliest stage of cognitive development,
infants and toddlers acquire knowledge through sensory experiences and
 manipulating objects. A child's entire experience at the earliest period of this
stage occurs through basic reflexes, senses, and motor responses.
Major characteristics and developmental changes during this stage:
• Know the world through movements and sensations.
• Learn about the world through basic actions such as sucking, grasping,
looking, and listening.
• Learn that things continue to exist even when they cannot be seen (object
permanence).
• Realize that they are separate beings from the people and objects around them.
• Realize that their actions can cause things to happen in the world around them.
The PREOPERATION STAGE (2 to 7 years old)
- The foundations of language development may have been laid during the
previous stage, but the emergence of language is one of the major hallmarks
of the preoperational stage of development.
Major characteristics and developmental changes during this stage:
• Begin to think symbolically and learn to use words and pictures to represent
object.
• Tend to be egocentric and struggle to see things from the perspective of others.
• Getting better with language and thinking, but still tend to think in very concrete
terms.
The CONCRETE OPERATIONAL STAGE
(7 to 11 years old)
- While children are still very concrete and literal in their thinking at this point
in development, they become much more adept at using logic. The
egocentrism of the previous stage begins to disappear as kids become better
at thinking about how other people might view a situation.
Major characteristics and developmental changes during this stage:
• Begin to think logically about concrete events
• Begin to understand the concept of conservation; that the amount of liquid in a
short, wide cup is equal to that in a tall, skinny glass, for example
• Thinking becomes more logical and organized, but still very concrete
• Begin using inductive logic, or reasoning from specific information to a general
principle.
The FORMAL OPERATIONAL STAGE
(12 to up)
- The final stage of Piaget’s theory involves an increase in logic, the ability to
use deductive reasoning, and an understanding of abstract ideas. At this
point, adolescents and young adults become capable of seeing multiple
potential solutions to problems and think more scientifically about the world
around them.
Major characteristics and developmental changes during this time:
• Begins to think abstractly and reason about hypothetical problems.
• Begins to think more about moral, philosophical, ethical, social, and political
issues that require theoretical and abstract reasoning.
• Begins to use deductive logic, or reasoning from a general principle to specific
information.
Summarization for Vygotsky’s Socio-Cultural Theory
Differences of Piaget and Vygotsky’s views on cognitive development
- Vygotsky worked on his theory around the same time as Piaget’s in between
the 1920’s and thirty’s but they had clear differences in their views about
cognitive development.
Social influences on cognitive development
- Like Piaget, Vygotsky believes that young children are curious and actively
involved in their own learning and the discovery and development of new
understandings/schema.
More Knowledgeable Other
 - The more knowledgeable other (MKO) is self-explanatory; it refers to
someone who has a better understanding or a higher ability level than the
learner, with respect to a particular task, process, or concept.
Zone of proximal development
- The concept of the more knowledgeable other is integrally related to the
second important principle of Vygotsky work, the Zone of Proximal
Development.
Vygotsky and Language
- Vygotsky believed that language develops from social interactions, for
communication purposes. Vygotsky viewed language as man’s greatest tool,
a means for communicating with the outside world.
According to Vygotsky (1962) language plays two critical roles in cognitive
development.
1. It is the main means by which adults transmit information to children.
2. Language itself becomes an immensely powerful tool of intellectual
adaptation.
SCAFFOLDING
- Scaffolding is an instructional technique in which a teacher provides
individualized support by incrementally improving a learner’s ability to
build on prior knowledge.
Summarization for Erickson’s Psychosocial of Theory Development
8 STAGES Of Life in Relation to its Importance to Education
1. TRUST vs MISTRUST (0-1.5 years old) – Infancy
Basic question: "Can I trust the world?"
- This stage begins at birth and continues to approximately 18 months of age.
During this stage, the infant is uncertain about the world in which they live
and looks towards their primary caregiver for stability and consistency of
care.

2. AUTONOMY VS. SHAME AND DOUBT (1.5-3 years old) - Early

childhood
 Basic question: "Is it okay to be me? “
- This stage occurs between the ages of 18 months to approximately 3 years.
According to Erikson, children at this stage are focused on developing a
sense of personal control over physical skills and a sense of independence.
What Happens During This Stage?
- The child is developing physically and becoming more mobile, and
discovering that he or she has many skills and abilities, such as putting on
clothes and shoes, playing with toys, etc. Such skills illustrate the child's
growing sense of independence and autonomy.
What Can Parents Do to Encourage a Sense of Control?
- Erikson states it is critical that parents allow their children to explore the
limits of their abilities within an encouraging environment which is tolerant
of failure.

3. INITIATIVE VS. GUILT (3-5 years old) - Preschool age

Basic question: "Is it okay for me to do what I do?"
- Initiative versus guilt is the third stage of Erik Erikson's theory of
psychosocial development. During the initiative versus guilt stage, children
assert themselves more frequently.

4. INDUSTRY VS. INFERIORITY (5-7 years old) - School age

Basic question: "Can I make it in this world? “
- Children are at the stage where they will be learning to read and write, to do
sums, to do things on their own. Teachers begin to take an important role in
the child's life as they teach the child specific skills.

5. IDENTITY VS. ROLE CONFUSION (12-18 years old) – Adolescence

Basic question: "Who am I? “
- During this stage, adolescents search for a sense of self and personal
identity. through an intense exploration of personal values, beliefs, and
goals.
 - The adolescent mind is a mind or moratorium, a psychosocial stage between
childhood and adulthood, and between the morality learned by the child, and
the ethics to be developed by the adult (Erikson, 1963, p. 245).

6. INTIMACY vs ISOLATION (18-40 years old) Early adulthood

Basic question: “Can I love? “
- This stage takes place during young adulthood between the ages of 18 to 40
yrs. During this stage, the major conflict centers on forming intimate, loving
relationships with other people.
- During this stage, we begin to share ourselves more intimately with others.
We explore relationships leading toward longer-term commitments with
someone other than a family member.

7. GENERATIVITY VS. STAGNATION (40-65 years old) – Adulthood

Basic question: "What can I give to the next generation? “
- Psychologically, generativity refers to "making your mark" on the world
through creating or nurturing things that will outlast an individual. During
middle-aged individuals experience a need to create or nurture things that
will outlast them, often having mentees or creating positive changes that will
benefit other people.
8. EGO INTEGRITY VS. DESPAIR (65+ years) - Maturity/ Old age
Basic question: "How have I done? “
- It is during this time that we contemplate our accomplishments and can
develop integrity if we see ourselves as leading a successful life.
- Individuals who reflect on their life and regret not achieving their goals will
experience feelings of bitterness and despair.
- Erikson described ego integrity as "the acceptance of one's one and only life
cycle as something that had to be" (1950, p. 268) and later as "a sense of
coherence and wholeness" (1982, p. 65).
FORMULATE AT LEAST 6 WAYS ON HOW ERIKSON'S THEORY CAN
BE USEFUL FOR YOU AS A FUTURE TEACHER
1. Life is a continuous process involving learning and trials w/c help us grow.
2. The theory guides and helps understand social and cultural aspects.
3. Useful in parenting and self-awareness.
4. Useful in managing and coaching and dealing with conflict for understanding
self and others.
5. Helps in achieving healthy ratio or balance in life.
6. Thru this theory, we can analyze personality and behavior in facilitating personal
development.
Summarization for Kohlberg’s Stage of Moral Development
The importance of Kohlberg’s theory of moral development in teaching is as
follows:
1. It enables teachers to understand the different levels of moral understanding of
learners.
2. It enables teachers to give proper guidance to students about their moral
behavior.
3. It allows teachers to help learners respect others and develop feelings of
cooperation for others.
4. It helps teachers to develop and promote good moral values in children so that
they can become the best version of themselves.
5. It promotes a constructive and positive learning environment where the growth
of children is fostered.
6. It helps children achieve optimal moral values so that they can become
responsible members of society.
7. It prevents children from going the wrong way and helps them make the right
decisions which are good for them.
Level 1: Pre-conventional morality
Right and wrong are determined by rewards/punishment.
Stage 1: Punishment/obedience. Whatever leads to punishment wrong?
Stage 2: Rewards. The right way to behave is the way that is rewarded.
- Throughout the preconventional level, a child's sense of morality is
externally controlled. Children accept and believe the rules of authority
figures, such as parents and teachers. A child with pre-conventional morality
has not yet adopted or internalized society's conventions regarding what is
 right or wrong, but instead focuses on external consequences that certain
actions may bring.
Stage 1: Obedience-and-Punishment Orientation
Stage 1 focuses on the child's desire to obey rules and avoid being punished.
Stage 2: Instrumental Orientation
- Stage 2 expresses the "what's in it for me?" position, in which whatever
defines the right behavior the individual believes to be in their best interest.
Stage two reasoning shows a limited interest in the needs of others, only to
the point where it might further the individual's own interests.
Level 2: Conventional
- Throughout the conventional level, a child's sense of morality is tied to
personal and societal relationships. Children continue to accept the rules of
authority figures, but this is now due to their belief that this is necessary to
ensure positive relationships and societal order. Adherence to rules and
conventions is rigid during these stages, and a rule's appropriateness or
fairness is seldom questioned.
Stage 3: Good Boy, Nice Girl Orientation
- In stage 3, children want the approval of others and act in ways to avoid
disapproval. Emphasis is placed on good behavior and people being "nice"
to others.
Stage 4: Law-and-Order Orientation
- in the stage 4 the child blindly accepts rules and convention because of their
importance in maintaining a functioning society. Rules are seen as being the
same for everyone, and obeying rules by doing what one is "supposed” to do
is seen as valuable and important.
Stage 5: Social-Contract Orientation
- In stage 5, the world is viewed as holding different opinions, rights, and
values. Such perspectives should be mutually respected as unique to each
person or community. Laws are regarded as social contracts rather than rigid
edicts. Those that do not promote the general welfare should be changed
 when necessary to meet the greatest good for the greatest number of people.
This is achieved through majority decision.
Stage 6: Universal-Ethical-Principal Orientation
- In stage 6, moral reasoning is based on abstract reasoning using universal
ethical principles. The chosen principles are abstract rather than concrete and
focus on ideas such as equality, dignity, or respect.
 REFLECTION for Module 2
I learned in the Developmental Theories on Childhood and Adolescent
Development. In the Freud Stages of Psychosexual Development that the oral stage
of a child's development focuses on oral pleasure, while the anal stage (18 months
to 3 years) focuses on the anus. The phallic stage (ages 3 to 6) focuses on the
genitals, while the latency stage (ages 6 to puberty) represses sexual urges. The
genital stage begins at puberty. In Freud’s Personality Components include the id,
which is born with essential needs, the ego, which emerges as a child relates to the
environment, and the superego, which embodies a person's moral aspects, at the
end of the phallic stage. Then the Three Components and Personality Adjustment
Freud's theory suggests that most of our emotions, beliefs, and impulses are stored
in our unconscious mind, and that most of our life experiences are not accessible to
us at a conscious level, indicating that most of our influences are deep within.
I learned in Piaget’s Stages of Cognitive Development the basic cognitive
concepts include schema, assimilation, equilibration, and adaptation. He identified
four stages of cognitive development: sensorimotor, pre-operation, concrete
operational, and formal operational. Sensorimotor stages involve infants and
toddlers acquiring knowledge through sensory experiences and manipulating
objects. Preoperation stages involve the emergence of language, symbolic thinking,
and egocentrism. Concrete operational stages involve children becoming more
adept at using logic and understanding the concept of conservation. Formal
operational stages involve an increase in logic, deductive reasoning, and
understanding abstract ideas.
I learned in Vygotsky’s Socio-Cultural Theory that Vygotsky and Piaget
shared a similar theory of cognitive development, but they had distinct views.
Vygotsky believed that young children are curious and actively involved in their
learning. He introduced the concept of the more knowledgeable other and the Zone
of Proximal Development. Vygotsky also emphasized the role of language in
cognitive development, as it serves as a communication tool and a powerful tool
for intellectual adaptation. He also introduced scaffolding, an instructional
technique that incrementally improves a learner's knowledge.
I learned in Erickson’s Psychosocial of Theory Development Erik Erikson's
theory of psychosocial development consists of eight stages of life, each with a
significant impact on education. The first stage, trust vs. mistrust, begins at birth
and continues until around 18 months. The second stage, autonomy vs. shame and
doubt, occurs between 18 months and 3 years, focusing on developing personal
control over physical skills and independence. Parents should encourage a sense of
control by allowing children to explore their limits within an encouraging
environment. The third stage, initiative vs. guilt, occurs during preschool age,
where children assert themselves more frequently. The fourth stage, industry vs.
inferiority, occurs during school age, where children learn to read, write, and do
sums. The fifth stage, identity vs. role confusion, occurs between 12-18 years old,
where adolescents search for a sense of self and personal identity. The sixth stage,
intimacy vs. isolation, occurs in early adulthood, where individuals form intimate
relationships with others. The seventh stage, generativity vs. stagnation, occurs in
adulthood, where individuals contemplate their accomplishments and develop
integrity. Erikson's theory can be useful for future teachers by guiding
understanding of social and cultural aspects, parenting, self-awareness, conflict
management, and facilitating personal development.
I learned in Kohlberg’s Stage of Moral Development Kohlberg's theory of
moral development is crucial in teaching as it helps teachers understand different
levels of moral understanding, provide guidance on moral behavior, help learners
respect others, and promote good moral values. It fosters a constructive learning
environment, helps children achieve optimal moral values, and prevents them from
going the wrong way. The theory consists of six stages: pre-conventional morality,
which is externally controlled, conventional, good boy, nice girl, law-and-order,
social-contract, and universal-ethical-principal. Pre-conventional morality involves
children accepting and believing the rules of authority figures, while conventional
morality is tied to personal and societal relationships. Stages 3 and 4 focus on
obedience and punishment, while Stage 5 and 6 focus on social contract and
universal ethical principles. Kohlberg's theory helps teachers understand the
different levels of moral understanding of learners, provide proper guidance, and
help learners develop respect and cooperation. It also helps teachers foster a
positive learning environment and helps children become responsible members of
society.
Portfolio in Module
1
The Teaching Profession

Submitted to:
Ma’am Paula Gaza

Submitted by:
Irish Janzrel D. Mercader
 Summarization for The Teaching as a Profession
Initial Professional Education
- Professionals begin their professional lives by completing a university
program in their chosen fields.
Accreditation
- Provides the educational institution an opportunity for critical analysis
leading to improvement in quality, services, and operations. It gives public
certification that an institution or program has attained standards above those
prescribed by government agencies.
Licensing
- The term “licensure” refers to an official process, administered by a state-
level authority, which is required by law for an individual to practice a
regulated profession.
Professional Development
- Professional development is improving yourself through learning and
training to advance your career. Companies may offer training sessions to
further teach their employees, but an employee typically works on their own
professional development independently.
Professional Societies
- Professionals see themselves as part of a community of like-minded
individuals who put their professional standards above their individual self-
interest or their employer’s self- interest. These professional societies put
dedication to the public interest and commitment to moral and ethical
values.
Code of Ethics
- Each profession has a code of ethics to ensure that its practitioners behave
responsibly. The code states what professionals should do. Professionals can
be ejected from their professional societies or lose their licenses to practice
for violating the code of ethics.
Summarization for Teaching as your Vocation and Mission
Vocation
- comes from a Latin word "vocare" which means to call.
- If there is a call, there must be a caller and someone who is called. There
must also be a response.
In Christian teaching, you realize that the Bible is full of stories of people
who were called by God to do something not for themselves but for others.
Abraham- "father of all nations
Moses
Mary, the mother of Jesus Christ
I. TEACHING AS YOUR VOCATION
- From the eyes of those who believe, it was God who called you here for you
to teach, just as God called Abraham, Moses, and Mary, of the Bible.
Mission
- comes from Latin word "misio" which means "to send.” "You are called to
be a teacher and you are sent to accomplish a mission, to teach.

II. TEACHING AS YOUR MISSION

- Teaching as your mission means it is the task entrusted to you in this world.
TEACHING: MISSION AND/OR JOB?
- If you are doing it only because you are paid for it, it is a job. If you are
doing it not only for the pay but also for the service, it is a mission.
 REFLECTION FOR MODULE 1
I learned in The Teaching as a Profession that professional education involves
completing a university program in a chosen field. Accreditation provides critical
analysis and public certification, while licensing is an official process required by
law. Professional development involves learning and training to advance one's
career. Professional societies are communities of like-minded individuals who
prioritize professional standards over personal interests. Each profession has a code
of ethics to ensure responsible behavior, with violations potentially leading to
expulsion or license loss.
I learned in Teaching as your Vocation and Mission that vocation in Christian
teaching refers to the act of calling someone to do something for others, as seen in
the Bible stories of Abraham, Moses, and Mary. Teaching is seen as God's calling,
and a mission is a task entrusted to one. Teaching is not just a job, but a mission, as
it is a service entrusted to one in this world.
 Portfolio in
Module 2
The Demands of Society from the
Teacher as a Professional

Submitted to:
Ma’am Paula Gaza

Submitted by:
Irish Janzrel D. Mercader
 Summarization for The Demands of Society from the Teacher as a
Professional
They Provide the Power of Education
- Knowledge and education are the basis for all things that can be
accomplished in life. Teachers provide the power of education to today's
youth, thereby giving them the possibility for a better future. Teachers
simplify the complex and make abstract concepts accessible to students.
The Teacher as a Professional
- This is exactly how the Code of Ethics of Professional Teachers defines the
professional Teacher. The teacher is a "licensed professional who possesses
dignity and reputation with high moral values as well as technical and
professional competence...he/she adheres to, observes and practices a set of
ethical and moral principles, standards and values."
The Demands from the Teacher as a Professional
- In the first place, the word “teacher” suggests that the main responsibility of
the professional teachers is to teach.
- The teacher’s primary customer is the learner. So let us concentrate on
effective teaching, the professional teacher’s primary responsibility.
Robert Marzano’s Casual Teacher Evaluation Model of four domains:
1. Classroom strategies and behaviors
2. Planning and Preparing
3. Reflection on Teaching
4. Collegiality and Professionalism
Charlotte Danielson Framework for Teaching
1. Planning and preparation
2. The classroom Environment
3. Instruction
4. Professional Responsibilities
James Stronge -Teacher effectiveness Performance Evaluation System
 Seven performance standards:
1. Professional knowledge
2. Instructional planning
3. Instructional Delivery
4. Assessment of/for learning
5. The learning environment
6. Professionalism
7. Student progress
Teacher evaluation Standards
1. Teachers demonstrate leadership
2. Teachers establish a respectful environment for a diverse population of students.
3. Teachers know the content they teach.
4. Teachers facilitate learning for their students.
5. Teachers reflect on their practices.
Comparison of the 4 Models on Teacher Effectiveness
Danielson
1. Planning and Preparation
2. Instruction
3. The Classroom Environment
4. Professional Responsibilities
Stronge
Instructional Planning
Assessment of/for Learning
Professional Knowledge
Instructional Delivery
Communication
The Learning Environment
Student Progress
Professionalism
McREL
Teachers facilitate learning for their students.
Teachers know the content they teach.
Teachers facilitate learning for their students.
Teacher establishes a respectful environment for a diverse population of students.
Teachers demonstrate leadership.
Marzano
Planning and preparing
Classroom strategies and behavior
Teachers facilitate learning for their students.
Collegiality and professionalism
Teachers reflect on their practices.

Summarization for The Teacher as a Person

Teachers are molded by nature and nurture.
Nature
- Inborn qualities or characteristics
- natural tendencies
Nurture
- How you were trained or taught to
- become a teacher.
Twelve (12) characteristics of an effective teacher
 1. Prepared
- come to class each day ready to teach.
2. Positive
- have optimistic attitudes about teaching and about students.
3. Hold High Expectations
- set no limits on students and believe everyone can be successful.
4. Creative
- are sourceful and inventive in how they teach their classes.
5. Fair
- handle students and grading fairly.
6. Display a personal touch.
- Approachable.
7. Cultivate a sense of belonging.
- have a way to make students feel welcome and comfortable in their
classrooms.
8. Compassionate
- are concerned about students’ personal problems and can relate to them and
their problems.
9. Have a sense of humor.
- make learning fun and do not take everything seriously.
10.Respect students
- do not deliberately embarrass students; teachers who give the highest respect
get the highest respect.
11.Forgiving
- do not hold grudges.
12.Admit mistake.
- quick to admit being wrong.
 REFLECTION FOR MODULE 2
I learned in The Demands of Society from the Teacher as a Professional that
teachers play a crucial role in providing the power of education to today's
youth, simplifying complex concepts, and making them accessible. They are
defined by the Code of Ethics of Professional Teachers as licensed professionals
with high moral values and technical competence. The primary responsibility of
a teacher is effective teaching, with the primary customer being the learner.
Different models of teacher effectiveness include Robert Marzano's Casual
Teacher Evaluation Model, Charlotte Danielson Framework for Teaching,
James Stronge's Performance Evaluation System, and James Stronge's Teacher
Effectiveness Performance Evaluation System. These models emphasize the
importance of effective teaching, leadership, a respectful learning environment,
and professional knowledge.
I learned in The Teacher as a Person that teachers are shaped by nature and
nurture. Twelve key characteristics of an effective teacher include being
prepared, positive, high-achieving, creative, fair, personal, compassionate,
humorous, respectful, forgiving, and quick to admit mistakes. They should be
prepared to teach, hold high expectations, be creative, and demonstrate a sense
of belonging. They should also be compassionate, have a sense of humor,
respect students, and be forgiving.