ASSESSMENT FOR LEARNING AND LEARNING ASSESSMENT AS (FORMATIVE IV.
IV.Help them set goals to extend or support their learning as needed in order to meet or
ASSESSMENT)
Assessment is an essential part of the instructional cycle. The instruction cycle consists of:
1) Setting the intended learning outcome,
2) Selecting a teaching methodology, strategy and activity that are aligned to the learning
outcome and topic which are developmentally-appropriate to the learners
3) Assessment itself
Assessment is the part of the instructional cycle that determines whether or not the
intended learning outcome has been attained and so necessarily, the asseement task must
be aligned to the intended learning outcomes.
In Assessment, we can speak Assessment FOR Learning, Assessment OF Learning,
Assessment AS Learning.
Assessment FOR Learning refers to FORmative Assessment and Assessment AS Learning
refers to SELF Assessment.
• In Outcome-Based Teaching-Learning/Competency-BASED Teaching/Teaching by
Objective, we ensure that the intended learning outcome/competency/objective is attained
at the end of the lesson and so while we are still in the process of teaching we do check the
learner’s understanding and progress.
• If we find out that the learners failed to understand the prerequisite knowledge and skills,
we reteach until learners’ master them. This called FORMATIVE assessment, assessment
while the learners are being formed or taught. It is assessment in the midst of instruction.
• Formative Assessment is also referred to as Assessment For Learning. Assessment For
Learning means we do assessment to endure learning.
• We do not wait for the end of the lesson to find out if learners understood the lesson or not
because if t is only at the end of the lesson that we discover that the learners did not
understand the lesson, we have wasted so much time and energy teaching presuming that
everything was clear, only to find out at the emd of the lesson that the learners did not
understand the lesson at all. This means that we have to reteach from the beginning of
something that we could have saved ourselves from doing had we given tome to find out id
the lesson was understood while still teaching.
• Assesssment AS Learning means Assessment is way of learning.
• It is then use of an ongoing self-assessment by the learners in order to monitor their own
learning,
• This is manifested when learners reflect on their own learning and make necessary
adjustments so that they achieve deeper understanding.
• Assessment AS Learning encourages students to take responsibility for their own
learning.
• It requires students to ask questions about their learning.
• It provides ways for students ti use formal and informal feedback and self-assessment to
help them understand the nest steps in learning.
• It encourages self-assessment and reflection.
1. The primary purpose of assessment is to ensure learning. Which assessments are
referred to?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
C. I and II
2. Research shows that when students help develop questions for an assessment, and
have a deeper understanding of what they are expected to learn before they take the
assessment, they take a greater responsibility of their own learning. Which assessment is
referred to?
A. Assessment as Learning
3. DepEd Order No. 8, s. 2015 states, "Assessment is a process that is used to keep track
of learners' progress in relation to learning standards..., to promote self-reflection and
personal accountability among students about their own learning... Which assessments are
referred to by the DepEd memo?
I. Assessment as learning
II. Assessment for learning
III. Assessment of learning
C. I and II
4. You check for understanding in the midst of your lesson. In which form /s of assessment
are you engaged?
B. Assessment for learning
5. Assessment FOR learning is ongoing assessment that allows teachers to monitor
students on a day- to-day basis and modify their teaching based on what the students need
to be successful. Is this statement TRUE?
A. Yes
6. If develops and supports students' metacognitive skills. Which is referred to?
A. Assessment as learning
7. Which form of assessment is crucial in helping students become lifelong learners?
C. Assessment as learning
8. Which is characterized by students reflecting on their own learning and making
adjustments that they achieve deeper understanding?
C. Assessment as learning
9. Which practices are required for assessment as learning to be effective?
I.Discuss the learning outcomes with the students.
II.Create criteria with the students for the various tasks that need to be completed and/ or
skills that need to be learned or mastered.
III.Provide feedback to students as they learn and ask them guiding questions to help them
monitor their own learning.
fully meet the expectations.
V.Provide reference points and examples for the learning outcomes.
D. I, II, III, IV and V
10. In which type of assessment are students expected to go beyond completing the tasks
assigned to them by their teacher and so students move from the passive learners to active
owners of their own learning?
A. Assessment as learning
11. Which assessment is likened to tasting the soup while in the process of cooking the
soup?
B. Assessment for learning
Assessment OF Learning
(Summative Assessment)
Assessment FOR Learning (formative assessment) and Assessment AS Learning (self-
assessment), these refer to assessment that teachers do while still teaching and students’
assessing their own learning.
When teachers have done everything they can do to help learners attain the intended
learning outcome/s, teachers subject their students to assessment for grading purposes.
This is referred to as assessment of learning which also known as summative assessment.
LINK Theory to Practice
1. Here is a learning outcome: Describe a person by the use of a metaphor.
Here is the test item: Describe a classmate or teacher by way of a metaphor. Is the test
item aligned to the learning outcome?
C. Yes
2. Learning outcome: Conduct an investigation to prove that plants can manufacture their
own food. Test item: Can plants manufacture their own food? Explain your answer. Is the
test item aligned to the learning outcome?
A. No
3. Learning outcome: Demonstrate the inductive method of teaching.
Test item: Outline the steps of the inductive method of teaching. Is the test item aligned to
the learning outcome?
C. Yes
4. Which assessment task is aligned to this learning outcome: Compute the mean if the
scores are 50, 50, 50, 48, 47, 46, 45, 44, 43, 42, 41, 40.
A. What is mean?
5. Learning outcome: To observe subject-verb agreement as one speaks.
Test item: Give the correct of the verb.
1. Dogs (howl) 2. A cat (meow) 3. Birds (fly) Is the test item aligned to the learning
outcome?
A. No
6. Here is a lesson objective/ intended learning outcome: “illustrate the law of supply and
demand with your original concrete example”. For content validity, which test item is
aligned?
C. Illustrate the law of supply and demand with a concrete, original example.
7. Teacher B wrote this learning outcome: “To interpret a given quotation”. For content
validity, which should she ask?
A. Interpret Nietzsche’s statement: “He who has a why to live for can bear with almost any
how”.
8. After teaching them the process of experimenting, Teacher J wanted his students to be
able to set up an experiment to find an answer to a scientific problem. Which will he ask his
students to do?
A. Set up an experiment to find out if aerial plants can also live on land.
9. Here is an intended learning outcome of a Health teacher: “Identify skill-related fitness
and activities suitable for the individual”. Does her test item measure this particular outcome
and therefore has content validity? Question: Identify the components of Physical Fitness
under the skill-related activities.
A. body composition B. agility C. flexibility D. organic vigor
C. No
LINK Theory to Practice
Here is the learning outcome of this activity: Critique traditional tools and tasks for learning
in the context of established guidelines on test construction.
1. Which assessment task is aligned to the learning outcome given above?
C. Here are 5 test items. Evaluate them on the basis of established guidelines in test
construction.
2. What’s wrong with this TRUE-FALSE test item? Filipinos are sociable but lazy.
A. Opinionated
3. Is this test item in accordance with rules on test construction?
Write everything you learned from this course.
A. No
4. In a matching type of test, which should be found in the first column?
A. Options B. Premises
5. In a multiple type of test, one option among 4 was not chosen by any examinee. What is
true of that option?
A. Implausible
6. The students were at a loss as to what answer to give in a completion type of test since
there were so many blanks. Which is TRUE of the test item?
C. Over mutilated
• There are learning outcomes that cannot be assessed by traditional assessment tools.
• Authentic/non-traditional /alternative assessment tools measure learning outcomes like
performance and product.
• These performance task and product are assessed by the use of scoring rubric.
• A rubric is a coherent set of criteria for student's work that includes descriptions of levels
of performance quality on the criteria. (Brookhart, 2013)
• The main purpose of rubrics is to assess performances and products.
• There are two types of rubrics - analytic and holistic. Analytic rubrics describe work on
each criterion separately while a holistic rubric assesses a student work as a whole. • For
diagnostic purposes, the analytic rubric is more appropriate.
• For a holistic view of a product or performance, the holistic rubric will do.
• A good scoring rubric contains the criteria against which the product or performance is
rated, the rating scale and a description of the levels of performance.

LINK Theory to Practice

1. To pinpoint which part of the lesson needs more explanation, which scoring rubric can
help?
I. Analytic II. Holistic
D. No need for rubric

2. I want to know how skilled the students have become in research report.
Which assessment task will be valid?
B. Make students write the research report.

3. I want to get a global view of a student's performance. Which rubric is most fit?
C. Holistic

4. Which can prove that students are now capable of sewing after a 200-hour course?
A. Presentation of a product they have sewn

5. Which is the most reliable way of determining whether or not the student can now
dancetango?
A. Performance test

• A portfolio is a purposeful collection of selective significant samples of student work

accompanied by clear criteria for performance which prove student effort, progress or
achievement in a given area or course.
• A portfolio of student's work is a direct evidence of learning. But it is not a mere collection
of student's work. The student's reflection must accompany each output or work.
• A portfolio is different from a work folder, which is simply a receptacle for all work, with no
purpose to the collection. A portfolio is an intentional collection of work guided by learning
objectives.
• Effective portfolio systems are characterized by a clear picture of the student skills to be
addressed, student involvement in selecting what goes into the portfolio, use of criteria to
define quality performance as a basis for communication, and self- reflection
through which students share what they think and feel about their work, their learning and
about themselves.
• There are several types of portfolio depending on purpose.
They are: 1) development or growth portfolio,
2) best work or showcase or display portfolio, and
3) assessment / evaluation portfolio.

LINK Theory to Practice

1. A portfolio is synonymous to a folder of files. Is this CORRECT?
A. No

2. Which is an essential part of a portfolio?

A. Student's reflection on his portfolio

3. I need to prove that I have fully developed the skill at writing a research report. Which
type of portfolio is MOST APPROPRIATE?
C. Development portfolio

4. Which portfolio can prove that an improvement has taken place in the way
students pronounce words?
D. Process portfolio

5. I want to know if my students can now focus the microscope properly. With which
portfolio am I concerns?
C. Assessment portfolio
 COGNITIVE PROCESSES EXAMPLES
Remembering – Procedure the right information from memory
Recognizing
Recalling • Name three 19th-century women English authors.
• Write the multiplication facts.
• Reproduce the chemical formula for carbon tetrachloride.
Understanding – Make meaning from Educational materials
 Translate a story problem into an algebraic equation.
Interpreting  Draw a diagram of the digestive system.
 Paraphrase Jawaharlal Nehru's tryst with destiny speech.
 Draw a parallelogram
Exemplifying  Find an example of stream-of-consciousness style of writing.
 Name a mammal that lives in our area.
 Label numbers odd or even
Classifying  List the events of the Sepoy Mutiny of 1857.
 Group native animals into their proper species
Inferring
 Explain how the heart is like a pump.
Comparing  Compare Mahatma Gandhi to a present day leader.
 Use a Venn diagram to demonstrate how two books by Charles Dickens are similar and different
 Draw a diagram explaining how air pressure affects the weather.
Explaining  Provide details that justify why the French Revolution happened when and how it did.
 Describe how interest rates affect the economy.
Applying – Use a procedure
 Add a column of two-digit numbers.
Executing  Orally read a passage in a foreign language.
 Have a student open house discussion.
 Design an experiment to see how plants grow in different kinds of soil.
Implementing  Proofread a piece of writing.
 Create a budget.
Analyzing – Break a concept down into its parts and describe how the parts relate to the whole
 List the important information in a mathematical word problem and cross out the unimportant information.
Differentiating
 Draw a diagram showing the major and minor characters in a novel,
 Place the books in the classroom library into categories.
Organizing  Make a chart of often used figurative devices and explain their effect.
 Make a diagram showing the ways plants and animals in your neighbourhood interact with each other.
 Read letters to the editor to determine the authors' points of view about a local issue.
Attributing  Determine a character's motivation in a novel or short story.
 Look at brochures of political candidates and hypothesize about their perspectives on issues.
Evaluating – Make judgments based on criteria and syllabus guidelines
 Participate in a writing group, giving peers feedback on organization and logic of arguments.
Checking  Listen to a political speech and make a list of any contradictions within the speech.
 Review a project plan to see if all the necessary steps are included.
 Judge how well a project meets the criteria of a rubric.
Critiquing  Choose the best method for solving a complex mathematical problem.
 Judge the validity of arguments for and against astrology.
Creating – Put pieces together to do form something new or recognize components of a new structure
Generating  Given a list of criteria, list some options for improving race relations in the school.
 Generate several scientific hypotheses to explain why plants need sunshine.
 Propose a set of alternatives for reducing dependence on fossil fuels that address both economic and environmental concerns.
 Come up with alternative hypotheses based on criteria.
Planning  Make a storyboard for a multimedia presentation on insects.
 Outline a research paper on Mark Twain's views on religion.
 Design a scientific study to test the effect of different kinds of music on hens' egg production
Producing  Write a journal from the point of view of mountaineer.
 Build a habitat for pigeons.
 Put on a play based on a chapter from a novel you're reading

THE NEW TAXONOMY (MARZANO AND KENDALL, 2007)

LEVEL OF DIFFICULTY PROCESS VERBS, PHRASES, DEFINITIONS USEFUL FOR SLOS
Examining Importance analyze importance of knowledge to self.
6.
Examining Efficacy examine own beliefs to improve integration of knowledge.
Self System
Examining Emotions identify emotional responses associated with knowledge
Thinking
Examining Motivation examine motivations to learn and improve
Specifying Goals set specific learning goals and develop a plan for accomplishing the goals
5. Process Monitoring self-monitor the process of achieving a goal.
C Metacognition Monitoring Clarity determine how well they understand knowledge
O Monitoring Accuracy determine accuracy of understanding and defend judgments
C 4. Investigating investigate; research; take a position; distinguish features; explain; think through implications; report results. generates and test
M O Knowledge Experimenting experiment; generate; test; theorize; predict . The student designs new methods of collecting data.
P G
N
Utilization Problem-Solving solve; recognize obstacles; adapt; develop novel strategies to reach goals under difficult conditions.
L I Decision-Making decide; select among similar alternatives; establish criteria; defend choices
T Specifying predict; judge; deduce; argue for cause or predictions.
E I Generalizing establish conclusions; elaborate about inferences; state a principle, generalization or rule; trace chronological development; infer
3.
X V
E Analysis
Analyzing identify errors or problems; identify issues or misunderstandings; assess; critique; diagnose; evaluate; edit; revise, identify and
Classifying classify; organize; sort; identify a broader category; identify different types; identify super ordinate and subordinate categorie
I S Matching categorize; compare & contrast; differentiate; discriminate; distinguish; sort; create an analogy or metaphor
T Y 2. Symbolizing symbolize; depict; represent; illustrate; draw; show; use models; diagram chart depict critical aspects of knowledge in a pictorial
S Comprehension Integrating describe how or why; key parts of; effects; relationship between; explain ways; paraphrase; summarize;
Y T Executing use; demonstrate; show; make; complete; draft. perform procedures without significant errors.
E
M 1. Recalling exemplify; name; list; label; state; describe; who; what; where; when produce information on demand.
Retrieval recognize (from a list); select from (a list); identify (from a list); determine if the following statements are true. determine whether
Recognizing
provided information is accurate, inaccurate or unknown.
LINK Theory to Practice A. Satisfactory
1. "Is my thinking CORRECT?" asks a student to himself. 7. I get a grade of 90. What is its descriptor?
In which level of cognitive process is he? A. Very satisfactory
C. Metacognition
8. Which is described as “did not meet expectations”?
2. Formulate a 5 item imperfect matching type of test, is a test item in the level of A. Below 75%
which cognitive process?
A. Creating 9. If a student failed to meet standards, which descriptor applies?
D. Did not meet expectations
3. Which one demonstrates self-system thinking?
A. Ask the question “What has this lesson to do with me? 10. How is the final grade per subject for Grades 11 and 12 obtained?
C. Get the average of the grades of all subjects for the 2 semesters
4. Paraphrase the first stanza of Rizal's “My Last Farewell” calls for _____________.
B. understanding 11. Which is/are TRUE of MAPEH when it comes to grade computation?
I. The quarterly grade is the average of the quarterly grades in the four areas - Music,
5. How would you rate students' ability to reason out logically is a question to test Arts,
students' ability to _______________. Physical Education and Health (MAPEH) II. Individual grades are given to each area
D. evaluate (MAPEH) III. There is one grade for Music and Arts, PE and Health because they are
A. I only
 A Table of Specification (TOS) is a two-way chart which describes the topics to be
covered by a test and the number of items or points which will be associated with each 12. Which is TRUE of Kindergarten grades?
topic C. There are no numerical grades.
 Sometimes the types of items are described in terms of cognitive level as well.
13. At the end of the school year, which is/are TRUE of grades?
LINK Theory to Practice I. The General Average is computed by dividing the sum of all final grades by the total
1. In Teacher R's Table of Specifications (TOS), 60 percent of the 1st grading test number of learning areas.
items are applying questions based on Bloom's taxonomy. A review of her test shows II. Each learning area has equal weight in computing for the General Average.
that 50% are remembering items, 20% are analysing questions and 30% are applying III. The Final Grade per learning area and the General Average are reported as whole
questions. Is numbers.
Teacher's test aligned with her TOS? C. I and III
A. No.
14. Who is retained in the same grade level for Grades 1 to 10? Any students who did
2. What is a function of a TOS? To ensure the _____________. not meet Expectations ________.
A. content validity of a test A. in three or more learning areas

3. A TOS ensures alignment of test with learning outcomes. Is the statement TRUE? 15. What happens when a student in Grade 1 to 10 did not meet expectations in two
A. Very true learning areas?
B. Promoted to the next grade level after passing remedial classes for learning areas
4. In a TOS, the number of hours spent on a learning outcome determines the number with failing mark
of test items to be asked. Is this CORRECT?
A. No  Grades fulfill their function if reported meaningfully to students and most of all to
parents, our partners in the education of children.
5. The following are found in a TOS EXCEPT __________.  Grades are a measure of achievement, not necessarily IQ. A student may have high
A. Teaching-learning activities IQ but not necessarily achieving or performing because of lack of motivation or other
factors
6. "It's just not fair. I studied everything we discussed in class about the Philippines
and the things she made a big deal about, like comparing the Philippines LINK Theory to Practice
And to think all she asked was ‘What's the capital of Singapore? What does the 1. Why must grades be reported to parents? I. Promote ongoing formative feedback to
conversation imply about the kind of test they took? students II. Ensure alignment of curriculum, instruction, and assessment
A. Lacks content validity III. Promote, to parents and students, credible and useful feedback
B. I and III
 With the implementation of the Enhanced Basic Education Program of 2013, more
popularly known as the K to 12 Curriculum, came a new grading system of 2. What must be done to make grade reporting meaningful? I. The grading system
the Department of Education. Refer to Appendix A for more details. must be clear to all concerned. II. The standards and competencies are known and
 The latest grading system in basic education includes students' understood by all. III. The grading system must be numerical.
performance in written tests and performance tasks, with emphasis on the latter. The C. I, II and III
quarterly exam may be a combination of written test and performance task.
3. To make grade reporting meaningful, which must be done?
LINK Theory to Practice C. Explain how the grades were computed.
1. Which is the percentage contribution of quarterly assessment to the grade of the
student from Grades 1 to 10? 4. What is an essential step in reporting grades to parents?
A. 15% B. 20% C. 25% D. 30% I. Explain that grades give a picture of students' performance.
II. Explain that grades compare students' performance against the established
2. Does quarterly assessment have the same percentage weights for all the subjects, standards
for all the tracks in Grades 11-12? III. Explain that grades compare students' performance against other students'
B. No performance
B. II only
3. Which is the percentage contribution of written work to the grade of the Grade
1-10 student in Science and Math? 5. What does criterion -referenced grading mean?
A. 50% B. 20% C. 40% D. 30% B. Grading against standards

4. In MAPEH and TLE, which contribute/s heaviest to the student grade? 6. What must be done to make grades meaningful?
A. Performance tasks A. Interpret grades against standards.

5. Based on percentage contribution to the grade, what can be inferred from the
DepEd's emphasis on learning and assessment?
C. The emphasis for all Grades 1-10 subjects is on performance tasks.
6. A student gets a numerical grade of 80. What is his descriptor for his level of
proficiency?
Personal Qualities of Filipino Teachers
To be a teacher in the Philippines is a challenging profession. Teachers
serve the country just like any other hero. To be a teacher requires a lot of personal
and professional qualities. These qualities make an excellent Filipino teacher an
exceptional professional. First, the teacher must have innate qualities or attributes that
are exemplary and are fitted to be teachers. These are natural tendencies of a person.
Here are some of the qualities and attributes that

Personal Qualities of Teachers and the Descriptors

PERSONAL QUALITIES
Lives with dignity that exemplifies
self-respect and self-integrity and
self-discipline
Takes care of one's physical,
emotional and mental well being
Lives a life inspired by spiritual
principles and beliefs
Exhibits deep knowledge and
understanding across disciplines
WHAT THE ETACHER IS AND DOES
This teacher is honest, has integrity, self-respect and self-discipline. Likewise, respected by students, peers and the community.
This teacher is physically, emotionally and mentally healthy. Clean and neat, dresses appropriately and pleasant in words and in action.
This teacher behaves according to the personal beliefs that are not contrary to the norms, mores and tradition of the community.
This teacher is mentally alert, makes correct decision, intelligent to be able to acquire new knowledge, skills and values needed in order to
teach. She/he has the ability to learn new things, re-learn old knowledge in new ways, and un-learn knowledge, skills and values that are no
 longer applicable to the current times.
Recognizes own strength with This teacher sets high goals for himself/herself, but remains humble and willing to share success. He/She is confident of doing task but does
humility not consider self to be better than others all the time
Perseveres in challenging situation This teacher is calm in the midst of chaos, remains steadfast under pressure, does not easily give up and adjusts to different situations.
Demonstrates a natural action to This teacher volunteers tasks for others, always willing to share, extends help willingly, accepts responsibility, tolerant of other people, and
work together with others gives up time for the group.
Not everyone has these qualities, hence not everyone can be a good teacher. As the old saying goes: "Teachers are born but good teachers are both born and made.

Professional Competences of Filipino Teachers

Going to teacher training institutions and earning a teaching degree meandeveloping a professional teacher like you. You can only become a professional teacher if you earn
a degree to teach in either elementary level or high school level. You should also earn a license to teach by passing a licensure examination for teachers. While studying in college you
are learning the ropes of becoming a professional teacher. You learn the content courses including the major or specialization and the professional courses including the pedagogy
courses. Your professional courses include experiential learning courses that include Field Study 1, Field Study 2 and Teaching Internship. These are important in your preparation to
become professional teachers.
So what are the professional competencies that every teacher should have? You will find these in the matrix that follow Professional Competencies of Filipino Teachers.

Professional Competencies of Filipino Teachers

Professional Competencies What the teacher DOES

Abides by the code of ethics for the profession
Masters the subject matter to be taught
Updates oneself on educational trends, policies and curricula
Uses teaching methods to facilitate student learning
Builds a support network with parents and community
Demonstrates knowledge, understanding of characteristics and needs of the diverse
learners.
Plans, prepares and implements school curriculum responsibly
Designs, selects and utilize appropriate assessment strategies and tools
Provides safe, secure, fair physical and psychological learning environment that supports
learning
Serves beyond the call of duty
This teacher practices the rules and conduct of professional teachers
This teacher masters and updates himself/herself with subject matter content to be
taught.
This teacher keeps abreast with educational trends, policies and curricula by taking up
graduate studies, attending seminars and workshops.
This teacher practices different ways of teaching appropriate to the learners and the
subject matter.
This teacher engages the cooperation of parents and stakeholders in educating the
learners.
This teacher has substantial knowledge of the characteristics and needs of the learners.
This teacher plans, prepares, implements and innovates the day-to-day curriculum with
the view in mind that learners will learn.
This teacher designs, selects and uses appropriate assessment tools for, as, and of
learning.
This teacher arranges the classroom to provide safe, secure psychological environment
that supports and encourages learning.
This teacher does task and works even beyond the official time when needed.

LINK Theory to Practice 1. Understands one's own cultural identify and rootedness
1. Any teacher currently teaching is called a professional because he or she 2. Knows and integrates global dimensions in the subject area
I. is a licensed teacher 3. Engages learners in the learning processes
II. has personal qualities appropriate to be a teacher 4. Uses real life local and global examples
III. possesses the characteristics given in A, B, C. 5. Values the inputs of culturally and linguistically diverse learners
A. I only 6. Models social responsibilities in local and global content
7. Encourages learners to find appropriate actions to improve local and
2. Which of the following is a quality that is unbecoming of teacher? global the conditions, and
C. Aggressive and dominating 8. Creates a learning environment that encourages creativity and innovations.

3. Which statement is TRUE about the spirituality of the teacher?

I. Goes to church everyday
II. Gives contribution to church activities
III. Behaves according to the beliefs, mores and tradition of the community
C. III only
4 . What could be the best practice of a professional teacher?
B. Utilizes knowledge of the learners' characteristics while teaching
5. The saying goes, “Many are called, but few are chosen." How is this directly related
to teachers?
A. There are many teachers but few are qualified.
FILIPINO GLOCAL TEACHER
A survey of the ASEAN countries and beyond tends to show that there are
three major FILIPINO GLOCAL TEACHER responsibilities of teachers. These are
(1) Actual Teaching.
(2)Management of Learning and
(3) Administrative Work.
While the number of actual teaching hours per day varies all over the
world, in our country, teaching in the public schools requires six hours of actual
teaching, that includes administrative work such as management of learning per day.
The two hours of the working day is allotted to administrative work such as scoring and
recording learners' outputs, making reports, filling forms, preparing for the
next day's activity and performing other administrative tasks. The previous Episode
on the teacher, reminded us of the qualities and competencies mentioned earlier.
Teachers should be multi-literate, multicultural, multi-talented, innovative and creative.
The future Filipino teacher like you shall act locally but think globally.
"Teach local, reach global” means that the teacher brings diverse
experiences in the classroom with the various skills to live and work as citizens of a
global society. What teachers do in the local communities impacts the larger
community. As global citizens, the work begins, where the teachers are, thus a "glocal”
teacher.
Towards Quality Glocal Teachers
Quality teachers are characterized by different attributes and skills needed
in the 21st century education. Partnership 21 identified (1) Global awareness,
(2) Financial, economic, business and entrepreneurial literacy, and (3) Civic and
Health Literacy which require:
1. Learning and Innovative skills.
2. Information, Media and Technology Skills
3. Life and Career Skills
More specifically, quality teachers are competent teachers who
can demonstrate exemplary mastery of knowledge, skills, values and
dispositions relative to the following characteristics:
The Challenges of the Quality Glocal Teachers for the 21st Century
One of the major challenges of quality teachers is to “create a learning
environment that encourages creativity and innovation among learners.” With
it, comes the management of learning in such environment. These are required
skills for a global teacher.
Majority of the current classrooms provide learning spaces that can hardly
prepare the
21st century learners for the development of the 21st century skills.
Since the 21st century classroom is learner-centered, the teacher acts as
a facilitator of learning. Students no longer study each subject in isolation, but they
work on interdisciplinary projects that cover several subject areas. Learning is no
longer for memorizing and recalling of information but on learning how to learn. Thus
classroom designs should respond to the 21s century learning. More so, quality
teachers should be changing their roles from teaching in isolation to co-teaching,
team teaching and collaboration .with students and peers. A new and creative
design of classrooms by the teachers is needed as well as the
management of learning. These are the two teacher qualities needed to address the
new roles of teachers.
How should a new classroom be? Here are some suggestions on the six
elements of a new classroom:
1. Flexibility of furniture and space
2. Collaborative learning
3. Facilitation of movement
4. Foster creativity
5. Use of technology
6. Provision of light and bright colors
With the classroom structure, a quality teacher should be able to manage
learning under a very conducive learning environment. Teacher should use
effective classroom management strategies that will ensure productive learning.
Quality teachers should manage learning in an enhanced classroom by
seeing it to it that learners are
● organized,
● orderly,
● focused,
● attentive,
● on task, and
● are learning.
This will take much of your skill, experience and patience. The two
important factors thatmay affect learning management are the use of technology and
the diversity of learners
LINK Theory to Practice
1. Anywhere in the world, when you embrace teaching as a profession, you should be
prepared to do
I. actual teaching
II. manage learners and learning
III. do administrative work.
D. I, II, and III

2. Quality teacher is equipped with personal qualities and attributes that go beyond
ordinary that is why in the Philippines he/she is described as
B. Global Teacher

3. Which is one of these descriptors exemplifies a glocal teacher?

C. Teacher who teaches in the community but quality of teaching meets global
standards.

4. One of the fundamental requirements of a 21 century classroom that will address

globalization is the provision of conditions that allow
A. collaboration, seamless use of technology, flexible student groupings

5. The new type of teachers in the 21st century are those who are
I. well travelled, global citizens, unmindful of their roots
II. multi-literate, innovative and creative, multi-cultural
III. masters of the discipline, excellent in English, multi-talented
B. II only