Prof Ed

ASSESSMENT OF LEARNING 2
(EDUC 301)
MODULE 1-BASIC CONCEPTS IN CLASSROOM
ASSESSMENT
• Lesson I: A REVIEW OF THE BASIC CONCEPTS
Assessment 1 - traditional methods

Assessment 2 - more emphasis is given on the
alternative types of assessment tools or, the non-
traditional types.
LESSON PROPER
• Think of three (3) things that you’ve learned and remembered in assessment 1.
1. Definition of Classroom Assessment
• Classroom assessment is defined as the collection, interpretation, and use
of information to help teachers make better decisions. It is in this aspect that we
have this subject, Assessment 2, for teachers to acquire the skill of gathering and
collecting information of the students learning through the use of the different
alternative and authentic assessment tools. This concept refers to an accurate
interpretation of the students’ performance so that in the end, it will be used
appropriately for a better decision.
Mcmillan four essential components of implementing
classroom assessment: purpose, measurement,
evaluation, and use
Purpose - Why am I doing this assessment?
Measurement - What techniques should I use to gather
information?
Evaluation - How will I interpret the results?
Use - How will I use the results?
The Four Roles of Assessment
• Placement assessment. To determine

student performance at the beginning of
instruction and is being done to facilitate
instructional planning.
Formative assessment
• Monitor learning progress during instruction (ongoing) are

used to gain information on the student’s strengths and
weaknesses and whether the learner’s progress is
satisfactory or not. It includes formal and informal
processes teachers and students use to gather evidence
for learning improvement that can be meant for grading or
not. During this time, feedback is given to students so that
they can proceed accordingly.
Diagnostic assessment
• Diagnose learning difficulties during instruction which, has

not been resolved by the corrective actions done during the
formative assessment and to determine the causes of
persistent learning problems of students and to formulate a
plan for remedial action. Diagnostic assessment usually
comes out with corrective actions, testing, and decisions.
Summative assessment
• Assess achievement at the end of instruction, certify
mastery and is to give a summary of all the students
learned or completed and for grading purposes.
Summative is done to determine the quality of instruction
and the extent of how the instructional objectives have
been achieved. In short, assessments that provide
evidence of student achievement to make a judgment
about student competence or program effectiveness.
Assessment for, as, and of learning
• Assessment for Learning- can be formative diagnostic in

nature and is utilized by teachers being the central character,
to gain an understanding of their students' knowledge and
skills and to guide instruction. Assessment for learning
happens in the middle of the learning process, often more
than once, rather than at the end. It is interactive, with
teachers providing assistance as part of the assessment
• Assessment as Learning – is also formative in nature.
Still, the difference is, it focuses on the students from which
the vital purpose is doing tasks that allow students to
evaluate their work critically, to be able to monitor
themselves and, to make adjustments as a metacognition
process. It can be facilitated in-class or online activities,
such as quizzes and discussions, where students can judge
how well they are doing.
• Assessment of learning is a summative assessment
used primarily to compare students and report
progress and, since summative in nature, is intended
to certify learning and is expressed through grades or
marks. Usually takes the form of tests or exams.
ACTIVITY 1
Thank you!
Review
• Assessment of Learning 1 - focus was
on the formulation and use of the different types
of objective tests or what is commonly known
as the traditional methods.(Paper pencil test)
Examples of traditional method: multiple choice,
matching type, true or false etc.
• Assessment of Learning 2 - is just a continuation of the
Assessment of Student Learning 1. More emphasis is given on the
alternative types of assessment tools or, the non-traditional types.
• Examples of alternative types of assessment
• Project-based assignments.
• Problem-based assignments.
• Presentations.
• Reports.
• Reflective pieces.
• Concept maps.
• Critical analyses.
• Case-based scenarios
MODULE 2
HIGH-QUALITY CLASSROOM
ASSESSMENTS
Learning Objectives:
 On the successful completion of this module, students

are expected to:
1. discuss and clarify the concept behind the definition of
high-quality classroom assessment.
2. differentiate the criteria for ensuring high-quality classroom
assessment.
3. analyze the types of learning target
UNIT I: PRINCIPLES OF HIGH-QUALITY CLASSROOM
ASSESSMENT
 Lesson I: What is a High-Quality Classroom Assessment?

 High-quality classroom assessment involves different criteria
that concern themselves with how assessment influences
learning and provide fair and credible reporting of student
achievement, of which the primary determinant of quality is how
the information impacts students. This means the focus is on
the use, its consequences, and what the assessments get
students to do, rather than on a detailed inspection of the test
itself (Mcmillan, 2018)
Being of high quality, then, is how classroom
assessments produce results that verify and
ensure that targets are producing real learning
that could increase student motivation and
becomes a guide for better instructional decision.
Criteria for ensuring high-quality classroom
assessments
 1. clear and appropriate learning targets or instructional objectives
 2. alignment of assessment of methods and learning targets-
 3.validity
 4.reliability/precision
 5.fairness
 6.positive consequences
 7.practicality and efficiency
CLEAR AND APPROPRIATE LEARNING
TARGETS
 According to Mcmillan, the learning target is a statement of
student performance that includes both a description of what a
student must learn or can do at the end of a unit of instruction
and as much as possible and feasible about the criteria for
judging the level of performance demonstrated. Teachers should
always remember that any assessment process must reflect
clear learning targets for the students, and the results must
serve clear and appropriate purposes. So, every time a
teacher has to design an assessment, it must always start with
the formulation of learning targets.
• Clear learning target- the learning target should be
clearly stated and must be focus on student learning
objectives.
• Appropriateness of Assessment Tool - the type of
test used should always match the instructional
objectives or learning outcomes of the subject matter
posed during the delivery of the instruction.
TYPES OF LEARNING TARGETS
A. Knowledge – student mastery of substantive subject matter.
B. Reasoning – this is about the student’s ability to employ
knowledge to reason and solve problems.
C. Skills - student ability to demonstrate achievement-related
skills, such as reading aloud, interpersonal interaction, speaking
in a second language, operating equipment correctly and safely,
conducting experiments, operating computers, and performing
psychomotor behaviors.
D. Products – student ability to create achievement-related
products such as written reports, oral presentations, and art
products.
E. Affective/Disposition - student attainment of affective
states such as attitudes, values, interests, and self-efficacy.
Disposition in any subject is being influenced by
experiences that must be developed within the activities
provided in classes.
Bloom’s Taxonomy of Cognitive Domain
• Knowledge – remembering, recalling or retrieving
previously learned materials.
Ex: identify, state, repeat, list
• Comprehension – ability to grasp meaning from
material.
Ex: explain, illustrate, discuss, describe, interpret
• Application – ability to use learned material or to
implement material in new and concrete situations.
Ex: apply, solve, compute , employ, translate, operate
• Analysis – the ability to breakdown or to point
out the difference or distinguish the parts of
material into its components. Out of whole into
its parts or general to specific.
Ex: analyze, differentiate, compare, contrast,
classify, deduce
• Synthesis – to put parts together to form a
coherent or unique new whole. From the different
parts to a whole or from specific to general.
Ex: compose, formulate, propose, design, generalize
• Evaluation – ability to judge, examine and even

critique the value of a material for a given purpose.
Ex: judge, assess, evaluate, defend, argue, appraise
Thank You
Continuation of lesson 2
Criteriafor Ensuring High-Quality

Classroom assessments
2. ALIGNMENT OF ASSESSMENT METHODS
AND LEARNING TARGETS
 As you are well aware, different types of assessment
methods are being used in the classroom, but the match
between the type of target and method must be ensured. It
is important to note that the quality and accuracy of any
classroom assessment depends on selecting the
appropriate assessment method that matches the
achievement target to be assessed.
 Qualityof assessment methods is enhanced when there is
a match between learning targets and the assessment
tools used, as emphasized by Mcmillan (2007). Knowledge
targets are best matched with objective tests, reasoning
targets with essays, and affective targets with observation
and student self-reports. Performance-based
assessments are best for measuring skills and products.
Let us now differentiate the types of assessment methods.
TYPES OF ASSESSMENT METHODS:
The following are the categories of assessment methods given by
Mcmillan (2007):
A. Objective tests are the most popular, most commonly

used, and are considered to be the easiest to construct and
administered. These are usually distinguished by requiring
structured student responses and by how they are scored.
Typically students either select a response from two or more
possibilities, or they supply a one-or two-word answer to a
question. Major types of objective tests include supply type
(short answer and completion), and selection type (multiple-
choice, true/false, and matching type).
B. Essay tests are paper – and – pencil
assessments that allow students to construct a
response that would be several sentences to
several pages in length. These could be
restricted or extended type depending upon the
objective of the one who will use.
 C. Oral question assessments are used continuously
in instruction to monitor student understanding. In the
Philippine setting, this is commonly referred to as
“recitation." But oral question is more than simple
recitation. Here, teachers ask students questions
about the content or process, or they engage students
in verbal interaction individually or in groups. Oral
questions include oral examinations, interviews,
conferences, and other conversations in which
information is obtained about student learning.
D. Observation assessment, like oral question, is so common in
teaching that we often don’t think of them as a form of student evaluation.
Teacher education students are usually amazed to know that during their
early years, they don’t have any idea that they are being observed as a
form of assessment. But teachers frequently observe students informally
to assess student understanding and progress. Teachers observe
students as they respond to questions and learn, and teachers listen to
students as they speak and discuss with others. Often nonverbal
communication, such as squinting, inattention, looks of frustration, and
other cues, is more helpful than verbal feedback. Observation is used
extensively as well in performance-based assessments, and other formal
observational techniques are used to assess classroom climate, teacher
effectiveness, and different dimensions of the classroom.
E. Performance-based assessments require students to
demonstrate a skill or proficiency by asking them to create,
produce, or do something, often in a setting that involves real-world
applications. Performance-based assessments include paintings,
speeches, musical presentations, demonstrations, research
papers, investigations, athletic performance, projects, exhibitions,
and other products that require students to construct a unique
response to a task.
 Assessments can also be made of the process that the
student uses to complete the task.
F. Self-report assessments are when the
students are asked to complete a form or
answer questions to reveal how they think
about themselves or how they rate
themselves. Usually, this method is being
used in affective assessment.
3. VALIDITY
It refers to the accuracy of an assessment whether or not it

measures what it is supposed to measure.
The validity of an assessment tool is the extent to which

it measures what it was designed to measure, without
contamination from other characteristics. For example, a
test of reading comprehension should not require
mathematical ability.
There are four forms of validity evidence that can
be used to support validity
A. Content-related evidence provides a picture of the extent

to which an assessment procedure suitably samples the
content of the assessment domain it represents. The
creation of a Table of Specifications is a big help in attaining
this type of validity since it conveys the appropriateness of
the results of the test. Thus, answers the question, “Am I
testing what I taught?”
B. Criterion-related evidence of validity deals
with the degree to which an exam accurately
predicts a student’s subsequent status. As in
answer to the question, “How does this compare
with the result of an existing valid test?”
C. Construct-related evidence of validity
deals with the assembly of empirical evidence
that a hypothetical construct, such as a
student’s ability to generate written
compositions, is accurately assessed. This
form is seeking an answer to the question,
“Am I testing in the way I have taught?
D. Face Validity is considered to be the
weakest form of validity for it deals with the
physical appearance of the test. On “What
do students think of the test ?” Does it look
like a valid and official one?
4. RELIABILITY
 It refers to the consistency with which a test
measures whatever it is measuring. It is the extent to
which an experiment, test, or any measuring
procedure yields the same result on repeated trials
that may reveal the real performance level or
capacity of an individual. Just like validity, it is not
the test that is saying the reliability but the extent
from which the scores are free from error resulting in
better judgment.
5. FAIRNESS
 A fair pre-instructional assessment is one that provides
an equal opportunity to all students. Fair assessments
are unbiased and non-discriminatory, uninfluenced by
irrelevant or subjective factors. This means that your
interpretation of the information is not influenced by race,
gender, ethnic background, handicapping condition, or
other factors unrelated to what is being assessed. It is
important to remain unbiased and give every opportunity
to each student.
The potential influences that determine whether or
not an assessment is fair are the following;
A. student’s knowledge of learning targets and

assessment – this means that students know the
content and scoring criteria before the
assessment is administered, and often before
instruction begins. When students understand
what will be assessed, they know what to study
and focus on.
B. opportunity to learn - is concerned with
sufficiency or quality of the time, resources, and
conditions needed by students to demonstrate their
achievement. Fair assessments are aligned with
instruction that provides adequate time and
opportunities for all students to learn.
C. prerequisite knowledge and skills- It is unfair to assess
students on things that require prerequisite knowledge or
skills that they do not possess. This could imply that a
teacher needs to have a good understanding of the level
of knowledge and skills the students bring to an
instructional unit. It also means that the teacher needs to
scrutinize the assessments to know what prerequisites
are required.
D. avoiding student stereotyping - Stereotypes are
judgments about how groups of people will behave based on
characteristics such as gender, race, socioeconomic status,
physical appearance, and other characteristics (Mcmillan,
2018). It is a teacher’s responsibility to judge each student
on their performance on assessment tasks, not on how
others who share characteristics of the student performance.
Stereotypes can be based on groups of people, such as
“boys do better in math,” or the use of labels such as shy,
gifted, smart, poor, learning disabled, leader, and at-risk,
which may affect evaluations and interpretations.
E. avoiding bias in assessment tasks and procedures -
Assessment bias, when present, was seen to distort
certain students’ performances on educational tests,
hence reduce the validity of score-based inferences
about those students. Classroom teachers need to know
and accept that assessment bias exists to be lessened
until there is what is known as absence-of-bias, and the
assessment is being fair.
6. POSITIVE CONSEQUENCES
 The nature of classroom assessments has significant

consequences for teaching and learning. The most
direct result of the assessment is that students learn
and study in a way that is consistent with the
assessment task. One of the realities that students
are motivated when they believe that their effort will
result in meaningful success.
Teachers must ask themselves these questions:
➢ How will be the assessment affect student motivation?
➢ Will students be more or less likely to be meaningfully involved?
➢ Will their motivation be intrinsic or extrinsic?
➢ How will the assessment affect how and what students study?
➢ How will the assessment affect my teaching?
➢ How much time will the assessment take away from instruction?
➢ Will the results allow me to provide students with individualized
feedback?
➢ What will the parents think about my assessments?
7. PRACTICALITY AND EFFICIENCY
 High-quality assessments are practical and efficient. It is
essential to balance these aspects of assessment with
previously mentioned criteria. Time is a limited commodity for
teachers, and it may be best to think twice about the type of
assessment being used. It may be best, on the one hand, to
use extensive performance-based assessments. Still, if these
assessments take away too much from instruction or energy
needed for other activities, it may be better to think of less
time-consuming assessments. Essentially, a teacher must ask
this question: Is the information obtained worth the resources
and time required to get it?
Other factors to consider include:
➢ familiarity with the method of assessment,
➢ the time required of students to complete the
assessments,
➢ the complexity of administering the assessment,
➢ the ease of scoring,
➢ the ease of interpretation,
➢ and cost.
REFLECTION ACTIVITY
• Now it is time to develop your metacognitive skills and

take a moment to reflect on your thoughts and feelings
about high-quality classroom assessment
1. Now that you have a better idea of what high-quality

classroom assessments are, what do all these things mean
to you as a student and as a future teacher? (3 pts.)
2. It is said that with high-quality classroom assessment,
“the focus is on the use and consequences of the results
and what the assessments get students to do, rather
than on a detailed inspection of the test itself.” What do
these principles mean to you? How do the principles
manifest themselves in your classroom? (3pts.)
3. What is a high-quality classroom assessment for you?
(2 pts.)
4. What questions do I have about it? (2 pts.)
Thank You !
MODULE 3
ASSESSMENT IN BLENDED/FLEXIBLE
TEACHING AND LEARNING
LEARNING OBJECTIVES:
After finishing this module, students will:
1. differentiate terminologies associated with blended and flexible learning;

2. critique the different issues and challenges in assessing the learning of
the students in the new normal; and
3. compare formative and summative assessments being the major types of
assessment approach appropriate for flexible, distance, and online learning.
What is blended learning in DepEd?
Blended Learning, as defined by DepEd,
refers to “face-to-face with any or a mix of
online distance learning, modular distance
learning, and TV/Radio-based Instruction.”
• https://mb.com.ph › 2021/09/25 › how-to-make-blended-.. Sept
25, 2021
✓ Based on a report on ABS-CBN News, CHED
adopted “flexible learning” as a new normal in
college. According to the report, CHED Chairman
Prospero De Vera explained that the “flexible
learning” method will give colleges and
universities the opportunity to decide on what
works best for their students.
• https://philnews.ph › 2021/05/25 › ched-flexible-learni...May 25, 2021

BLENDED LEARNING
✓ Blended courses (also known as hybrid or mixed-mode
courses) are types of classes where a portion of the
traditional face-to-face instruction is replaced by web
based online learning. McGee and Reis (2012) point out
that while there is no absolute agreement within higher
education on the exact make-up of a blended course,
institutions generally use “blended” (or related terms) to
refer to some combination of on-campus class meeting
and online activities.
FLEXIBLE LEARNING
✓ If blended learning is the term used by DepEd, CHEd

Commissioner Prospero De Vera declared that
universities and colleges in the country would use
“flexible learning.” De Vera said that flexible learning
for higher educations or HEIs involves a combination of
“digital and non-digital technology.” He added that this
does not necessarily require connectivity. From there, it
seems that there is no difference between the two terms.
✓ Nikolov et al. (2018) discussed further the conceptualization of
flexible learning out of many researches. First, they shared the five
categories of flexibility: time, content, access/entry, requirements,
pedagogy/instruction approach, and design and delivery. Second,
they had given the key elements of curriculum flexibility.
✓ The mentioned authors added that curriculum flexibility (also called
a flexible curriculum, flexible learning, flexible education) could serve
as a means to respond to learner diversity. Central to a flexible
curriculum are (1) choices and options, and (2) the adaptation
to/central position of individual student’s needs. Within this body of
researches, it came out that curriculum flexibility, in general, supports
student learning in diverse classrooms. But what is worth taking is
the reality that this could be profitable for all learners and even for
specific groups of learners (e.g., for gifted learners, for learners with
special needs).
IGI Global (2020) explanation about flexible learning
DepEd’s Five Delivery Options under its “Learning Continuity Plan
for 2020-2021 depending on the health status of the locality
1) blended learning
2) distance learning
3) homeschooling
4) apprenticeship
and if the vaccine is already available, the possibility
of 5) face to face schooling.
REMOTE LEARNING
✓ is an emergency measure that attempts to replicate the classroom teaching
and learning process in an online mode and can also be considered a form
of distance education (Commonwealth of Learning, 2020).
✓ also occur as online but is different from online as it strives to re-create the
classroom environment as the student learns through the computer (Geneva
College, 2020). This could only mean that for the students to participate in
group learning activities, they need to log in the provided virtual classroom
environment at given scheduled times to join in lectures and discussion.
✓ remote learning occurs when the learner and instructor, or source of
information, are separated by time and distance, and therefore, cannot meet
in a traditional classroom setting (Sears 2020)
Distance Learning
✓ is the process of taking courses online from a college or educational organization
located anywhere. The distance makes no difference, and the quality of education
should be similar to that of a classroom environment, as long as the educational
institution is certified by an appropriate licensing board (Walter, 2020).
✓ is often taken to be a synonym with online learning, mainly because the term has
been used for universities and colleges to attract enrollees from different parts of the
world. The process became possible for many individuals to finish schooling while at
home or working and graduate from a known university in other places or countries
without physical presence. That is where the term has also given the term distance
education and universities were called “open university” just like the University of
the Philippines Open University (OPOU) as the best example in our country.
► Summing it up, distance learning is a way of learning remotely without being in
regular face-to-face contact with a teacher or instructor in the classroom.
ONLINE LEARNING
✓ refers to the idea of using online tools for learning (Pop, 2020).
The key element here is the use of the internet. Basically, an
online course implies a distance between the learner and the
teacher. Lectures, assignments, tests are all enabled by virtual
platforms.
✓ Willkomm (2020) explained that online learning is a pre
determined course structure that is built on a learning
management system (LMS) prior to the start of the term. As the
name says, classes are designed to be taught in an online
format wherein all course content, assignments, etc. are
housed online. Also, lectures typically include power points,
and audio-visual lessons and assignments are scaffolded.
✓With Geneva College (2020), online learning or online
education is truly flexible and is entirely online. This is
the form of internet-based education that allows
learners to work on their studies at their own time.
Courses may use video lectures or self-paced courses
to take students through their learning experiences.
✓ Remote learning has more accountability but requires
scheduled class times. Online learning has more
flexibility but requires learners to be self-motivated.
Three major differences between online and distance learning
According to Stauffer (2020)
E-learning
✓is a type of learning that is enabled electronically as being
defined by future school.com. It is also the acquisition of
knowledge that takes place through electronic technologies
and media. Sometimes, it is also referring to as online
learning.
✓is a new method of education involving technologies that
allow the students to complete a course outside of the
traditional classroom. These technologies hinge on the
internet to reach students, many miles from a physical
school or university.
ASYNCHRONOUS LEARNING
✓ occurswhen students learn the same thing at different

times and from different places.
✓ Heick emphasized that, like every other approach to
learning, asynchronous learning can be poorly done.
He added, “Poorly done, asynchronous learning is little
more than someone taking lessons often designed for in
person delivery, then posting them ‘online’ for students to
access. Throw in a quiz and a ‘report’ and–well, the
learning was asynchronous
SYNCHRONOUS LEARNING
✓ Heick expounded that synchronous learning is when students
learn the same thing simultaneously–through a lecture (online or in
person), for example. Synchronous learning is a kind of ‘group
learning’ that happens in a way that’s unified by time and space–that
is, students generally learn the same or similar content at more or
less the same time and generally the same place.
✓ synchronous learning is characterized by the theme of
togetherness (as class section, by major, etc.) and all of the pros and
cons that a large group of people doing something together brings
with it. It is where all of the classroom activities such, as lectures,
group discussions, and collaborative activities, are all technically
‘synchronous’ (online).
✓ Synchronous learning can be facilitated by having students and instructors participate in a class via
a web conferencing tool. These synchronous experiences can develop and strengthen
instructor-student and student-student relationships, which can be a challenge in distance learning
programs.”
Modular instruction
✓ is an alternative instructional design that uses developed instructional materials that are
based on the needs of the students. Students engaged themselves in learning
concepts presented in the module. They created a sense of responsibility in
accomplishing the tasks provided in the module.
✓ With DepEd, they called this mode as Modular Distance Learning
(TeacherPh.com). It involves individualized instruction that allows learners to use
self-learning modules (SLMs) in print or digital format/electronic copy, whichever is
applicable in the context of the learner, and other learning resources like Learner’s
Materials, textbooks, activity sheets, study guides, and other study materials.
Learners access electronic copies of learning materials on a computer, tablet PC, or
smartphone. CDs, DVDs, USB storage, and computer-based applications can all be
used to deliver e-learning materials, including offline E-books. The teacher takes the
responsibility of monitoring the progress of the learners. The learners may ask for
assistance from the teacher via email, telephone, text message/instant messaging,
etc. Where possible, the teacher shall do home visits to learners needing
remediation or assistance. Any member of the family or other stakeholders in the
community needs to serve as para-teachers.
Home-based or homeschooling
✓ It provides learners with equal access to quality basic education at
home to be facilitated by qualified parents, guardians, or tutors who
have undergone relevant training.
✓ Home Schooling is an Alternative Delivery Mode (ADM) that aims
to provide learners with access to quality basic education through
a home-based environment facilitated by qualified parents,
guardians or tutors who have undergone relevant training. It
allows families to educate according to their personal faith,
philosophy, and values, and to adjust learning schedules around
family schedules and circumstances. However, there remain
several issues in its implementation, including the supervision of
licensed teachers and alignments with the curriculum. Thus, this
modality will be the subject of a later DepEd issuance before its
expansion (TeacherPh.com).
CHALLENGES FACED BY STUDENTS IN
BLENDED/FLEXIBLE AND ONLINE
LEARNING 1. Adaptability
2. Technical Issues
3. Computer Knowledge
4. Time Management
5. Self-Motivation
6. Distraction
7. Learning Styles
8. Communication
9. Virtual Engagement
10.Feedback
ISSUES AND CHALLENGES IN ASSESSMENT OF
STUDENT LEARNING IN BLENDED/FLEXIBLE AND
ONLINE LEARNING
1. Cheating is easier to do (and harder to detect)

online
✓ Cheating can be defined as a transgression against
integrity, which entails taking an unfair advantage that
results in a misrepresentation of a student’s ability and
grasp of knowledge (Kinoti, 2015).
According to Ford, they can do it faster and more efficiently
than ever before. But what’s most worrisome. Today’s
students may not think cheating is wrong. Based on the recent
by Common Sense Media, 35% of teens use their cell phones
to cheat, and these are the facts:
Simple Strategies to Reduce Cheating on Online

Examinations
by: Stephanie Smith Budhai, Ph.D, 2020
1.Create questions that require higher order thinking
2.Creatively remind students of academic integrity policies
3.Change test question sequence
4.Allow for only taking the test once
5.Plan for “technical issues”
6.Delay score availability
Plagiarism
✓ very rampant in traditional classrooms, and in this time of
online learning environment, there is a stronger possibility for
it to become a common practice and is posing to be a big
issue and challenge for teachers.
✓ Plagiarism occurs when students use or copy-paste
somebody’s work and taking them as their own without
giving due credits to the one who originally did the writing.
Being in front of a computer and using the internet, the
temptation to plagiarize may be greater. What has been
evaluated and assessed is not the true capability of the
student.
The Leniency Error
✓ is a situation where the teacher tends to be too “generous,” and all
students are given high passing scores (Nitko & Brookhart, 2014 on
Cahapay, 2020). This reality already came to existence when
schools were suddenly closed in the middle of the semester and in
the level of basic education before they reach the final grading. It is
considered as one of the threats to the reliability of student
performance, which some education stakeholders expressed
worries. The COVID-19 crisis is continuously reshaping instructional
evaluation. The massive migration of learner assessments online
and the adjustments to grading systems are inevitable. With these
changes, educators are still being encouraged to maintain high
quality assessment.
Pass or Fail System
When it comes to the grading system, it had also been

observed that many schools, when the community
quarantine was imposed, have decided to change their
assessment scales from quantitative to qualitative such as
pass or fail system (Farrington, 2020 on Cahapay, 2020).
Quality over Quantity
Teachers must concern themselves with the quality of

learning rather than the quantity of material addressed
in a teaching session. Two hours of lecturing, cover very
many points does not ensure two hours of learning. If we
wish to promote learning, we must make students
engaged and tasks engaging, active, involved, authentic
(real-world related), and participatory.
FINAL LESSON 2
PERFORMANCE-BASED ASSESSMENT
WHAT IS PERFORMANCE-BASED ASSESSMENT?
•It involves a student’s acquisition and

performance of a skill or competency in
creating a product, constructing a
response, or making a presentation
( Mcmillan 2018)
Performance Assessment
• Performance Assessment should allow

students not only to acquire knowledge
and skills but at the same time it must be
coupled with the process by which the
students solve problems
(projectappleseed.org 2018)
ALTERNATIVE, AUTHENTIC AND
PERFORMANCE-BASED ASSESSMENT
• The term performance-based assessment is synonymous with
performance assessment.
• Performance assessments are also sometimes referred to as
“authentic assessments” or “alternative assessments.” But the
terms are not interchangeable. The alternative assessment
highlights the contrast to traditional paper-and-pencil tests
while authentic assessment emphasizes the practical
application of the tasks in real-world settings
• Portfolio assessment (which is also
considered as an alternative form of
assessment), on the other hand, is also a
particular type of performance-based
assessment but should not be considered
a synonymous descriptor for the
performance-based approach.
• To sum it up, anything that is beyond the traditional
objective written types of tests can be classified as an
alternative type of assessment, and depending on the
nature of the target skill can be also classified as
performance-based.
• As to authenticity, may it be traditional or alternative can be
considered as authentic as long as the task context
resembles those that are in reality in the world outside the
classroom. An alternative type has to be
performance-based and a performance-based assessment
tool needs to be authentic as much as possible.
WHY USE PERFORMANCE-BASED ASSESSMENT?
•it is beneficial to assess both the processes and

products of learning through applied activities. To
do so, we must first recognize that the
“achievement” domain could be made up of two
kinds of learning outcomes- process and product
outcomes.
CHARACTERISTICS OF PERFORMANCE-BASED
ASSESSMENTS
WHY PERFORMANCE-BASED ASSESSMENT?
AUTHENTICITY OF PERFORMANCE-BASED
ASSESSMENTS
• An authentic assessment involves a direct examination
of a student’s ability to use the knowledge that is likened
to what is encountered in a real-life setting (Mcmillan,
2018)
• The goal of authentic assessment is to enhance the
learning process and help students gain knowledge while
completing tasks that are beneficial to their “real-world”
experiences.
• For example, rather than having students report about the different
provinces by summarizing the history, politics, and economics of
each province, students write promotional materials for the province
that would help others decide if it would be an interesting place to
visit. In chemistry, students are asked to identify an unknown
substance. Why not have them identify the substances from a local
landfill, river, or body of water? In music, students can demonstrate
their proficiency and knowledge by composing and playing a new
song.
(Grant Wiggins, 1998)
SOME SAMPLES OF PERFORMANCE-BASED TASKS THAT SHOW
THE VARYING DEGREES OF AUTHENTICITY AS PRESENTED BY
MCMILLAN
GUIDELINES TO CONSTRUCT WELL-DESIGNED
PERFORMANCE-BASED ASSESSMENTS BY
GALLAGHER 1998
1. Determine the purpose of the assessment.
2. Determine what skills and outcomes the assessment will cover and specify in
detail, including taxonomic domain and level. (This will compose the learning
competencies).
3. Develop a task that is descriptive of and that calls for the behavior specified
in the outcomes. Record the task and write directions for students.
4. Determine the judging criteria.
5. Create a scoring scheme.
6. Review and revise the outcomes, the task design, the judging criteria, and
the scoring scheme as necessary.
DETERMINING THE PURPOSE
• The first step in designing a performance-based assessment is determining

the purpose for which the results will be used because the purpose drives
other decisions in subsequent steps in the process. For example, the
results of the assessment may be used to describe a student’s “best”
performance or to describe a student’s “typical” performance. It could
also be used for formative or summative purposes. With this view in
mind, we will create a more valid form of assessment and we will also be
less likely to create an assessment tool that does less or more than we
need for. Take note that when it comes to assessment, teachers are
usually having a common assessment purpose
PROCESS-ORIENTED AND PRODUCT-ORIENTED
PERFORMANCE-BASED ASSESSMENTS
• Performance-based can be assessments of processes, products, or both.
• Process-oriented performance-based assessments measure the ability of
students to perform tasks that corresponds to important instructional
objectives. In many areas, achievement is expressed specifically through
student’s performance and then measures the skills involved while such
performance is ongoing and being observed. Examples include the ability to
recite a poem, give a speech, manipulate laboratory equipment, work effectively
in a group, sing, play a musical instrument, and perform various physical feats.
Such activities do not result in a product that can be assessed; short-answer or
fixed response tests are generally inadequate. Consequently, the process or
procedures used in the performance itself must be judged and observed.
PRODUCT-ORIENTED PERFORMANCE-BASED
ASSESSMENT
• Performance-based assessment can be an assessment of
product. Products for performance-based assessment are
completed works that include most of the characteristics
needed for a good and authentic performance test (Linn,
2000). The emphasis is on the student’s ability which is
expressed through a product such as completed paper, project,
or solution.
PRODUCT ORIENTED LEARNING
TARGETS/OBJECTIVES
• As a learning target, each product needs to be clearly described in some
detail so that there is no misunderstanding about what students are
required to do. It is not sufficient to simply say, for example, “Write a
report on one of the planets and present it to the class.” Students need
to know about the specific elements of the product (e.g., length, types of
information needed, nature of the audience, context, materials that can be
used, and what can be shown to the audience) and how they will be
evaluated. Mcmillan (2007) said that one effective way to do this is to
show examples of completed projects to students.
EXAMPLE
• Product-oriented learning competencies must be
evidence-based that the student has achieved the competence
required of the submitted products or projects.
• In some tasks, we could emphasize both process and product

outcomes during an assessment, such as in the “use of a writing
process (process outcome) to compose a story (product
outcome).” If both the process and product are valued parts of
the curriculum, we might have to decide as to whether we wish
to assess both or just one of the two targeted outcomes.
CONSTRUCTING PERFORMANCE-BASED TASKS
• The performance-based task needs to be specified and clear to students

so that it meets the criteria for good performance-based assessment. This
is accomplished by preparing a task description. The purpose of the task
description is to provide a blueprint or listing of specifications to ensure
that the essential criteria are met, that the task is reasonable and that it
will elicit desired student performance. The task description is not the
same as the actual format or wording of the question that is given to
students; it is more like a lesson plan
THE TASK DESCRIPTION SHOULD INCLUDE THE
FOLLOWING:
• content and skills targets to be assessed
• description of student's activities
• group or individual help allowed
• resources needed
• teacher role
• administrative process
• scoring procedures
• The task design has no specific format. It depends upon the teacher to decide on how
the task can be more authentic, creative and challenging.
• Mcmillan (2007) adapted the following example of a performance-based task prompt:
• GRASPS Model where G-goal, R- role, A-audience, S- situation, P-product, and

S-standard
RAFT MODEL WHERE R- ROLE, A- AUDIENCE, F-
FORMAT, AND T-TOPIC. THIS TIME, WE WILL USE
OUR PRODUCT-ORIENTED
Final Lesson 3
SCORING RUBRICS
Learning Objectives: After the completion of this module,
students will:
1. Define and understand the meaning of rubrics;
2. Differentiate Analytic and Holistic rubrics;
3. Construct the best and appropriate rubric.
► Rubrics - are scoring guide used to evaluate
performance, a product, or a project(University
of Texas at Austin 2017).
• DepEd Order 73,s.2012 Guidelines on the
Assessment and Rating of Learning Outcomes
Under the K to 12 Basic Education Curriculum
Why use Rubrics?
• Teachers use rubrics to support

learning. They make assessing the
students' work efficient, consistent,
objective, and quick.
• Provide students with a clear

understanding of what is expected of
them.
Three Parts of Rubrics
1. Performance criteria – criteria that

describe the product.
2. Rating scale- for performance Level (6,5,4,3,2,1)
3. Indicator – indicators for each performance level
and criteria
TYPES OF RUBRICS
Holistic Rubrics
► Holistic rubrics- are used where the response is judged
more or less as or rating is generated from this kind of rubric
that makes it useful to a whole by the scorer, resulting in
an overall rating of its quality. A single score obtains an
overall summative judgment at the end of a course or unit of
instruction and if an expeditious scoring is necessary.
Holistic scoring is also called global scoring because of its
focus on the whole response rather than its parts.(BulSU
module 2020)
A HOLISTIC RUBRIC FOR MATHEMATICAL
KNOWLEDGE
Score Level
4 - Shows understanding of the problem’s mathematical concepts and principles;

uses appropriate terminology and notations; executes algorithms completely and
correctly.
3 - Shows nearly complete understanding of the problem’s mathematical concepts
and principles; uses nearly correct terminology and notations; executes algorithms
completely. Computations are generally correct but may contain minor errors.
2 - Shows understanding of some of the problem’s mathematical concepts and
principles; may contain serious computational errors
1 - Shows a very limited understanding of the problem’s mathematical concepts
and principles; may misuse or fail to use mathematical terms; may contain major
computational errors.
► Source: Mcmillan, J. (2007). Classroom Assessment Principles and Practice for

Effective Instruction, Boston: Allyn and Bacon
Analytic rubrics
• Analytic rubrics - are a scoring system

where the response is broken down into
relevant parts, and each part is assessed
separately and assigned a separate score.
• This type of rubrics is used if the purpose is
to diagnose strengths and weaknesses in
pupils/students or to facilitate formative
decision-making (BulSU module 2020)
► Combination of analytic and holistic
rubrics is usually used with the types of
performance assessments that require the
observation of skills or processes and at the
same time the judgment of the resulting
product. For example, consider an
assessment requiring students to develop
and present a research report in social
studies. The finished report could be
scored analytically, while its oral
presentation in class may be judged by
holistic scoring.(BulSU module 2020)
Checklists
► A checklist is similar in appearance and uses to the rating
scale but there are instances that it is being used as a
rubric. The basic difference between them is the type of
judgment needed. On a rating scale, one can indicate the
degree in which a characteristic is present or the frequency
with which behavior occurs. The checklist, on the other
hand, calls for simple yes-no judgment. It is a method of
recording whether a characteristic is present or absent or
whether an action was or was not taken. Obviously, a
checklist should not be used when the degree or frequency
of occurrence is an important aspect of the appraisal.
The numerical rating scale
► It is useful when the characteristics or qualities to be
concerning the category represented by each number. As
commonly used, however, the rated can be classified into a
limited number of categories, and when there is general
agreement numbers are only vaguely defined, so the
interpretation and use of the scale vary.
EX: Encircle the number that best satisfies the
answer. The numbers represent the following values:
4 – consistently appropriate and effective;
3 – generally appropriate and effective;
2 – needs improvement, may wander from topic; and
1 – unsatisfactory (disruptive or off-topic)
Graphic Rating Scale
► The distinguishing feature of the graphic rating

scale is that each characteristic is followed by a
horizontal line. The rating is made by placing a
check on the line. A set of categories identifies
specific positions along the line, but the rater is
free to check between these points.
Descriptive Graphic Rating Scale
► The descriptive graphic rating scale uses descriptive
phrases to identify the points on a graphic scale. A
space for comments is also frequently provided to
enable the rater to clarify the rating.
Where do I start the process of creating a rubric?
► Start by consulting professional literature

and online resources to find rubrics that
others have done or created. There’s no
need to reinvent the wheel—just revise it to
meet your needs! Once you find a model,
you can adapt the criteria, rating scale, and
indicators to your needs. Sample sites for
rubric models can be found in Additional
Resources
Steps To Create A Rubric
► 1. Deﬁne your goal/objectives
► 2. Choose a rubric type
► 3. Determine your criteria
► 4. Create Your Performance Levels(ex: under
► Organization- 4 will be exemptional, 3 –satisfactory,
► 2-developing, 1 - unsatisfactory
► 5. Write descriptors for each level of your
rubric(ex: under Organization - 4-exemptional – Organization is
coherent, uniﬁed and effective
► 6. Revise your rubric
(Kelly Roell, 2019)

Application
► Construct an example of rubric based on your
course/major.
► Fallow the given steps in creating a rubric(Based
on our discussion)
► Indicate the Type and Title of the Rubric (ex:
Analytic Rubric for Term Paper)
► State your objectives
Note: Use Letter size, the font style should be

Times New Roman, and the font size is 12
References
► https://facultyinnovate.utexas.edu/sites/default/files/build-rubric.pdf(2017)
► https://www.teachersfirst.com/lessons/rubrics/why-use-rubrics.cfm
► https://www.slideshare.net/missreynova/a-sample-of-holistic-scoring-rubric
► https://www.thoughtco.com/how-to-create-a-rubric-4061367
► BulSU module 2020
AFFECTIVE ASSESSMENT – evaluation
of an individual’s emotions state and
degree of emotional intensity
(American Psychological Association,
2020)
Likert scale
► is commonly used to measure attitudes,

knowledge, perceptions, values, and
behavioral changes
Checklists
The choice of checklist depends on the time frame

(ratings are better for longer periods of time) and the
nature of the behavior. Some behaviors are better and
suited to a simple checklist, such as “follows
instructions,” and “complete homework.”
Rating Scales- are used to describe behavior
over an extended period of time.
Portfolio Assessment
► Portfolio- is a planned collection of

learner achievement that documents
what a student has accomplished and
the steps taken to get there.
Why Use Portfolios?
∙ To allow students to show their best and what they know.
∙ To provide an opportunity for richer, more authentic and

more valid assessment of students.
∙ To value student and teacher reflections.
∙ To help students take charge of their own learning.
∙ To form an intersection of instruction and assessment.
∙ To show change and growth over a period of time.

Criteria for Portfolio Entries:
∙ Reflect genuinely by using useful skills and
knowledge.
∙ Allow flexibility in student preparation.
∙ Allow time for serious and comprehensive
work.
∙ Prompt students to stretch their minds and
make connections.
Portfolio Evaluation:
GOALS:
✔ To encourage the habit of self-assessment.
✔ To measure and track student growth.
► EVALUATORS: Teachers, self, peer, parents
Source: BulSU module, 2020

References:
► DepEd sample report card 2020-2021

► BulSU module, 2022
► American Psychological Association, 2020
HISTORY OF
1 EDUCATIONAL
TECHNOLOGY
Technology for Teaching and Learning 1

Major Contribution/s in the
Period, Era or Name of
Development of Educational
Year Proponent
Technology
Formulated cognitive rules, systematically
analyzed subject matter, designed
Classical Era Elder Sophists
instructional technologies, and devised
useful instructional materials
Religious Era Pierre Abelard Introduced the technology of instruction
Father of Modern Education. Education

Johann became fostering cognitive development in
End of Comenius children by paying attention to both their
Renaissance physical and mental maturation.
His writings on natural rights opened the
John Locke
door of educational opportunity
Year Proponent
Technology
Introduced instructional design based on
Johann
Early- to the the age, cognitive ability, and interest of
Comenius
mid-17th the learners
century Contributed to the field of educational
John Locke
technology
A pioneer of modern instructional
Johann
Industrial era technology because of his book Orbis
Comenius
Pictus (The World in Picture)
Late 18th Joseph Monitorial System, also called the
Century Lancaster Lancasterian system of education
Modern era
Freidrich Froebel Started the first kindergarten
1746-1900
Year Proponent
Technology
Formulated a systematic approach to
Johann Herbart
instruction
Modern era Develop a system of instruction based on

1746-1900 the stages of child development and notice
Johann
the importance of instructional methods
Pestalozzi
that celebrated and supported students'
differences
Presented ideas of classroom organization
Modern era
Horace Mann and highlighted the necessity of hiring
1837
high-quality (female) teachers
Modern era Dr. Maria Montessori Method of instruction for early
1907 Montessori childhood
Year Proponent
Technology
Inaccurately predicted radical changes to
Modern era classrooms after the newest technology
Thomas Edison
1907 was introduced (stereoscopes, motion
pictures, radio, and television)
The father of instructional design. He
Robert Mills
1950-2000 combined behaviorism and cognitivism – 9
Gagne
Steps of Instruction.
1959 Russia Sputnik
Children's
1969 Television Sesame Street
Workshop
Year Proponent
Technology
Inaccurately predicted radical changes to
Modern era classrooms after the newest technology
Thomas Edison
1907 was introduced (stereoscopes, motion
pictures, radio, and television)
The father of instructional design. He
Robert Mills
1950-2000 combined behaviorism and cognitivism – 9
Gagne
Steps of Instruction.
1959 Russia Sputnik
Children's
1969 Television Sesame Street
Workshop
2007
❑ International Society for
Technology in Education is a
global community of educators
dedicated to leveraging the
power of technology in the
classroom to “transform
teaching and learning” through
the implementation of the ISTE
Standards.
2007
❑ International Society for
Technology in Education
provides educational technology
resources to support
professional learning for
educators, students and
education leaders, and the ISTE
Standards for learning, teaching
and leading with technology.
2007
❑ Today’s students must be
prepared to thrive in a
constantly evolving
technological landscape. The
ISTE Standards for Students
are designed to empower
student voice and ensure that
learning is a student-driven
process.
2007
❑ The ISTE Standards for
Educators are the road map to
helping students become
empowered learners. These
standards will deepen educator’s
practice, promote collaboration
with peers, challenge you to
rethink traditional approaches
and prepare students to drive
their own learning.
2
THE 21ST CENTURY
LEARNING
The word "skills of the 21st century" is
commonly used to apply to such key
competencies, such as teamwork, digital
learning, analytical thinking, and problem
solving, which proponents claim schools
ought to teach to help students succeed in
the world today.
2
Education involves students mastering
knowledge when creating, synthesizing, and
analyzing material from a wide variety of
subjects and outlets through an appreciation
of and reverence for different cultures.
3
P21 Framework
for 21st Century
Learning
4
FIVE COMPONENTS
About this template
1 Key Subjects and 21st Century Themes

Mastery of key subjects and 21st century themes is essential to
student success.
Key Subjects Academic Content
▪ English ▪ Economics ▪ Global Awareness

▪ Reading ▪ Science ▪ Financial, Economic,
▪ Language Arts ▪ Geography Business and
▪ World Languages ▪ History Entrepreneurial Literacy
▪ Arts ▪ Government ▪ Civic Literacy
▪ Mathematics ▪ Civics ▪ Health Literacy
▪ Environmental Literacy
5
FIVE COMPONENTS
About this template
2 Learning and Innovation Skills

Learning and innovation skills are what separate students who are
prepared for increasingly complex life and work environments in today’s
world and those who are not.
Skills
▪ Creativity and Innovation

▪ Critical Thinking
▪ Problem Solving
▪ Communication
▪ Collaboration
6
FIVE COMPONENTS
About this template
3 Information, Media and Technology Skills
Functional and critical thinking skills

▪ Information Literacy
▪ Media Literacy
▪ ICT (Information, Communications and
Technology) Literacy
7
FIVE COMPONENTS
About this template
4 Life and Career Skills

Students need to develop thinking skills, content knowledge, and social
and emotional competencies to navigate complex life and work
environments.
Life and Career Skills
▪ Flexibility and Adaptability

▪ Initiative and Self-Direction
▪ Social and Cross-Cultural Skills
▪ Productivity and Accountability
▪ Leadership and Responsibility
8
FIVE COMPONENTS
About this template
5 21st Century Support Systems

21st-century learning requires an innovative support system to engage
learners through applicable skills and knowledge, appropriate
technologies, and real-world connections to make learning relevant,
personalized, and engaging.
Critical Support Systems
▪ • 21st Century Standards
▪ Assessments of 21st Century Skills
▪ 21st Century Curriculum and Instruction
▪ 21st Century Professional Development
▪ 21st Century Learning Environments
9
4C’s of 21st Century Learning
CRITICAL THINKING CREATIVITY
▪ Information & Discovery
▪ Interpretation & Analysis ▪ Idea Generation
▪ Reasoning ▪ Idea Design & Refinement
▪ Constructing Arguments ▪ Openness & Courage to Explore
▪ Problem Solving ▪ Work Creativity with Others
▪ Systems Thinking ▪ Creative Production & Innovation
▪ Effective Listening
▪ Leadership & Initiative
▪ Delivering Oral Presentations
▪ Cooperation
▪ Communicate using Digital Media
▪ Flexibility
▪ Engaging in Conversations &
▪ Responsibility & Productivity
Discussions
▪ Collaborate using Digital Media
▪ Communicating in Diverse
▪ Responsiveness & Constructive Feedback
Environment
COLLABORATION COMMUNICATION
10
How the Four C’s Work Together
◉ Critical thinking teaches students to question claims

and seek truth.
◉ Creativity teaches students to think in a way that’s
unique to them.
◉ Collaboration teaches students that groups can create
something bigger and better than you can on your own.
◉ Communication teaches students how to efficiently
convey ideas.
11
FRAMEWORK FOR
21st CENTURY LEARNING
DEFINITIONS
© 2019, Battelle for Kids. All Rights Reserved. | 1

P21 FRAMEWORK DEFINITIONS
To help practitioners integrate skills into the teaching of key academic subjects, the Partnership for 21st Century
Learning (P21) has developed a unified, collective vision for learning known as the Framework for 21st Century
Learning. This Framework describes the skills, knowledge, and expertise students must master to succeed in work
and life; it is a blend of content knowledge, specific skills, expertise, and literacies.
Every 21st century skills implementation requires the development of key academic subject knowledge and
understanding among all students. Those who can think critically and communicate effectively must build on a base
of key academic subject knowledge.
Within the context of key knowledge instruction, students must also learn the essential skills for success in
today’s world, such as critical thinking, problem solving, communication, and collaboration.
When a school or district builds on this foundation, combining the entire Framework with the necessary
support systems—standards, assessments, curriculum and instruction, professional development, and learning
environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s
global economy.
While the graphic represents each element distinctly for descriptive purposes, P21 views all the components
as fully interconnected in the process of 21st century teaching and learning.
& Innovation S
arning nking • Comm kills - 4C
Le ical Thi unica
ti s
Crit ollaboration • Creativity on
C
Subjects - 3Rs
Key Century Them&
In echn
&T
for
ls
st es
kil
21
ma ology
er S
tio
are
n, M kills
Life & C
edia,
S
Standards & Curriculum & Professional Learning

Assessments Instruction Development Environments
© 2019, Battelle for Kids. All Rights Reserved.

21st Century Student Outcomes
The elements described in this section as “21st century student outcomes” (represented by the
rainbow) are the knowledge, skills, and expertise students should master to succeed in work and life in
the 21st century.
Key subjects and 21st century themes

Mastery of key subjects and 21st century themes is essential for all students in the 21st century. Key subjects include:
• English, reading, or language arts
• World languages
• Arts
• Mathematics
• Economics
• Science
• Geography
• History
• Government and Civics
In addition to these subjects, we believe schools must move to include not only a focus on mastery of key subjects, but also
promote understanding of academic content at much higher levels by weaving 21st century interdisciplinary themes into
key subjects:
GLOBAL AWARENESS
• Use 21st century skills to understand and address global issues
• Learn from and working collaboratively with individuals representing diverse cultures, religions, and lifestyles in a spirit of
mutual respect and open dialogue in personal, work, and community contexts
• Understand other nations and cultures, including the use of non-English languages
FINANCIAL, ECONOMIC, BUSINESS, AND ENTREPRENEURIAL LITERACY

• Know how to make appropriate personal economic choices
• Understand the role of the economy in society
• Use entrepreneurial skills to enhance workplace productivity and career options
CIVIC LITERACY
• Participate effectively in civic life through knowing how to stay informed and understanding governmental processes
• Exercise the rights and obligations of citizenship at local, state, national, and global levels
• Understand the local and global implications of civic decisions
HEALTH LITERACY
• Obtain, interpret, and understand basic health information and services and using such information and services in ways
that enhance health
• Understand preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance, and
stress reduction
• Use available information to make appropriate health-related decisions
• Establish and monitor personal and family health goals
• Understand national and international public health and safety issues

ENVIRONMENTAL LITERACY
• Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it,
particularly as relates to air, climate, land, food, energy, water, and ecosystems
• Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population
development, resource consumption rate, etc.)
• Investigate and analyze environmental issues, and make accurate conclusions about effective solutions
• Take individual and collective action towards addressing environmental challenges (e.g., participating in global actions,
designing solutions that inspire action on environmental issues)
LEARNING AND INNOVATION SKILLS

Learning and innovation skills increasingly are being recognized as those that separate students who are prepared for a more
and more complex life and work environments in the 21st century, and those who are not. A focus on creativity, critical thinking,
communication, and collaboration is essential to prepare students for the future.
Creativity and Innovation

THINK CREATIVELY
• Use a wide range of idea-creation techniques (such as brainstorming)
• Create new and worthwhile ideas (both incremental and radical concepts)
• Elaborate, refine, analyze, and evaluate their own ideas in order to improve and maximize creative efforts
WORK CREATIVELY WITH OTHERS

• Develop, implement, and communicate new ideas to others effectively
• Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
• Demonstrate originality and inventiveness in work and understand the real-world limits to adopting new ideas
• View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small
successes and frequent mistakes
IMPLEMENT INNOVATIONS
• Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
Critical Thinking and Problem Solving

REASON EFFECTIVELY
• Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
• Use systems thinking
• Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
• Make judgments and decisions
• Effectively analyze and evaluate evidence, arguments, claims, and beliefs
• Analyze and evaluate major alternative points of view
• Synthesize and make connections between information and arguments
• Interpret information and draw conclusions based on the best analysis
• Reflect critically on learning experiences and processes
SOLVE PROBLEMS
• Solve different kinds of non-familiar problems in both conventional and innovative ways
• Identify and ask significant questions that clarify various points of view and lead to better solutions

Communication and Collaboration
COMMUNICATE CLEARLY
• Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of
forms and contexts
• Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions
• Use communication for a range of purposes (e.g. to inform, instruct, motivate, and persuade)
• Utilize multiple media and technologies, and know how to judge their effectiveness a priority as well as assess their impact
• Communicate effectively in diverse environments (including multi-lingual)
• Collaborate with others
• Demonstrate ability to work effectively and respectfully with diverse teams
• Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
• Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Information, Media, and Technology Skills

People in the 21st century live in a technology and media-driven environment, marked by various characteristics, including:
1) access to an abundance of information, 2) rapid changes in technology tools, and 3) the ability to collaborate and make
individual contributions on an unprecedented scale. Effective citizens and workers of the 21st century must be able to exhibit a
range of functional and critical thinking skills related to information, media, and technology.
Information Literacy
ACCESS AND EVALUATE INFORMATION
• Access information efficiently (time) and effectively (sources)
• Evaluate information critically and competently
USE AND MANAGE INFORMATION

• Use information accurately and creatively for the issue or problem at hand
• Manage the flow of information from a wide variety of sources
• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information
Media Literacy
ANALYZE MEDIA
• Understand both how and why media messages are constructed, and for what purposes
• Examine how individuals interpret messages differently, how values and points of view are included or excluded, and how
media can influence beliefs and behaviors
• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of media
CREATE MEDIA PRODUCTS

• Understand and utilize the most appropriate media creation tools, characteristics, and conventions
• Understand and effectively utilize the most appropriate expressions and interpretations in diverse, multi-cultural
environments
• ICT (Information, Communications, and Technology) literacy

APPLY TECHNOLOGY EFFECTIVELY
• Use technology as a tool to research, organize, evaluate, and communicate information
• Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social
networks appropriately to access, manage, integrate, evaluate, and create information to successfully function in a
knowledge economy
• Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies
Life and Career Skills

Today’s life and work environments require far more than thinking skills and content knowledge. The ability to navigate the
complex life and work environments in the globally competitive information age requires students to pay rigorous attention to
developing adequate life and career skills.
Flexibility and Adaptability

ADAPT TO CHANGE
• Adapt to varied roles, job responsibilities, schedules, and contexts
• Work effectively in a climate of ambiguity and changing priorities
BE FLEXIBLE
• Incorporate feedback effectively
• Deal positively with praise, setbacks, and criticism
• Understand, negotiate, and balance diverse views and beliefs to reach workable solutions, particularly in
multi-cultural environments
Initiative and Self-Direction

MANAGE GOALS AND TIME
• Set goals with tangible and intangible success criteria
• Balance tactical (short-term) and strategic (long-term) goals
• Utilize time and manage workload efficiently
WORK INDEPENDENTLY
• Monitor, define, prioritize, and complete tasks without direct oversight
• Be self-directed learners
• Go beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain
expertise
• Demonstrate initiative to advance skill levels towards a professional level
• Demonstrate commitment to learning as a lifelong process
• Reflect critically on past experiences in order to inform future progress
Social and Cross-Cultural Skills

INTERACT EFFECTIVELY WITH OTHERS
• Know when it is appropriate to listen and when to speak
• Conduct themselves in a respectable, professional manner

WORK EFFECTIVELY IN DIVERSE TEAMS
• Respect cultural differences and work effectively with people from a range of social and cultural backgrounds
• Respond open-mindedly to different ideas and values
• Leverage social and cultural differences to create new ideas and increase both innovation and quality of work
Productivity and Accountability

MANAGE PROJECTS
• Set and meet goals, even in the face of obstacles and competing pressures
• Prioritize, plan, and manage work to achieve the intended result
21ST CENTURY SUPPORT SYSTEMS

The elements described below are the critical systems necessary to ensure student mastery of 21st century skills. 21st century
standards, assessments, curriculum, instruction, professional development, and learning environments must be aligned to
produce a support system that produces 21st century outcomes for today’s students.
21ST CENTURY STANDARDS

• Focus on 21st century skills, content knowledge, and expertise
• Build understanding across and among key subjects as well as 21st century interdisciplinary themes
• Emphasize deep understanding rather than shallow knowledge
• Engage students with the real-world data, tools, and experts they will encounter in college, on the job, and in life; students
learn best when actively engaged in solving meaningful problems
• Allow for multiple measures of mastery
ASSESSMENT OF 21ST CENTURY SKILLS

• Support a balance of assessments, including high-quality standardized testing along with effective formative and summative
classroom assessments
• Emphasize useful feedback on student performance that is embedded into everyday learning
• Require a balance of technology-enhanced, formative, and summative assessments that measure student mastery of
21st century skills
• Enable development of portfolios of student work that demonstrate mastery of 21st century skills to educators and
prospective employers
• Enable a balanced portfolio of measures to assess the educational system’s effectiveness in reaching high levels of student
competency in 21st century skills
21ST CENTURY CURRICULUM AND INSTRUCTION

• Teach 21st century skills discretely in the context of key subjects and 21st century interdisciplinary themes
• Focuse on providing opportunities for applying 21st century skills across content areas and for a competency-based
approach to learning
• Enable innovative learning methods that integrate the use of supportive technologies, inquiry- and problem-based
approaches and higher order thinking skills
• Encourage the integration of community resources beyond school walls

21ST CENTURY PROFESSIONAL DEVELOPMENT
• Highlight ways teachers can seize opportunities for integrating 21st century skills, tools, and teaching strategies into their
classroom practice — and help them identify what activities they can replace/de-emphasize
• Balance direct instruction with project-oriented teaching methods
• Illustrate how a deeper understanding of subject matter can actually enhance problem-solving, critical thinking, and other
21st century skills
• Enable 21st century professional learning communities for teachers that model the kinds of classroom learning that best
promotes 21st century skills for students
• Cultivate teachers’ ability to identify students’ particular learning styles, intelligences, strengths, and weaknesses
PRODUCE RESULTS
• Demonstrate additional attributes associated with producing high quality products including the abilities to:
- Work positively and ethically
- Manage time and projects effectively
- Multi-task
- Participate actively, as well as be reliable and punctual
- Present oneself professionally and with proper etiquette
- Collaborate and cooperate effectively with teams
- Respect and appreciate team diversity
- Be accountable for results
Leadership and Responsibility

GUIDE AND LEAD OTHERS
• Use interpersonal and problem-solving skills to influence and guide others toward a goal
• Leverage strengths of others to accomplish a common goal
• Inspire others to reach their very best via example and selflessness
• Demonstrate integrity and ethical behavior in using influence and power
BE RESPONSIBLE TO OTHERS
• Act responsibly with the interests of the larger community in mind
• Help teachers develop their abilities to use various strategies (such as formative assessments) to reach diverse students and
create environments that support differentiated teaching and learning
• Support the continuous evaluation of students’ 21st century skills development
• Encourage knowledge sharing among communities of practitioners, using face-to-face, virtual, and blended communications
• Use a scalable and sustainable model of professional development
21ST CENTURY LEARNING ENVIRONMENTS

• Create learning practices, human support, and physical environments that will support the teaching and learning of 21st
century skill outcomes
• Support professional learning communities that enable educators to collaborate, share best practices, and integrate 21st
century skills into classroom practice
• Enable students to learn in relevant, real-world 21st century contexts (e.g., through project-based or other applied work)
• Allow equitable access to quality learning tools, technologies, and resources
• Provide 21st century architectural and interior designs for group, team, and individual learning
• Support expanded community and international involvement in learning, both face-to-face and online

ABOUT BATTELLE FOR KIDS
Battelle for Kids is a national not-for-profit organization committed to collaborating with school systems and communities to
realize the power and promise of 21st century learning for every student, without exception.
Formed in 2001, the organization’s leadership in 21st century education now encompasses early learning, during school (K–12),
and beyond school experiences. The Partnership for 21st Century Learning (P21) joined Battelle for Kids in 2018. P21’s members
and partners have been pioneers of 21st century learning since 2002. EdLeader21, also a network of Battelle for Kids as of 2017,
started its industry-leading network in 2010 and now has more than 220 member districts and schools across 45 states.
As the premier leader in 21st century education, Battelle for Kids innovates and partners with its networks, association and
business partners, and school system leaders to design and implement educational experiences that prepare all students to
become lifelong learners and contributors in an ever-changing world.
Learn more and get involved at battelleforkids.org/networks/p21.

THE EMERGENCE OF
3
EDUCATION 4.0 FROM
20TH-CENTURY TO 21ST-
CENTURY EDUCATION
Characteristics/Qualities 20th Century 21th Century
1. The Learner works in isolation in a classroom.

2. The focus is on the memorization of discrete
facts.
3. The content is textbook-driven, or content comes
from textbooks.
4. Performances, projects, and multiple forms of
media are used for learning and assessment.
5. There is little to no student freedom.
6. The curriculum is connected to students’ interests,

experiences, talents, and the real world.
2
Characteristics/Qualities 20th Century 21th Century
7. Authentic performance task relates to the real-life

scenario.
8. The teacher is the judge, and no one else sees
student work.
9. Global model, based upon the needs of a
globalized, high-tech society.
10. Lessons focus on the higher level of Bloom’s
Taxonomy.
3
20th Century Education
provided a teacher- 21st Century Education
centered classroom with
promotes a student-
a compartmentalized
centered classroom
curriculum and students
with authentic, relevant,
working independently to
collaborative project-
memorize facts. The
based learning. The
teacher operated as the

teacher serves as the
“sage on the stage;” the
“guide on the side;” the
giver of all knowledge.
facilitator of learning
4
20th Century Education 21th Century Education
Time-based Outcome-based
Focus: what students Know, Can
Focus: memorization of
Do, and Are Like after all the
discrete facts
details are forgotten.
Learning is designed on upper

Lessons focus on the lower
levels of Blooms’: synthesis,
level of Bloom’s Taxonomy –
analysis, and evaluation (and

knowledge, comprehension,
include lower levels as the
and application.
curriculum is designed down from
the top.)
Textbook-driven Research‐driven
5
Passive learning Active Learning

Learners work collaboratively with
Learners work in isolation –
classmates and others around the
classroom within four walls
world – the Global Classroom
Teacher-centered: the teacher
Student-centered: the teacher is
is the center of attention and
facilitator/coach
provider of information
Little to no student freedom A great deal of student freedom

“Discipline problems – No “discipline problems” – students
educators do not trust students & teachers have a mutually
and vice versa—no student respectful relationship as co-
motivation. learners; students are highly
motivated.
6
Integrated and Interdisciplinary
Fragmented curriculum
curriculum
Grades based on what was
Grades averaged
learned
High expectations – “If it isn’t
good, it isn’t done.” We expect &
ensure that all students succeed in
Low expectations
learning at high levels. Some may

go higher; we get out of their way
to let them.
The teacher is the judge. No Self, Peer, and Other
one else sees student work. assessments. The public
audience, authentic assessments
7
Curriculum/School is The curriculum is connected to

irrelevant and meaningless to students’ interests, experiences,
the students. talents, and the real world.
The print is the primary Performances, projects, and

vehicle of learning and multiple forms of media are used
assessment. for learning and assessment.
Diversity in students is Curriculum and instruction address

ignored. student diversity.
8
The multiple literacies of the
Literacy is the 3 R’s – 21stcentury are aligned to living
reading, writing, and math. and working in a globalized new
millennium.
Factory model, based upon
needs of employers for the It is global-model, based upon the
Industrial Age of 19th- needs of a globalized, high-tech
century Scientific society.
management.
Standardized testing has its place.
It is driven by the NCLB* and Education is not driven by the No
standardized testing mania. Child Left Behind Act and
standardized testing mania.
9
The Enablers of 21st Century Learning
• 21st-century learners are describe as
collaborative networkers and communicators;
adaptive and creative; information, media, and
technology savvy; partial to instant gratification;
reliant on media in its various forms; and
unknowing of career opportunities that lie
ahead.
• Teacher and students should use the tools

(technologies) rather than the tools using them.
10
The Enablers of 21st Century Learning
• Enablers have access to high-speed Internet

with related appropriate-use systems, allot time
for collaborative planning and experimentation
by staff, and the essential base, technical skill,
and 21st-century curriculum and standards.
• As educators, we share, contribute, adapt, and

invent.
11
Digital Revolution
of Education 4.0
A response for Industry 4.0
12
EDUCATION 4.0
promotes intelligent and smart thinking in
education.
promotes education differently, mainly by

consuming technology-based tools and
resources.
allows remote students to access the Internet and

enroll in courses through a variety of open online
courses, video chats, or voice calls to learn more
dynamic material about the same students.
13
EDUCATION 4.0
increasing the use of Internet technologies and

cross-communication tools.
is developed for Industry 4.0 and qualified

professionals to prepare for a very global and

digital work environment.
14
EDUCATION 4.0 by Sharma (2019)
Centuries of Consumption of Enables

Learning
memorization knowledge and education to
through Internet
and practice labor create change
Education Education Education Education

1.0 2.0 3.0 4.0
15
16
provide students a secure and sustainable future

through the use of unique technology and tools.
is a more realistic and practical learning method,

which can produce excellent results for student
learning.
is the method used by educational institutions to

maintain a changing world.
17
customized study is possible to improve student

learning outcome and become more personal.
uses intelligent school management systems,

learning management software, communication
tools, and other teaching and learning tools.
understanding and allows students to reach really

interested, more professional and memorable
materials.
18
General education 4.0 allows
students to achieve better learning
outcomes based on real scientific
or professional interests.
19
TUTOR, TOOL AND TUTEE:
THE THREE MODES OF
USING COMPUTING IN
EDUCATION 4
The Three Modes of Using Computing in Education
by Robert Taylor (1980)
COMPUTER AS TOOL
▪ The computer assists the user or acts as a tool in the
learning activity, needs to have the capability
programs of searching, mathematical and statistical
analysis, super calculation, and word processing that
students can use in different subjects.
2
COMPUTER AS TOOL
Subcategories of Tool Applications

▪ Word Processing – Frequently used to assist in
teaching and writing. This helps users in the
processing of written documents in which one writes,
revises, rewrites, and revises again.
3
COMPUTER AS TOOL

▪ Spreadsheet – useful in all sorts of instructional
applications involving the manipulation of data and
numbers, and some applications include lay outing of
data in the tabular presentation.
4
COMPUTER AS TOOL

▪ Database Software – needed for data-collecting, data-
searching, and data gathering. Some of the database
software that has become standard in most school
libraries is the electronic encyclopedias and dictionaries,
which are gradually replacing or being used in addition to
the printed multi volume encyclopedias.
5
COMPUTER AS TOOL

▪ Specialized Tool Software – software package
developed for a special purpose in instructional
applications. This is a combination of different tool
software programs with tutor applications used to teach
writing and reading using a phonics approach.
6
COMPUTER AS A TUTOR
▪ The computer must be programmed by experts,
must contain the necessary information, and control
the learning environment, presents the subject,
evaluates the response of the user, then determines
what activity to present next.
7
COMPUTER AS TUTOR
Subcategories of Tutor Applications

▪ For Drill and Practice – applications are used to
reinforce a lesson or material that is presented to the
students.
▪ For Instructional games and problem-solving – software
can be used to make learning fun by combining
entertainment, and gamesmanship
8
COMPUTER AS TUTOR

▪ For Simulations – attempt to represent real-life
situations on a computer.
▪ For Tutorial – programs attempt to teach something new
and are not explicitly used for reinforcement of material
already presented.
9
COMPUTER AS TUTEE
▪ The user programs and talks to the computer in the
language it understands.
▪ The computer user possesses the data or information and
controls the learning environment.
▪ The user-programmer can also “teach” the computer how
to tutor or make it as a tool.
10
COMPUTER AS TUTEE

▪ Authoring Languages – a new type of language that has been
developed to fill up the gap between programming languages
and natural language. Examples include TUTOR, microTUTOR,
COURSEWRITER, PILOT – first authoring languages, Hypercard -
developed by Apple Corporation, Linkway – developed by IBM,
Toolbook – developed by Asymetrix, Hyperstudio, Authorware
Professional, Toolbook and Astound.
11
12
13
COMPUTER AS TUTEE

▪ Beginners All-purpose Symbolic Instruction Code (BASIC)
– The most popular programming language ever developed, is a
standard feature of many microcomputer operating systems. A
derivative of the FORTRAN (Formula Translation) programming
language, BASIC was used originally for a variety of
mathematical, scientific and engineering applications.
14
COMPUTER AS TUTEE

▪ Logo – the most popular programming language
taught in elementary, which was designed and
developed by Seymour Papert of MIT specifically by
young children.
15
16
COMPUTER AS TUTEE

▪ Pascal – one of the first programming languages that require
structured programming or logic techniques for all instructions.
It is an excellent introductory language for the serious
computer science student.
▪ Sloppy program - a program that might provide a solution but
are poorly designed.
17
PASCAL PROGRAMMING LANGUAGE 18
by Robert Taylor (1980) in Today’s Generation
COMPUTER AS A TOOL
Computers are powerful tools because they can
process information with incredible speed, accuracy,
and dependability and can efficiently perform input,
process, output, and storage operations, and they can
store massive amounts of data.
19
COMPUTER AS A TOOL
Some of the online applications

that can be used as a tool as
annotated by OECD
1. ClassDojo
21
2. Screencastify
22
3. Moodle
23
3. Moodle
24
4. Quizlet
25
4. Quizlet
26
5. Kahoot
27
COMPUTER AS A TUTOR
Some of the online applications

that can be used as a tool as
annotated by OECD
1. World Around You
29
2. Global Digital Library
30
3. Feed the Monster
31
4. Education Perfect
32
5. TEDEd
33
COMPUTER AS A TUTEE
The advancement of technology
makes the teacher as the creator
of content that makes the
computer as a tutee.
5
THE CONE OF
EXPERIENCE
▪ How can teachers use audio-visual
materials to promote learning that persists?
▪ How can audio-visual materials enable
students to enjoy learning through vicarious
experience?
2
THE CONE OF EXPERIENCE
It is a visual model, a
pictorial device that The farther you go
presents bands of from the bottom of
experience arranged the cone, the more
according to the degree abstract the
of abstraction and not a experience becomes.
degree of difficulty.
3
CONE OF
EXPERIENCE
4
“
The pattern of the bands of experience is
not difficulty but the degree of
abstraction the amount of immediate
sensory participation that is involved.
- Edgar Dale (1969)
5
“
The individual bands of the Cone of
Experience stand for experiences
that are fluid, extensive, and
continually interact.”
6
Does the Cone of Experience mean that
all teaching and learning must move
systematically from base to pinnacle,
from direct purposeful experiences to
verbal symbols?
7
In our teaching, we do not always begin with
direct experience at the base of the Cone.
Instead, we begin with the kind of experience
that is the most appropriate to the needs and
abilities of a particular learner in a specific
situation of learning.
8
CONE OF
EXPERIENCE
9
THE BAND OF EXPERIENCE
Direct purposeful experiences

These are first-hand experiences that serve as the foundation
of our learning. In the context of the teaching-learning
process, it is learning by doing.
Contrived Experiences
We make use of representative models or mockups of reality
for practical reasons and so that we can make the real-life
accessible to the students’ perceptions and understanding.
10
Dramatized experiences
These are commonly used as activities that allow students to
actively participate in a reconstructed experience through
role-playing or dramatization.
Demonstration
It is a visualized explanation of an important fact, idea, or
process by the use of photographs, drawings, films, displays,
or guided motions. It is showing how things are done.
11
Study trips
These are actual visits to specific locations to observe a
situation or a case that may not be available inside the
classroom.
Exhibits
They may consist of working models arranged meaningfully
or photographs with models, charts, and posters.
12
Television and motion pictures

These allow learners to experience the situation being
communicated through mediated tools. They provide realism
as viewers try to understand the message portrayed by the
actors in the films.
Still pictures, Recording, Radio

These are visual and auditory devices that may be used by an
individual or a group.
13
Visual symbols
These are more abstract representations of the concept or the
information. Examples are information presented through a
graph or a chart.
Verbal symbols
The category appears to be the most abstract because they
may not exactly look like the concept or object they represent
but are symbols, words, codes, or formula.
14
15
BRUNER’S THREE-TIERED
MODEL OF LEARNING
Bruner’s three-tiered model of learning points out that

every area of knowledge can be presented and learned
in three distinct steps.
ENACTIVE ICONIC SYMBOLIC/

a series of actions a series of ABSTRACT
illustrations or a series of symbols
icons
16
17
With young learners, it is highly
recommended that a learner proceeds
from the ENACTIVE to ICONIC and
lastly, to the SYMBOLIC/ABSTRACT
learning points.
18
CONE OF EXPERIENCE
Dales’ cone of experience is a tool to help teachers

make decisions about resources and activities. The
teacher can ask the following:
1. Where will the student’s experience with this

instructional resource fit on the cone?
2. What kind of learning experience do you want to
provide in the classroom?
3. Does the instructional material enhance learning?
19
INSTRUCTIONAL
6 DESIGN MODELS
AND THEORIES
INSTRUCTIONAL DESIGN
⬥ It provides guidelines to organize appropriate
pedagogical scenarios to achieve
instructional goals.
⬥ It can be defined as the practice of creating
instructional experiences to help facilitate
learning most effectively.
2
⬥ It combines the art of creating engaging
learning experiences with the science of how
the brain works.
⬥ It provide frameworks to facilitate gaining
new knowledge, skills, or attitudes.
3
INSTRUCTIONAL DESIGN THEORY
⬥ Gagné and Dick (1983) described the
characteristics of instructional theories in
terms of their functions and foundations.
⬥ Functions are discussed as instructional
theories are prescriptive in nature.
4
⬥ They relate specific instructional events to
learning processes and learning outcomes, identify
instructional conditions that optimize learning
outcomes, and provides a rational description of
causal relationships between procedures used to
teach and their behavioral consequences in
enhanced human performance.
5
⬥ While foundations are discussed as instructional
theories are derived from learning research and
theory.
⬥ Instructional-design theory offers explicit
guidance on how to help people learn and
develop (Reigeluth, 1999).
6
Major Characteristics of Instructional-
Design Theory
1. It is design-oriented.
2. It identifies methods of instruction.
3. The methods of instruction can be broken
into more detailed component methods.
4. The methods are probabilistic rather than
deterministic. 7
Two Major Components in
Instructional-Design Theory
1. Methods of instruction
2. Instructional situation
8
1 TPACK MODEL
Framework for Technology-Driven
Teaching and Learning
⬥ TPACK is a framework that combines the
teacher’s three knowledge areas: Technological
knowledge, content knowledge, and
pedagogical knowledge.
⬥ This framework shows the interconnectedness

of the knowledge with pedagogical knowledge
and the integration of technology in making
teaching more engaging, relevant, and effective.
10
11
⬥ It is the ‘what’ - understanding
of the content such as language
arts, math, science, and history, CONTENT
KNOWLEDGE
among others. (CK)
⬥ This is composed of facts, concepts,

theories, or principles in a given
discipline.
12
⬥ It is the ‘how.’
⬥ It is the expert’s knowledge in the PEDAGOGICAL
science of teaching, from KNOWLEDGE
(PK)
educational and learning theories
to individual differences to
strategies and techniques as well
as the assessment of learning.
13
⬥ This shows how much
competencies the teachers
have in making the student
learn concepts and skills.
Pedagogical Content
understanding. Knowledge
(PCK)
⬥ This includes the knowledge of how to use

techniques that can meaningfully address different
learning styles while supporting content with more
in depth understanding.
14
⬥ This is the teachers’ knowledge of
how to select, use, and integrate
these tools in the teaching and
learning context. TECHNOLOGICAL
KNOWLEDGE
⬥ This is not only about the tools (TK)
but also about the quality of
content that students can access
through appropriate applications
and sites.
15
Technological
Knowledge
(TK)
⬥ Technology is used in a Content

specific subject area to Technological Knowledge
(CK)
Content
enrich and deepen a Knowledge
(TCK)
students’ understanding of
content.
16
Technological
Knowledge
(TK)
⬥ It is knowing how to select,

use, or develop technology Pedagogical
Knowledge
to manage student learning. (PK) Technology-
Pedagogical
Knowledge
⬥ As a teacher, using the

(TPK)
appropriate technology to ensure

effective instruction.
17
Technological
Knowledge
⬥ The intersection of all (TK)
knowledge areas. TPK

TPK
TCK
Pedagogical Content
⬥ It is about what teachers know,

PCK
Knowledge Knowledge
(PK) (CK)
how they teach, and how

technology is used in the delivery of TPACK
the lesson to make it more engaging
and make learning more relevant in
the 21st century.
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INSTRUCTIONAL
DESIGN MODELS
AND THEORIES
INSTRUCTIONAL DESIGN MODELS
01 TPACK Model
Technology Knowledge • Pedagogical Knowledge •
Content Knowledge
02 ASSURE Model
Analyze • State Objectives • Select Method, Media and Materials •
Utilize Methods, Media and Materials • Require Learner Participation •
Evaluate Student Performance
03 ADDIE Model
Analysis • Design • Development • Implementation • Evaluation
04 5E Model
Engage • Explore • Explain • Elaborate • Evaluate
ASSURE MODEL
▪ ASSURE model is a guide in crafting an instructional
flow that can guide the teacher in integrating
appropriate technology and media into the
instructional process.
▪ It also refers to a systematic approach that the
teacher can use when writing an instructional plan.
▪ It is guideline that teachers can use to develop lesson
plans which integrate the use of technology and
media.
Analyze learners
Who is the audience?
o Demographics
• Pedagogy ▪ As part of analyzing your learners you
• Andragogy
o General characteristics must identify your audience. Your
o Entry competencies
o Learning styles audience can be students, teachers, group
members, an organization, a youth group,
among many others.
▪ You must know the audience if you are to select the

best medium to meet the objectives you have set.
Analyze learners
o Demographics
• Pedagogy
• Andragogy
▪ The audience can be analyzed in terms
o General characteristics
of their general characteristics (grade
o Learning styles level, age, sex, mental, emotional,
physical or social problems, socio-
economic status etc.) with specific entry
competencies (prior knowledge, skills,
and attitudes about the topic), and
learning styles (visual, musical, verbal,
logical, etc.).
Analyze learners
o Demographics
• Pedagogy
▪ Characteristics of the Learners Depend:
• Andragogy
-reading skills, ethnic or cultural subgroup,
o Learning styles
learner’s apathy, social background and
etc.
▪ If learner apathy toward the subject matter is a problem,

consider using a highly stimulating instructional
approach, such as a dramatic videotape or a simulation
game.
Analyze learners
o Demographics
• Pedagogy ▪ Learners entering a new conceptual area
• Andragogy
o General characteristics for the first time may need more direct,
o Learning styles concrete kinds of experiences, such as
field trips or role-playing exercises.
▪ More advanced learners usually have a sufficient

base for using audiovisual or even verbal materials.
Analyze learners
o
Demographics
Specific entry competencies
• Pedagogy
• Andragogy
▪ At the beginning, you have to assume that
the learners lack the knowledge and skills
o Learning styles
but they possess the knowledge or skills
needed to learn and understand from the
lesson.
▪ Teachers of mixed ability class routinely anticipate that
some students will need remedial help before they are
ready to begin a particular unit of instruction.
Analyze learners ▪ These realizations suggest that instructors
o Demographics
• Pedagogy
must verify assumptions about entry
• Andragogy
competencies through informal means
o
o
Entry competencies
Learning styles
(such as in-class questioning or out-of-class
interviews) or more formal means (such as
testing with standardized or teacher-made
tests).
▪ Learning style refers to a cluster of psychological traits
that determine how an individual perceives, interacts with,
and respond emotionally to learning environments.
▪ The stated objectives are statements
describing what the learner will do as a
result of instruction. In other words,
State Objectives objectives are the learning outcomes,
What do students need to
learn? that is, what will the student will learn
o Learning Outcome
Assessment from the lesson?
o Course Rubrics
• Skills/concepts
• Proficiency/accuracy
• Conditions of ▪ In order to develop proper objectives you
performance
must frame them in terms of desired
behavior.
▪ The objectives you use should be as
specific as possible so the learner
understands what they are to accomplish.
State Objectives
learn?
o Learning Outcome ▪ If objectives are clearly and specifically
Assessment
o Course Rubrics stated, both the learning and teaching will
• Skills/concepts
• Proficiency/accuracy become objective oriented.
• Conditions of
performance
▪ Although there is a range of opinion on the
best way to describe and organize types
of learning, three categories (or domains),
State Objectives of learning are widely accepted: cognitive
learn?
o Learning Outcome
skills, affective skills and motor skills.
Assessment
o Course Rubrics
• Skills/concepts
• Proficiency/accuracy
▪ Objectives are not intended to limit what a
• Conditions of
performance
student learns but rather to provide a
minimum level of expected achievement.
▪ Once you know your audience and have a clear idea of
what they should get out of the lesson, then it is time to
select the appropriate method for the given learning task,
select available materials, modify existing materials, or
design new materials to help accomplish this task.
Select Methods, Media,

▪ At this step, the Instructor should connect
Materials
What do instructors need to
the audience to the objectives. To connect
use for face to face, hybrid
and online teaching?
the two the teacher must determine what
o Select instructional
materials
method to use.
o Produce new materials
o Reproduce existing
material
Utilize methods, media,
▪ The Utilize Methods, Media & Materials materials
How do instructors use the
materials?
step is where you develop your plan for o Preview materials
o Prepare environment
implementing your media and materials. o Provide instruction
▪ For each type of media or materials, the teacher

selects and describes in how they are going to
implement the media (or material) into your
lesson to help your learners meet the lesson’s
objective.
Utilize methods, media,
▪ The media, materials and technology materials
selected should be focused on carrying materials?
o Preview materials
out the selected method. If you decide to o Prepare environment
o Provide instruction
use electronic equipment, be sure to use
it before, even practice if you have to, to
insure the equipment is functioning
properly. In that same regard, it is also
important to practice the lesson itself
before introducing it to the learner.
▪ Next, prepare the room, the necessary Utilize methods, media,
equipment and facilities. materials
materials?
▪ It may be obvious, but both the learner o Preview materials

o Prepare environment
o Provide instruction
and teacher should be prepared for the
learning experience.
▪ To get maximum learning impact from your presentation,
you must follow certain utilization procedures: preview
the materials, practice the presentation, prepare the
environment, and present the material.
▪ This step requires you to describe how you are going to
get each learner actively and individually involved in the
lesson.
▪ Students learn best when they are actively Require learner
involved in the learning experience. participation
Students will actively
engage in:
▪ Whatever your teaching strategy, be sure o Discussion

o Small group activities
o Formative assessment
to incorporate questions and answers,
discussions, group work, hands-on activities,
and other ways of getting students actively involved in
the learning of the content.
▪ You should seek to pay close attention to your learners
and feel confident that they are truly grasping the
content and not just listening.
▪ Participating in the learning will facilitate this Require learner
participation
level of understanding. Students will actively
engage in:
o Discussion
▪ Allow them to construct knowledge as o Small group activities
o Formative assessment
opposed to trying to “teach” them knowledge.
▪ Finally for this step, feedback must be provided to the
learner before any type of evaluation is conducted.
▪ Here the evaluation should be matched to the objective.
▪ You must evaluate the instruction process from start to
finish using the objectives you created in the beginning.
▪ It is helpful to reflect on your objections, the instructional

strategy, the instructional materials, and the assessment.
▪ By evaluating the learners against the

Evaluate and revise
objectives it can be determined if the What works? What doesn’t?
Summative evaluation of:
lesson was effective and whether any o Instructional delivery
o Media & materials
step needs to be modify or re-examined. Revise to improve student
outcomes
supports Your Text Here
the field of ASSURE improve your
educational MODEL teaching
technology
it steps away from the

used to
traditional means of
systematically design
instruction, to the use of
instruction
technology to deliver the
instruction
THE ADDIE MODEL
ADDIE MODEL
• It is an interactive instructional design process, where
the results of the formative evaluation of each
phase may lead the instructional designer back to
any previous phase.
• The end product of one phase is the starting product

of the next phase.
ADDIE MODEL
Below are some of the
questions that are addressed
during the analysis phase:
• Who are the audience
and their characteristics?
• Identify the new
behavioral outcome?
• What types of learning
constraints exist?
• What are the delivery
options?
• What are the online
pedagogical
considerations?
• What is the timeline for
project completion?
These are some steps used
for the design phase:
• Documentation of the
project’s instructional, visual
and technical design
strategy
• Apply instructional
strategies according to the
intended behavioral
outcomes by the domain
(cognitive, affective,
psychomotor).
• Create storyboards
• Design the user interface
and user experience
• Prototype creation
• Apply visual design (graphic
design)
• Development is the actual
creation (production) of the
content and learning materials
based on the design phase.
• The development phase is

where the developers create
and assemble the content that
was created in the designing
phase.
The plan is to put into action, and a procedure for training the
learner and teacher is developed. Materials are delivered or
distributed to the student group.
This is the stage in which the
project is being subjected to
meticulous final testing regarding
the what, how, why, when of the
things that were accomplished (or
not accomplished) of the entire
project.
HOW IS ADDIE USED?
• ANALYSIS – identifies the problem
• DESIGN – the process of creating the learning objectives
and/or storyboard
• DEVELOPMENT – the actual creation of the Design
• IMPLEMENTATION – the model is put into action and the
materials are delivered to the students
• EVALUATION – a formative and summative evaluation is
formed of the overall effectiveness
5E MODEL
5E MODEL
• It was developed in 1987 by the Biological Sciences
Curriculum Study, promotes collaborative, active learning
in which students work together to solve problems and
investigate new concepts by asking questions, observing,
analyzing, and drawing conclusions.
• It is based on the constructivist theory to learning, which

suggests that people construct knowledge and meaning
from experiences.
The teacher works to gain an understanding of the students’
ENGAGE prior knowledge and identify any knowledge gaps.
Students actively explore the new concept through

EXPLORE concrete learning experiences.
Teachers should ask students to share what they learned

EXPLAIN before introducing technical information in a more direct
manner
It focuses on giving students space to apply what

ELABORATE they’ve learned.
Teachers can observe their students and see whether

EVALUATE they have a complete grasp of the core concepts.
THE INTERNET
AND EDUCATION
WHAT IS INTERNET?
A worldwide system of
interconnected networks and
computers.
Short for “internetworking”.
Sometimes referred to as a “network
of networks.”
2
WHAT IS INTERNET?
This is a system architecture that has
revolutionized communications and
methods of commerce by allowing
various computer networks around
the world to interconnect.
3
WHAT IS NETWORK?
A computer network is an
interconnection of a group of computers.
A network is a collection of computers,
servers, mainframes, network devices,
peripherals, or other devices connected
to one another to allow the sharing of
data. 4
Networks may be used for:
Communications such as email,
instant messaging, chat rooms, etc.
Shared hardware such as printers

and input devices.
5
Networks may be used for:
Shared data and information through
the use of shared storage devices.
Shared software, which is achieved

by running applications on remote
computers.
6
EVOLUTION
OF INTERNET
THE INTERNET
ARPANET WWW MOSAIC
1969 1991 1993
1 3 5
2 4 6
1971 1992 1994

E-MAIL ERWISE NETSCAPE
NAVIGATOR
8
ARPANET
⬥ the world's first operational network, and
the predecessor of the global Internet.
⬥ Advanced Research Projects
Administration (ARPANET) was developed
by the U.S. Department of Defense.
⬥ One theory was that it was developed to
survive a nuclear attack. 9
WORLD WIDE WEB
⬥ also known as a Web, is a collection of
websites or web pages stored in web
servers and connected to local computers
through the internet.
⬥ These websites contain text pages, digital
images, audios, videos, etc.
10
WORLD WIDE WEB
⬥ The Web gives users access to a vast
array of documents that are connected
to each other by means of hypertext or
hypermedia links.
11
WORLD WIDE WEB
⬥ Hyperlinks are electronic
connections that link related pieces
of information in order to allow a user
easy access to them.
12
WORLD WIDE WEB
⬥ Hypertext allows the user to select a
word or phrase from text and thereby
access other documents that contain
additional information pertaining to
that word or phrase.
13
WORLD WIDE WEB
⬥ Hypermedia documents feature
links to images, sounds, animations,
and movies.
14
WORLD WIDE WEB
⬥ The Web operates within the Internet’s
basic client server format; servers are
computer programs that store and transmit
documents to other computers on the
network when asked to, while clients are
programs that request documents from a
server as the user asks for them.
15
WORLD WIDE WEB
⬥ Browser software allows users to
view the retrieved documents.
16
WORLD WIDE WEB
⬥ The URL (Uniform Resource Locator),
colloquially termed a web address, is a
reference to a web resource that specifies
its location on a computer network and a
mechanism for retrieving it.
⬥ This allowed sites to be named.
17
MOSAIC
⬥ The first web browser.
⬥ This included features—like icons,
bookmarks, a more attractive interface,
and pictures—that made the software
easy to use and appealing to "non-geeks.
18
NETSCAPE NAVIGATOR
⬥ Netscape Communications was a
computer services company best
known for its Web browser, Navigator.
⬥ Navigator was one of the two most
popular Web browsers in the 1990s
19
INTERNET
⬥ The first commercial site was
Amazon.com.
⬥ In 1994 the World Wide Web grew by an
astounding 2300 percent.
⬥ Amazon saw that online shopping was
the wave of the future.
20
INTERNET
⬥ Microsoft Internet Explorer snagged 96%
of the browser market.
⬥ Today the most popular web browser is

Chrome by Google Company.
21
THE INTERNET
AND EDUCATION
THE INTERNET AND EDUCATION
⬥ The Internet has immense potential to
improve the quality of education, which is
one of the pillars of sustainable
development.
⬥ Access to the Internet is fundamental to
achieving this vision for the future.
23
THE INTERNET AND EDUCATION
⬥ Teachers use online materials to prepare
lessons, and students to extend their range
of learning.
⬥ Interactive teaching methods, supported by
the Internet, enable teachers to give more
attention to individual students’ needs and
support shared learning.
24
Five priorities for Internet and Education
25
VIEWS ON TEACHING
& EFFECTIVE
TEACHING
Dr. Judy Bautista’s lecture on Pedagogical Theory & Practice.

Philippine Normal University
Anticipation Guide
The next slide contains an anticipation
guide where you are asked to agree
or disagree with some controversial
statements. These are essential
issues about the lesson. Put a check
mark under the column where you
stand about the controversial
statements.
Anticipation Guide
STATEMENT AGREE DISAGREE
A LOT
1. Teaching is a science rather
than art.
2. Teaching is vocation A LOT
rather than profession.
3. Teachers are accountable of

the results of students’ A LOT
achievement.
4. Teachers should be role A LOT

models in order to be
effective.
5. Teachers become more SOME SOME

effective over time.
6. Teacher effectiveness is A LOT

gauged through their effects
on students.
Views on Teaching
Teaching as a science
• The teacher has informed decisions
about the advantages and limitations of
certain methodologies, techniques, and
devices.
• The teacher is proactive with results
through careful and informed
hypotheses and predictions of student
actions and behavior and uses tactics to
intervene with predicted results
• The teacher employs
procedures inspired by
scientific processes like
developing hypotheses,
experimentation, observation,
data-gathering, interpretation,
generalization, and reporting of
results
• Teaching is a large area worth
of careful study and research
because of the complexity of
variables that may affect the
result of student learning
Teaching is an art
• The teacher orchestrates

activities for maximum learning
students’ responses for
maximum learning.
• The teacher designs instructional
devices, methodologies, and
techniques to meet perceived
needs of students.
Teaching is a profession
• The teacher is guided by

ethical standards of
conduct and
professionalism
• The teacher is made
accountable of the results
of students’ level of
achievement
accountable to the
state
Views on Effective Teaching
The Role-Model Definition
• A good teacher was a good
person—a role model who met
the community ideal for a good
citizen, good parent, and good
employee.
• Teachers were judged primarily
on their goodness as people and
only secondarily on their behavior
in the classroom.
• They were expected to be honest,
hardworking, generous, friendly, and
considerate, and to demonstrate
these qualities in their classrooms by
being organized, disciplined,
insightful, and committed.
• Practically speaking, this meant that to

be effective, all a beginning teacher
needed was King Solomon’s wisdom,
Sigmund Freud’s insight, Albert
Einstein’s knowledge, and Florence
Nightingale’s dedication.
 It soon became evident that this
definition of an ideal teacher
lacked clear, objective standards
of performance that could be
consistently applied to all teachers
and that could be used to train
future teachers.
The Psychological
Characteristics Definition
• The early role-model approach
soon gave way to another,
which attempted to identify the
psychological
characteristics of a good
teacher:
1. Personality
2. Attitude
3. Experience
4. Aptitude and Achievement
The limitation:
• These characteristics often
were too remote from the
teacher’s day-to-day work in
the classroom to meaningfully
contribute to a definition of a
good teacher. These
definitions excluded the most
important and obvious measure
of all for determining good
teaching: the performance
of the students who are being
taught.
The Student-Achievement- or
Results-based Definition
• Defining good teachers by community

ideals proved unrealistic
• Teacher’s psychological characteristics
proved to be poorly related to what
teachers actually did in the classroom
• Because of the limitations of the two
earlier conceptions of good teaching,
researchers were directed to study the
impact of specific teacher behaviors on
the specific cognitive and affective
behaviors of their students.
• The term good teaching
changed to effective
teaching, and the research
focus shifted from exclusively
studying teachers to include
their effects on students.
• These new ways of studying
classroom behavior have made
the student and teacher—
student interaction in the
classroom the focus of modern
definitions of effective
teaching.
Five Key Behaviors
Contributing to Effective
Teaching
1. lesson clarity
2. instructional variety
3. teacher task orientation
4. engagement in the
learning process
5. student success
rate
Five Helping Behaviors Related
to Effective Teaching
1. using student ideas and

contributions
2.structuring
3.questioning
4.probing
5.teacher affect
VIEWS ON TEACHING
& EFFECTIVE
TEACHING
Dr. Judy Bautista’s lecture on Pedagogical Theory & Practice.

Philippine Normal University
Anticipation Guide
The next slide contains an anticipation
guide where you are asked to agree
or disagree with some controversial
statements. These are essential
issues about the lesson. Put a check
mark under the column where you
stand about the controversial
statements.
Anticipation Guide
STATEMENT AGREE DISAGREE
A LOT
1. Teaching is a science rather
than art.
2. Teaching is vocation A LOT
rather than profession.
3. Teachers are accountable of

the results of students’ A LOT
achievement.
4. Teachers should be role A LOT

models in order to be
effective.
5. Teachers become more SOME SOME

effective over time.
6. Teacher effectiveness is A LOT

gauged through their effects
on students.
Views on Teaching
Teaching as a science
• The teacher has informed decisions
about the advantages and limitations of
certain methodologies, techniques, and
devices.
• The teacher is proactive with results
through careful and informed
hypotheses and predictions of student
actions and behavior and uses tactics to
intervene with predicted results
• The teacher employs
procedures inspired by
scientific processes like
developing hypotheses,
experimentation, observation,
data-gathering, interpretation,
generalization, and reporting of
results
• Teaching is a large area worth
of careful study and research
because of the complexity of
variables that may affect the
result of student learning
Teaching is an art

activities for maximum learning
students’ responses for
maximum learning.
• The teacher designs instructional
devices, methodologies, and
techniques to meet perceived
needs of students.
Teaching is a profession
• The teacher is guided by

ethical standards of
conduct and
professionalism
accountable of the results
of students’ level of
achievement
accountable to the
state
Views on Effective Teaching
The Role-Model Definition
• A good teacher was a good
person—a role model who met
the community ideal for a good
citizen, good parent, and good
employee.
• Teachers were judged primarily
on their goodness as people and
only secondarily on their behavior
in the classroom.
• They were expected to be honest,
hardworking, generous, friendly, and
considerate, and to demonstrate
these qualities in their classrooms by
being organized, disciplined,
insightful, and committed.
• Practically speaking, this meant that to

be effective, all a beginning teacher
needed was King Solomon’s wisdom,
Sigmund Freud’s insight, Albert
Einstein’s knowledge, and Florence
Nightingale’s dedication.
 It soon became evident that this
definition of an ideal teacher
lacked clear, objective standards
of performance that could be
consistently applied to all teachers
and that could be used to train
future teachers.
The Psychological
Characteristics Definition
• The early role-model approach
soon gave way to another,
which attempted to identify the
psychological
characteristics of a good
teacher:
1. Personality
2. Attitude
3. Experience
4. Aptitude and Achievement
The limitation:
• These characteristics often
were too remote from the
teacher’s day-to-day work in
the classroom to meaningfully
contribute to a definition of a
good teacher. These
definitions excluded the most
important and obvious measure
of all for determining good
teaching: the performance
of the students who are being
taught.
The Student-Achievement- or
Results-based Definition
• Defining good teachers by community

ideals proved unrealistic
• Teacher’s psychological characteristics
proved to be poorly related to what
teachers actually did in the classroom
• Because of the limitations of the two
earlier conceptions of good teaching,
researchers were directed to study the
impact of specific teacher behaviors on
the specific cognitive and affective
behaviors of their students.
• The term good teaching
changed to effective
teaching, and the research
focus shifted from exclusively
studying teachers to include
their effects on students.
• These new ways of studying
classroom behavior have made
the student and teacher—
student interaction in the
classroom the focus of modern
definitions of effective
teaching.
Five Key Behaviors
Contributing to Effective
Teaching
1. lesson clarity
2. instructional variety
3. teacher task orientation
4. engagement in the
learning process
5. student success
rate
Five Helping Behaviors Related
to Effective Teaching
1. using student ideas and

contributions
2.structuring
3.questioning
4.probing
5.teacher affect
THE TEACHER AS
A PERSON IN
SOCIETY
EDUC 303 Lesson 2
THE TEACHER’S PHILOSOPHICAL HERITAGE &
EDUCATIONAL PHILOSOPHY
• ESSENTIALISM
Essentialists believe that there is

a common core of knowledge
that needs to be transmitted to
students in a systematic,
disciplined way.
• Schooling should be practical, preparing students to
become valuable members of society.
• It should focus on "the basics"
• Teachers are to help students keep their non-productive
instincts in check, such as aggression or mindlessness .
• Teachers teach “not to radically reshape the society but
rather to transmit the traditional moral values and
intellectual knowledge that students need to become
model citizens.”
• Essentialists frown upon vocational courses
• Teachers are seen as “fountain of information”
PROGRESSIVISM
• Progressivists believe that

education should focus on the
whole child, rather than on
the content or the teacher.
• Test ideas by active
experimentation.
• Experiencing the world
• Problem solver and thinker
Progressivist teachers teach to develop learners
into becoming enlightened and intelligent
citizens of a democratic society. This group of
teachers teach learners so they may live life fully
NOW not to prepare them for adult life.
Progressivists accept the impermanence of life

and the inevitability of change. For the
progressivists, everything else changes.
PERRENIALISM
• Knowledge that has been passed
through the ages should be continued.
• The classes most likely to be considered
under this approach would be history,
science, math, and religion classes.
• Teachings are base on reason, logic, and
analytical thought.
• Lifted from the Great Books
• Teacher centered
• Utilization of Socratic Method
EXISTENSIALISM
• “To help students understand and
appreciate themselves as unique individuals
who accept complete responsibility for their
thoughts, feelings and actions”.
• Teacher’s role is to help students define their
own essence.
• Students freely choose their own preferred
way.
• Education of the whole person, not just the
mind.
• Focus upon the action of historic individuals.
• Learning is self-paced.
BEHAVIORISM
• Modification and shaping of students’
behavior for a favorable environment.
• Students should exhibit desirable
behavior in society.
• Teachers ought to arrange
environmental conditions so that
students can make responses to the
stimuli.
• Teachers ought to provide appropriate
incentives to reinforce positive
responses and weaken or eliminate
negative ones.
LINGUISTIC PHILOSOPHY
• To develop the communication skills of the
learners because the ability to articulate, to voice
out the meaning and values of things that one
obtains from his/her experience of life and the
world is the very essence of man.
• To make known to others the values that he/she
has imbibed.
• Teachers teach to develop in the learner the skill to
send the messages clearly and receive messages
correctly.
• Three (3) ways – verbal, nonverbal and paraverbal.
• Multilingual students
CONSTRUCTIVISM
• The learners are taught how to learn.
(making meaning)
• Teacher provides students with data or
experiences that allow them to hypothesize,
predict, manipulate objects, pose questions,
research, investigate, imagine and invent.
• Teacher acts as a facilitator
• Knowledge isn’t a thing that can be simply
deposited by the teachers into the empty
minds of the learners.
• Their minds are not empty.
THE FOUNDATIONAL PRINCIPLE OF
MORALITY AND
VALUES FORMATION
What is morality?
• The quality of human acts by which we
call them right or wrong, good or evil.”
(Panizo, 1964)
What is meant by foundational moral
principle?
• The universal norm upon which all other
principles on the rightness or wrongness
of an action are based.
TEACHER AS A PERSON OF GOOD MORAL
CHARACTER
“Teachers are duly licensed professionals who possess dignity

and reputation with high moral values as well as technical and
professional competence.”
Good moral character: 1) being fully human 2) being a loving

person 3) being a virtuous person 4) being a morally mature
person.
TEACHING AS YOUR VOCATION, MISSION,
AND, PROFESSION
• Vocation comes from the Latin word

“vocare” which means to call.
• The word mission comes from the
Latin word “misio” which means “to
send”.
• Why does a profession require “long
and arduous years of preparation” and
a “striving for excellence”?
If you take teaching as your profession, this means that
you must be willing to go through a long period of
preparation and a continuing professional
development.
You must strive for excellence, commit yourself to
moral, ethical and religious values and dedicate
yourself to public service.
THE TEACHER IN
THE CLASSROOM &
COMMUNITY
EDUC 303 Lesson 3
SCHOOL & COMMUNITY
• The schools alone cannot prepare

our youth for productive
adulthood. The schools and
communities should work closely
with each other to meet their
mutual goals.
The Competency Framework for Teachers in Southeast Asia (CFT SEA)
Four Essential Competencies
(SEA-TEC)
1. Knowing and understanding what to teach.

2. Helping students learn
3. Engaging the community
4. Becoming a better teacher every day
National Competency-Based Teacher
Standards (NCBTS)
Philippine Professional
Standards for Teachers
• The Philippine Professional Standards
for Teachers defines teacher quality in
the Philippines. The standards
describe the expectations of teachers’
increasing levels of knowledge,
practice and professional engagement.
At the same time, the standards allow
for teachers’ growing understanding,
applied with increasing sophistication
across a broader and more complex
range of teaching/learning situations
Skills of the 21st century
teacher
• Communication skills
• Learning and innovation skills framework
• Information, Media, and technology skills
Framework
• Life and career skill framework
A. Flexibility and adaptability
B. Social and Cross-cultural skills
C. Productivity and accountability
D. Leadership and responsibility
Importance of School-
Community Relations
• A well-developed community relations skills are a
necessary component in education being
responsive to the needs of students and other
stakeholders.
• The role of the teacher in a positive school-
community relationship is extremely important
since it is the teacher who is the backbone of the
educational system.
• Teachers can bridge relationships with outside
agencies and community members to provide
children with the best possible learning
environment.
LINKAGES AND NETWORKING
WITH ORGANIZATIONS
ON BECOMING A
GLOBAL TEACHER
EDUC 303 Lesson 4
A Closer Look in the Educational Systems of the Selected Countries
of the World
Education in Australia
❖ Students who want to pursue universities vocational
education and training institution shall apply for
study for their Senior Secondary Certificate of
Education.
❖ Regarding their kindergarten courses, each
Australian state and territory has a different
approach to pre-school, some operating
independently, and some within primary schools.
❖ Australia is a well-respected supplier of English
language training services and is the only country in
the world with an English language training
accreditation and quality assurance framework.
Education in China
❖According to their law, each child must have
nine years of compulsory education, six years
from primary school, and three years to junior
secondary education.
❖Secondary education has two routes: academic
secondary education and
specialized/vocational/technical secondary
education.
❖They will have the two options 1) continuing in
an academic senior middle school; 2) entering a
vocational middle school to receive two to four
years of training. Senior middle school graduates
wishing to go to universities must take the
National Higher Education Entrance Exam.
❖Higher education is divided into two categories:
1) universities that offer four-year or five-year
undergraduate degrees to award academic
degree qualifications; and 2) colleges that offer
three-year diploma or certificate courses on
academic and vocational subjects.
Education in Japan
❖ Compulsory education in japan begins for all children
after they have turned six years of age.
❖ Secondary education is divided into two three-year
cycles: lower and upper secondary. Lower secondary
school is compulsory while the upper secondary
school is not compulsory.
❖ Results at lower secondary school can determine
whether or not the student gains access to an
excellent upper secondary school and, by extension,
to a good university and career.
❖ Admission to an institution of higher education
requires the Upper Secondary School Certificate of
Graduation
Education in South Africa
❖Kindergarten is known as 'grade 0', while formal or
compulsory education starts from the age of seven, grade
1, to the age of 15.
❖From grades 10 to 12, education is optional.
❖three main types of schools in South Africa these are the
public government-funded schools, governing body-funded
schools, and private schools.
❖Once finishing high school, students receive the National
Senior Certificate, with matriculation endorsements
defining their specific qualifications. These endorsements
are the minimum requirement to get into a South African
university.
Education in the United Kingdom
❖The education system in the United Kingdom is divided into
four main parts, primary education, secondary education,
further education, and higher education.
❖Primary and secondary education is mandatory in the U.K.;
after age 16, education is optional.
• In the Higher education system, the international students will
enter directly into the U.K. higher education system, after
completing their home country's equivalent to the U.K.'s
"further education."
Education in the United States
❖Pre-School programs are not free: they have to be financed
by the family.
❖U.S. educators frequently use K-12 education to refer to all
primary and secondary education.
❖This pattern "Elementary school (K-5), middle school (6-8),
high school (9-12)" is the most common one.
❖ It is essential to know that colleges and universities
sometimes require specific high school credits or tests for
admission, and students must plan their high school careers
with those requirements in mind.
Education in New Zealand
❖Education is free from the ages of 5 and 19 at schools that are
government-owned and funded.
❖The primary education focuses on foundation learning across a
range of subjects and competencies but especially in literacy
and numeracy.
❖The learners in this stage ages 5-10, from Years 1 to 6.
Students' abilities in reading, writing, and Math are regularly
assessed against expectations for their age level, as set out by
New Zealand's National Standards.
❖Schools that lead in the Māori language use Te Marautanga o
Aotearoa, a curriculum based on Māori philosophies.
❖ In New Zealand, there are eight state-funded universities, 16
Institutes of Technology and Polytechnics (ITPs) which have
been unified into the New Zealand Institute of Skills and
Technology (NZIST), and about 550 Private Training
Establishments (PTEs), which include English language school
MULTICULTURAL DIVERSITY
• The diversity of learners pertains to students who
belong to different groups' orientation with diverse
learning needs. It encompasses other elements,
such as "socioeconomic, worldview, race, age,
cultural, gender, sexual orientation, physical
abilities, cognitive abilities, life experiences, and
developmental stage" these are also factors that
require multiple approaches in teaching or teacher
in differentiated instruction.
• Multicultural education is an idea, an approach to
school reform, and a movement for equity, social
justice, and democracy. Specialists within
multicultural education emphasize different
components and cultural groups.
James A. Banks's Dimensions of Multicultural
Education
THE GLOBAL AND GLOCAL TEACHER
• Bilbao.et.al (2018) cited that a global teacher is

an educator that incorporates various global
issues into their curriculum, including
multiculturalism, economic, environmental, and
social issues. The teacher expands the scope of
their viewpoint beyond the normal boundaries of
the local classroom, as students learn about
diversity and how they fit into the global society.
As the world becomes more interconnected,
teachers are diversifying their approach to
education. The need for glocal teachers is on the
rise in several countries worldwide. Even
developed countries need competent teachers
who will teach in rural and urban classrooms
imbued with the characteristics and attributes of
a glocal teacher.
GLOCAL Filipino Teacher
• Cultural and Historical

rootedness
• Ability to contextualize
• Excellence
• Responsiveness
• Accountability and integrity
• Ecological sensitivity
• Nationalism
• Humane and respectful
Broadening Teaching Perspectives: Teacher
Exchange Programs
• Visiting International Faculty Program (VIF)

• Fulbright Teacher Exchange Program
• Inter-African Teacher Exchange
• Canadian Educators Exchange
THE
PROFESSIONALIZAT
ION OF TEACHING
EDUC 303 Lesson 5
Presidential Decree No. 1006:
Providing for the Professionalization of
Teachers, regulating their practice in
the Philippines and other purposes.
1. Teachers are agents of CHANGE
2. More than 300,000 teachers deployed all over
the country
3. To regulate the teaching profession
4. Teaching is the only course that it is not yet
considered a profession.
5. In recognition of the vital role of teachers in
nation-building and as an incentive to raise the
morale of teachers, it is imperative that they be
considered as professionals and teaching be
recognized as a profession.
• PD 1006 made a teacher’s license a requirement for teaching.
“Three years after the effectively of this Decree, no person shall engage in
teaching and/or act as a teacher as defined in this Decree, whether in the public
or private elementary or secondary school, unless he is holder of a Professional
Teacher Certificate or is considered a Professional Teacher under this Decree.”
• The Congressional Commission to Review and Assess Philippine Education

(EDCOM) came out with finding that the “quality of Philippine education is
declining” and that the teachers are at the heat of the problem”.
Republic Act No. 7836 known as the Philippine
Teachers Professionalization Act of 1994
• Like PD 1006, this law recognized the vital role of teachers in nation
building.
• The Act created the Board for Professional Teachers, a collegial body
under the general supervision and administrative control of the
Professional Regulation Commission that gives the Licensure
Examination for Teachers (LET).
Republic Act of 9293: An Act Amending
Certain Section of Republic Act No.
7836 otherwise known as Philippine
Teacher Professionalization Act of 1994
BECOMING A PROFESSIONAL
TEACHER
OTHER EDUCATION and
TEACHER-RELATED LAWS
Part I
EDUC 303 – Lesson 6
THE 1987 PHILIPPINE CONSTITUTION (Article XIV)
KEY POINTS:
• Greater attention to education
• Right of all citizens to quality of education at all
levels
• Complete, adequate and integrated system of
education relevant to the needs of the people
and society to be established, maintain and
supported.
• Establishment and maintenance of free public
education in the elementary and high school
levels.
• System of scholarship grants, student’s
loan programs, etc. to be established and
maintained.
• Informal, Non-formal and indigenous
learning system, etc. to be encouraged
• Adult citizens, disabled and out-of-school
youth to be given training in civics,
vocational efficiency and other skills.
• Study of Constitution to be part of school
curricular.
• Aims of educational institutions.
• The importance of Values Education
• Optional religious instruction in public
elementary and high schools to be allowed
• State Power Over Educational Institutions
• Development of Educational Policies and
Programs
Institutions of higher learning to enjoy academic
freedom
• Right of teachers to professional

advancement and non-teaching
and non-academic personnel.
• Highest budgetary priority to

education
Organizational Structure of the Department of
Education
• The Secretary of the Department of Education exercises

supervision and control over the entire department. Republic
Act. 232 provides four Undersecretaries and four Assistant
Secretaries. Assisting the Secretary in the formulation of
policies, standards, and programs are three bureaus the
Bureau of Elementary Education, Bureau of Secondary
Education and the Bureau of Alternative Learning System.
Batas Pambansa 232- An Act Providing for the Establishment
and Maintenance of an Integrated System of Education
• This act shall be known as the Educational Act of 1982. The main
purpose of the Act is to provide guidelines for the establishment
and the maintenance of an integrated system of education
relevant to the goals and objective of national development.
EDUCATIONAL COMMUNITY
• Section 5. Declaration of Policy and Objectives - It is likewise

declared government policy to foster, at all times, a spirit of
shared purposes and cooperation among the members and
elements of the educational community, and between the
community and other sectors of society, in the realization
that only in such an atmosphere can be true goals and
objectives of education be fulfilled.
1. "Parents" or guardians or the head of the institution or foster
home which has custody of the pupil or student.
2. "Students & "Pupils"
3 "School personnel," or all persons working for an educational
institution, which includes the following:
a. "Teaching or academic staff,"
b. "School administrators,"
c. "Academic non-teaching personnel,"
d. "Non-academic personnel,“
4. "Schools," or institutions recognized by the State which
undertake educational operations.
RIGHTS
PARENTS STUDENTS
• Competent instruction & relevant education
• Choose their field of study
• Organize a forum • Right to school guidance & counseling services
• Right to access to any official • Right to access his own records
record directly relating to the • Right to issuance of official documents
children who are under their • Right to publish a school paper and express his/her
parental responsibility. views.
• Right to form, establish, and join an organization
recognized by school.
• Right to be free from involuntary contributions
SCHOOL PERSONNEL TEACHING/ACADEMIC STAFF
• Free expression of opinion • Right to be free from compulsory
• Right to be provided with legal assignments
services • Right to intellectual property
• Right to form and join labor or • To be accorded with due respect
professional organizations. and protection
• Right to be free from involuntary • Accorded the opportunity to
contributions choose alternative career lines
SCHOOL ADMINISTRATORS SCHOOL
• The right of their governing boards or

• To be accorded sufficient lawful authorities to provide for the
administrative discretion proper governance of the school and to
necessary for the efficient and adopt and enforce administrative or
effective performance of their management systems.
functions. • The right for institutions of higher
• To be accorded with due learning to determine on academic
respect and protection grounds who shall be admitted to
study, who may teach, and what shall
be subjects of the study and research.
RA 4670 – MAGNA CARTA for
PUBLIC SHOOL TEACHERS
• As teachers’ efforts are being recognized in building the nation, an
Act was passed into law to look after the welfare of the public school
teachers and to promote, improve, and secure the professional
rights of a teacher—known to be the Republic Act (RA) 4670 or
Magna Carta for Public School Teachers.
• The Magna Carta for Public School Teachers aims to improve the
social and economic status of public school teachers in basic
education, their living and working conditions, employment, and
career prospects.
RECRUITMENT & CAREER
(a) For teachers in the kindergarten and elementary grades, Bachelor’s
degree in Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor’s degree in
Education or its equivalent with a major and a minor; or a Bachelor’s
degree in Arts or Science with at least eighteen professional units in
Education.
(c) For teachers of secondary vocational and two years technical
courses, Bachelor’s degree in the field of specialization with at least
eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than
vocational, master’s degree with a specific area of specialization.
HOURS OF WORK AND
REMUNERATION
• Teaching hours – not more than 6 hrs
• Any teacher may be required to render more than six hours but
not exceeding eight hours of actual classroom teaching a day
upon payment of additional compensation at the same rate as
his regular remuneration plus at least twenty-five per cent of his
basic pay.
• Criteria for salaries – Qualifications and abilities
• Equality in salary scales
• Salaries to be paid in legal tender
• Deductions are prohibited
HEALTH & INJURIES
LEAVE & RETIREMENT BENEFITS
• Medical examination &
treatment
• Study leave (1 school year & 60%
• Compensation for injuries
of salary)
• Indefinite leave (1 year – long
TEACHER’S ORANIZATION treatment)
• Freedom to organize • Salary Increase upon Retirement
• No to Teacher discriminations
• Consultation to National
Teacher’s Organization
RA 9155. AN ACT INSTITUTING A FRAMEWORK OF
GOVERNANCE FOR BASIC EDUCATION,
ESTABLISHING AUTHORITY AND ACCOUNTABILITY,
RENAMING THE DEPARTMENT OF EDUCATION,
CULTURE AND SPORTS AS THE DEPARTMENT OF
EDUCATION, AND FOR OTHER PURPOSES
• SECTION 1. Short Title. – This Act shall be known as the “Governance of Basic
Education Act of 2001.”
• SEC. 2. Declaration of Policy. – It is hereby declared the policy of the State to
protect and promote the right of all citizens to quality basic education and to
make such education accessible to all by providing all Filipino children a free
and compulsory education in the elementary level and free education in the
high school level. Such education shall also include alternative learning
systems for out-of-school youth and adult learners. It shall be the goal of basic
education to provide them with the skills, knowledge and values they need to
become caring, self- reliant, productive and patriotic citizens.
PURPOSE
• (a) To provide the framework for the governance of basic education which shall set the general directions for
educational policies and standards and establish authority, accountability and responsibility for achieving higher
learning outcomes;
• (b) To define the roles and responsibilities of, and provide resources to, the field offices which shall implement
educational programs, projects and services in communities they serve;
• (c) To make schools and learning centers the most important vehicle for the teaching and learning of national
values and for developing in the Filipino learners love of country and pride in its rich heritage;
• (d) To ensure that schools and learning centers receive the kind of focused attention they deserve and that
educational programs, projects and services take into account the interests of all members of the community;
• (e) To enable the schools and learning centers to reflect the values of the community by allowing
teachers/learning facilitators and other staff to have the flexibility to serve the needs of all learners;
• (f) To encourage local initiatives for the improvement of schools and learning centers and to provide the means
by which these improvements may be achieved and sustained; and
• (g) To establish schools and learning centers as facilities where schoolchildren are able to learn a range of core
competencies prescribed for elementary and high school education programs or where the out-of-school youth
and adult learners are provided alternative learning programs and receive accreditation for at least the
equivalent of a high school education.
DEFINITION OF TERMS
• (a) Alternative Learning System – is a parallel learning system to provide a viable alternative to the existing
formal education instruction. It encompasses both the non-formal and informal sources of knowledge and
skills;
• (b) Basic Education – is the education intended to meet basic learning needs which lays the foundation on
which subsequent learning can be based. It encompasses early childhood, elementary and high school
education as well as alternative learning systems for out-of-school youth and adult learners and includes
education for those with special needs;
• (c) Cluster of Schools – is a group of schools which are geographically contiguous and brought together to
improve the learning outcomes;
• (d) Formal Education – is the systematic and deliberate process of hierarchically structured and sequential
learning corresponding to the general concept of elementary and secondary level of schooling. At the end
of each level, the learner needs a certification in order to enter or advance to the next level;
• (e) Informal Education – is a lifelong process of learning by which every person acquires and accumulates
knowledge, skills, attitudes and insights from daily experiences at home, at work, at play and from life itself;
• (f) Integrated Schools – is a school that offers a complete basic education in one school site and has
unified instructional programs;
• (g) Learner – is any individual seeking basic literacy skills and functional life skills or support services for
the improvement of the quality of his/her life;
• (h) Learning Center – is a physical space to house learning resources and facilities of a learning program
for out-of-school youth and adults. It is a venue for face-to-face learning activities and other learning
opportunities for community development and improvement of the people’s quality of life;
• (i) Learning Facilitator – is the key-learning support person who is responsible for supervising/facilitating
the learning process and activities of the learner;
• (j) Non-Formal Education – is any organized, systematic educational activity carried outside the
framework of the formal system to provide selected types of learning to a segment of the population;
• (k) Quality Education – is the appropriateness, relevance and excellence of the education given to meet
the needs and aspirations of an individual and society;
• (l) School – is an educational institution, private and public, undertaking educational operation with a
specific age-group of pupils or students pursuing defined studies at defined levels, receiving instruction
from teachers, usually located in a building or a group of buildings in a particular physical or cyber site;
and
• (m) School Head – is a person responsible for the administrative and instructional supervision of the
school or cluster of schools.
Governance of Basic Education
Sec. 5. Principles of Shared Governance. – (a) Shared governance is a principle which
recognizes that every unit in the education bureaucracy has a particular role, task and
responsibility inherent in the office and for which it is principally accountable for outcomes;
• (b) The process of democratic consultation shall be observed in the decision-making
process at appropriate levels. Feedback mechanisms shall be established to ensure
coordination and open communication of the central office with the regional, division and
school levels;
• (c) The principles of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels; and
• (d) The communication channels of field offices shall be strengthened to facilitate flow of
information and expand linkages with other government agencies, local government units
and nongovernmental organizations for effective governance;
OTHER EDUCATION &
TEACHER-RELATED
LAWS Part II
EDUC 303 – Lesson 7
R.A. No.10157- An Act Institutionalizing
the Kindergarten Education into the
Basic Education System and
Appropriating Funds
• Basis – UN Millennium Development Goals (EFA)
• it is hereby declared the policy of the State to provide equal
opportunities for all children to avail of accessible mandatory and
compulsory kindergarten education that effectively promotes physical,
social, intellectual, emotional and skills stimulation and values formation
to sufficiently prepare them for formal elementary schooling.
• Mandatory and compulsory for entrance to Grade 1 (SY 2011-2012)
• Kindergarten education shall be understood in this Act to mean one (1)
year of preparatory education for children at least five (5) years old as a
prerequisite for Grade 1.
• Section 5. Medium of Instruction. – The State shall hereby adopt the
mother tongue-based multilingual education (MTB-MLE) method. The
mother tongue of the learner shall be the primary medium of instruction
for teaching and learning in the kindergarten level. However, exceptions
shall be made to the following cases:
• When the pupils in the kindergarten classroom have different mother

tongues or when some of them speak another mother tongue;
• When the teacher does not speak the mother tongue of the learners;
• When resources, in line with the use of the mother tongue, are not
yet available; and
• When teachers are not yet trained how to use the MTB-MLE program.
Develop teaching strategies using the unique feature of the
MTB-MLE which shall include, but not limited to, the following:
• The two-track method (storytelling and reading, listening

story, oral communication activities);
• Interactive strategies;
• Use of manipulative games; and
• Experiential, small group discussions and total physical
response (TPR) among others.
UNESCO and The Family Code of the Philippines
The paradigm and conceptual framework of the 2002 Basic

Education Curriculum adapted the UNESCO Commission on
Education for the Twenty-first Century which proposed that
the learning process should be based on four pillars of
education:
• Learning to know
• Learning to do
• Learning to live together
• Learning to be
Universal basic education is the central goal of the Philippine
EFA strategy. Four major interventions defined in the
UNESCO’s Framework for Action to Meet Basic Learning are as
follows:
• Institutionalize early childhood care and development
• Provide universal quality primary education
• Eradicate illiteracy
• Launch continuing education programs for adults and out-
of-school youth.
Child Friendly School System
(1999)
The characteristic of a Child-Friendly School are:
• Gender sensitive and not-discriminating. Specifically the CFS treats all
children equally regardless of gender, social status, cultural origin or
religious belief
• Child-centered, imparts quality learning and encourages children to
participate in school and community activities
• Promotes good health practices and behaviors and guarantees that school
premises are safe and clean
• Has the best interest of children in mind and seeks to provide an
environment that is safe, secure and a home away from home;
• Work closely with children’s families and engages the support and
interaction of community institutions and other individual.
R.A. No. 7610- Special Protection of Child Against
Child Abuse, Exploitation and Discrimination Act
• Child abuse defined as the physical or mental injury, sexual abuse,

negligent treatment. Today maltreatment is classified into four
categories: (1) physical abuse, (2) neglect, (3) sexual abuse and (4)
emotional maltreatment.
• The term child abuse and neglect means, any recent act or failure to
act on the part of a parent that result in death, serious physical or
emotional harm, sexual abuse or exploitation, or an act or failure to
act which presents an imminent risk of serious harm.
Section 10. Other Acts of Neglect,
Abuse, Cruelty or Exploitation and
Other Conditions Prejudicial to the
Child's Development.
• Any person who shall keep or have in his company a minor, twelve (12)
years or under or who in ten (10) years or more his junior in any public
or private place.
• Any person who shall induce, deliver or offer a minor to any one.
• Any person or owner with the operation of any public or private place of
accommodation, who allows any person to take along with him to such
place or places any minor.
• Any person who shall use, coerce, force or intimidate a street child or
any other child.
Anti-Sexual Harassment Act of
1995 (RA 7877)
• Governing law for work, education or training-related sexual

harassment. RA 7877 states that “work, education or training-related
sexual harassment is committed by an employer, employee, manager,
supervisor, agent of the employer, teacher, instructor, professor,
coach, trainor, or any other person who, having authority, influence or
moral ascendancy over another in a work or training or education
environment, demands, requests or otherwise requires any sexual
favor from the other, regardless of whether the demand, request or
requirement for submission is accepted by the object of said act.
*Presence of SEXUAL FAVOR
On the other hand, in an education or training environment, sexual
harassment is committed:
• (1) Against one who is under the care, custody or supervision of the
offender;
• (2) Against one whose education, training, apprenticeship or tutorship is
entrusted to the offender;
• (3) When the sexual favor is made a condition to the giving of a passing
grade, or the granting of honors and scholarships, or the payment of a
stipend, allowance or other benefits, privileges, or consideration; or
• (4) When the sexual advances result in an intimidating, hostile or offensive
environment for the student, trainee or apprentice.
HISTORICAL
DEVELOPMENT OF THE
PHILIPPINE EDUCATION
SYSTEM
EDUC 303 – LESSON 8
JOURNEY IN BASIC
EDUCATION –
CURRICULAR REFORMS
FROM
1946-2011
LESSON 9 – EDUC 303
1946 to 1956
• The 1935 Commonwealth constitution provided certain

educational objectives such as the development of moral
character, personal discipline, civic conscience, vocational
efficiency, and citizenship training.
• Elementary Education – Teaching of national language
• The Educational Act of 1940 or “Magna Carta” of the
Philippines provided funding for the public elementary
education.
• a. Commonwealth Act No. 586
“An act provides for the revision of the system of Public & Private
Elementary in the Philippines including financing thereof.”
• b. Commonwealth Act No.589
“An act establishing a school ritual in all public and private
elementary and public secondary schools that includes the singing of
Philippine national anthem and recitation of the patriotic pledge.”
• c. Republic Act No. 896
“An act to declare the policy on elementary education in the
Philippines. “
1957-1972
ELEMENTARY EDUCATION
• The revised elementary education curriculum identified the

subject areas (Social Studies, Work Education, Health and
Science, Language Arts, Arithmetic, and Arts & Physical
Education) and its set time allotment of 1,050 minutes in 6
days.
• Pilipino & English subjects for Grades 1 & 2
• Continuous Progression Scheme (CPS) 1970-1971
SECONDARY EDUCATION
• Another characteristic of the 1957-1972 reform was the offering of

Character Education and Good Manners and Right Conduct.
• In the elementary level, Good Manners and Right Conduct will be taught
every day using the language that will be understood by all. On the other
hand, Character Education and Right Conduct will be taught once a week
for 40 minutes using the English language as a medium of instruction.
• In the secondary level, the 2-2 Plan Curriculum was implemented for the
learners to take vocational courses but this plan was condemned by many
due to prejudice in vocational education and lack of funding.
1973-1988
SECONDARY EDUCATION
•The Revised Secondary Education Program (RSEP) replaced the 2-2

plan in 1973. This program has an objective to gain necessary
employment skill that match the occupation or career.
•Furthermore, the education program was introduced by the hour
programming instead of 40 minutes per subject area.
•Bilingual education policy was likewise issued as Dept. order no. 25, s.
1974.
1989-2001
• The New Secondary Education Curriculum

•The formation of the NSEC began in 1982 with the objective
to prepare the elementary graduates of the New Elementary
School Curriculum (NESC).
•Another important highlight is the values education
framework was put in place by the Department of Education,
Culture, and Sports (DECS) to offer as a separate subject in
high school.
1983-2001
ELEMENTARY EDUCATION
•The need for reforms in elementary education became relevant when the
results of the Survey of Outcomes in Elementary Education (SUOTELE) that
learners in the Philippine education system have a mastery of only 50%.
• In line with this, the Experimental Elementary Education Program (EEEP)
was conducted to follow the recommendation of SUOTELE.
• The experimental curriculum pointed out that it is highly needed in the
development of the communication skill of learners in view of the
reduction of the number of subjects and the increased time for instruction.
• The impact of the aforementioned researches paved the way for the
development of the 10-year program called PROCEED or Program for
Decentralized Education Development.
2002-2011
• In 2001, the NSEC and the NESC were replaced by the 2002
Basic Education Curriculum (BEC) that aims the following:
• a. empowering the Filipino learners to be well developed,

patriotic, benevolent, environmentally aware, and god-
fearing.
• b. The curriculum promotes mutual interaction between
students and teachers, multi-media sources, and
educators of different disciplines.
2010 Secondary Education
Curriculum
•The refinement of the curriculum followed the Understanding by
Design (UbD) framework which covers three stages:
Stage 1- Result/Desired outcome

Stage 2-Assessment
Stage 3-Learning/ Instructional plan
• R.A. 10157 entitled An Act Institutionalizing the Kindergarten

Education into the Basic Education System and Appropriating Funds
Thereof was approved in 2012 which made the Kindergarten
mandatory before entering first grade.
2012-2013
• The RA 10533 or Enhanced Basic Education Curriculum or the

implementation of the K to 12 was implemented in the school year 2012-
2013.
• The salient features of the K to 12 includes (1) Strengthening Early

Childhood Education or Universal Kindergarten; (2)Contextualization and
enhancement of the curriculum; (3) Spiral progression; (4) MTBMLE or
the Mother Tongue-Based Multilingual Education; (5) Gearing up for the
future through the establishment of Senior High School; and (6) Nurturing
the learners holistically.
Republic of the Philippines
Bulacan State University

Sarmiento Campus
General Academics and Teacher Education Department

_____________________________________________________________
Educ 303: The Teaching Profession

1st Semester – A.Y. 2021 - 2022
TOPICS:
The Teaching Profession:
(1) Teaching as a Profession (2) Teaching as a Vocation and
Mission & (3) Teaching, the Noblest of All Professions
Intended Learning Outcomes:

At the end of this week, the Pre-Service Teachers (PST) should be able to:
✔ explain the meaning of teaching as a profession;
✔ explain teaching as a vocation and mission;
✔ cite reasons why teaching is said to be the noblest of all professions; and
✔ commit to the teaching profession, the noblest of all profession.
1. Teaching as a Profession
Professional
• one who possesses skill and

competence / expertise
• one who conforms to the

technical or ethical standards
of a profession
The Elements of a Profession are:
1. Initial Professional Education

• professionals generally begin their professional lives by
completing a university program in their chosen fields –
teacher education, engineering, nursing, accountancy
• this means long and arduous years of preparation
• take note this is just initial, which means only the
beginning because a professional is expected to learn
endlessly
2. Accreditation
• university programs are approved by a regulatory body
like the Commission on Higher Education (CHED) in the
Philippines to ensure that graduates from these
recognized programs start their professional lives with
competence
3. Licensing
• licensing is a mandatory, not voluntary and is administered
by a government authority
• in the Philippines, this government authority is the
Professional Regulation Commission (PRC)
4. Professional Development
• this is an ongoing professional education that maintains or
improves professionals’ knowledge and skills after they
begin professional practice
• in the Philippines, this is Continuing Professional
Development mandated by R.A. 10912, otherwise known
as CPD Act of 2016
5. Professional Societies
• put dedication to the public interest and commitment to
moral and ethical values
• define certification criteria, manage certification programs,
establish accreditation standards and define a code of
ethics and disciplinary action for violations of that code
6. 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
✔ the teaching profession is
governed by the Code of Ethics
for Professional Teachers
✔ violation of the Code of Ethics for
professional teachers is one of
the grounds for the revocation of
the professional teacher’s
Certificate of Registration and
suspension from the practice of
the teaching profession (Sec. 23,
R.A. 7836)
2. Teaching as a Vocation and Mission
Teaching as a Vocation
• comes from the Latin word

“vocare” which means to call
• if there is a call, there must
be a caller and someone
who is called
Teaching as a Vocation
Vertical Calling Horizontal Calling
God
(You)
Man Teacher
(You) Teacher
Teaching as a Mission

“missio” which means to
send
• the Webster’s New
Collegiate Dictionary defines
mission as “task assigned”
3. Teaching, a Noble Profession
Teaching as a Mission

“missio” which means to
send
• the Webster’s New
Collegiate Dictionary defines
mission as “task assigned”
Teaching and a Life of Meaning
Teaching may not be a lucrative position. It cannot guarantee
financial security. It even means investing your personal time,
energy, and resources. Sometimes it means disappointments,
heartaches, and pains. But touching the hearts of people and
opening the minds of children can give you joy and contentment
which money could not buy. These are the moments I teach for.
These are the moments I live for.
- Dr. Josette T. Biyo
• teaching has a lot of demands
• that is why only a few answer the call to teach
• even for those who respond to the call, sometimes their

response is half-hearted because they find themselves in a
situation where there is no other choice
• or it finally, they become professional teachers they introduce
themselves as teacher “lang” (meaning teacher only) or leave
after three or four years of teaching
• only a few embrace it as their mission while on earth

• TEACHING is a noble profession because in teaching we
help develop people
• we work with human minds and hearts to help persons

become more human
• TEACHING is touching lives
• in that way, teachers help shape the future


Sarmiento Campus

_____________________________________________________________

1st Semester – A.Y. 2021 - 2022
Philosophies of Education
TOPICS:
Our Philosophical Heritage:
(1) Philosophies of Education & (2) Formulating My
Philosophy of Education
 explain at least 7 philosophies of education; and
 formulate my philosophy of education.
Our Philosophical Heritage: (1) Philosophies of Education
Philosophy of Education
Eastern Philosophy Western Philosophy
Indian Chinese Islamic Classical Modern Contemporary
Buddhism Confucianism Naturalism Existentialism Perennialism
Jainism Taoism Language Progressivism

Idealism
Analysis
Carvaka Mohism Realism Essentialism
Legalism Pragmatism Reconstructionism

Philosophy
• Etymology:
‘philo’ – love
‘sophia’ – wisdom
Pythagoras of Samos
Philosophy
• Meaning:
The study of the
nature, causes, or
principles of reality,
knowledge, or values,
based on logical
reasoning.
Philosophy
• Sources:
1. People
2. School
3. Community
• Eastern Philosophy • Western Philosophy
 thinks of time in cyclical  thinks of time in linear
manner manner
 no dichotomy between  there is a dichotomy

religion and philosophy between religion and
philosophy
 relies much on intuition  relies much on logic and

and mysticism science
Eastern
Philosophy
A. Indian
1. Buddhism
Gautama Siddharta
a religion and philosophy based on
the teachings of the Buddha
to become free of suffering (dukkha)
and achieve enlightened and Nirvana
underpinned by the principles of
harmlessness and moderation
mental training focuses on moral
discipline (sila) and meditative
concentration
A. Indian
1. Buddhism
Three (3) fold teachings
1. Four Noble Truths – (1)life is pain and suffering and (2)
the cause is selfish craving which (3)can be eliminated
(4)through the eightfold path
2. The Eightfold Path – right (1)faith or belief, (2)aspiration,
(3)speech, (4)action, (5)living, (6)effort, (7)thought and
(8)concentration
3. The Doctrine of Dependent Origination – ignorance is
the root cause of all suffering and to end this is through
KNOWLEDGE
A. Indian
2. Jainism or Jinism
Jina
core belief is ahimsa, or non-injury to
all living things
has no belief in a creator god, though
there are a number of lesser deities
for various aspects of life
doctrine:
1. knowledge is relative – we can never
know totality but only a part thereof
2. its ethics is non-violence
3. Jainism is pessimistic
B. Chinese
1. Confucianism
Confucius or Kung Fu Tzu
scholarly tradition and a way of life
focused on becoming human
Confucian thoughts:
1. Life: life is a gift that must be treasured
2. Golden Rule: do not do unto others
what you would not like others to do
unto you
3. Rectification of Names: one should
live up to his name because a name has
its essence
B. Chinese
1. Confucianism
4. Government: sufficient food, weapons, and the confidence of
the people make a good government
5. Mourning: the period of mourning for a parent is three years
Traditions:
male – centered society
Yin and Yang interact harmoniously
family filial piety
ideal woman: retiring, serving and fertile
B. Chinese
3. Taoism
Lao Tzu and Chuang Tzu
symbolized by yin-yang: which
represents balance in the universe
Tao (pronounced “Dow”) refers to a
power which envelops, surrounds and
flows through all things, living and non-
living
the goal of a Taoist is to be in harmony
with the Tao(nature)
B. Chinese
3. Taoism
Taoists strongly promote health and vitality
Dao could not be represented as an image or a particular
things
Taoist seeks answers to life’s problems through inner
meditation and outer observation
time is cyclical, not linear
five main organs and orifices of the body correspond to the
five parts of the sky: water, fire, wood, metal and earth
B. Chinese
3. Taoism
the Three Jewels to be sought are compassion,
moderation and humility
a Taoists is kind to other individuals - an action tends to be
reciprocated
Leave nature to itself and you will have harmony.

B. Chinese
4. Legalism
Kuan Chung and Shang Yang
political philosophy that does not
address higher questions pertaining to
the nature and purpose of existence
it is concerned with the most effective
way of governing society
the Book of Lord Shang teaches that
laws are designed to maintain the
stability of the state from the people,
who are innately selfish and ignorant
B. Chinese
4. Legalism
there is no such thing as objective goodness or virtue
it is obedience that is of paramount importance
C. Muslim
1. Islam
Prophet Muhammad
submission to Allah
one of the three monotheistic religions
of the world (others are Christianity
and Judaism)
Five Pillars of Islam
1. Shahada (confession of faith):
there is no other God than Allah
and Muhammad is the prophet
C. Muslim
1. Islam
2. Salat (prayer): Muslim prays 5 X daily facing the
Mecca (day break, noon, mid-afternoon, after sunset
and early in the night
3. Zakat (Alms giving): gives 2 ½ percent of their income
to charity
4. Ramadan (fasting): do not eat, drink, smoke or engage
in sex between dawn and sunset
5. Haji (pilgrimage): Muslims are required to go to Mecca
at least once in his lifetime
C. Muslim
1. Islam
Qur’an or Koran – sacred
scriptures of Islam (revelations
of Allah)
Western
Philosophy
A. Classical
1. Naturalism
 Proponents:
• Thales, Anaximander, Democritus,
Epicurus, Herbert Spencer
Description:
• oldest philosophy that believes
that nature is the aggregate of
physical objects
• opposed idealism
• ultimate reality is material and not
spiritual
• truth can only be found in nature
A. Classical
1. Naturalism
 Key Words:
• nature / natural refers to the environment and nature
of the person (principle of human growth and
development)
• harmony with nature
Application to Education:
• punishment be constituted as consequences of wrong
deeds
• education is a natural process
• educative process should be inductive
• loco parentis
A. Classical
1. Naturalism
 e.g.:
• Education is a process and should not be taken

abruptly.
A. Classical
2. Idealism
 Proponents:
• Plato, Descartes, Spinoza,
Leibniz, Kant, Berkely, Hegel
Description:
• opposed naturalism
• ultimate reality is spiritual or
mental
• it believes in a unified reality with
God as the perfect or the absolute
or universal mind
A. Classical
2. Idealism
Description:
• values are eternal
• every stimulus came from God
• knowledge is independent of sense experience
• act of knowing takes place in the mind
 Key Words:
• values
• religion
• intelligence
• rethinking
• lecture method
A. Classical
2. Idealism
• school is ideal centered
• teacher-centered
• DECS Order No. 13, s. 1998 – Revised Rules on
Teaching Religion
• DepEd Order No. 33, s. 1996 – Implementation of R.A.
1425 (Rizal Law)
A. Classical
2. Idealism
 e.g.:
• Mrs. Talento, a Christian Living Teacher, puts so

much significance on values development
and discipline.
A. Classical
3. Realism
 Proponents:
• Aristotle, Aquinas, Descartes,
John Locke, Friedrich Herbert,
William James
Description:
• objects exists independent of the
mind
• all knowledge is derived from
experience
A. Classical
3. Realism
Description:
• concerns with the actualities of life, what is real
• standards of values are determined by reason
• gave birth to empiricism
Key Words:
• true existence
• material objects
A. Classical
3. Realism
• Educative process:
1. transmission of information
2. conditioning of pupil
3. the use of discipline
4. problem-centered curriculum
5. habit formation
• Teaching methods:
1. Socratic methods
2. disputation and discussion
A. Classical
3. Realism
• Teaching methods:
3. lecture
4. memorization
5. use of visuals
6. problem-solving
 e.g.:
• A person is an empty vessel for knowledge,
which can only come from outside of the self,
through observation.
A. Classical
4. Pragmatism
 Proponents:
• Heraclitus, Protagoras, Francis
Bacon, Charles Pierce, John
Dewey, William James
Description:
• the essence of an idea comes
from the consequence of its test
or practice; if it works, the idea is
true or good, if it doesn’t the idea
is false or bad
A. Classical
4. Pragmatism
Description:
• Experimentalism (Piere)
• Practicalism (James)
• Instrumentalism (Dewey)
Key Words:
• practical
• experimental
• problem-solving
A. Classical
4. Pragmatism
• Experimental method
• Focus on hands-on activities
A. Classical
4. Pragmatism
e.g.:
• In recent curricular revisions, the humanities are
gradually replaced by technical courses that bear
practical consequences.
B. Contemporary
1. Perennialism
 Proponents:
• Mortimer Adler, Robert Hutchins,
St. Thomas Aquinas, Aristotle
Description:
• derived from the word perennial
which means everlasting,
changeless or permanent
• ideas lasted over centuries and
are still relevant today, should be
the foci of education
B. Contemporary
1. Perennialism
 Description:
• asserts that reality is a world of reasons
• reading and discussion of the “Great Books”
• train the reasoning faculty of man
 Key Words:
• timeless, changeless, permanent, everlasting
• great emphasis to be placed upon the great-classic
literature, history, philosophy and science
B. Contemporary
1. Perennialism
 Application to Education:
• Role of Teacher – Socratic Method
• Role of Student – Passive listener; Active
Thinker/Learner
 e.g.:
• The focus of education should be the ideas
that are as relevant today as when they were
first conceived.
B. Contemporary
2. Progressivism
 Proponents:
• Francis Parker, John Childs, Boyd
Bode, John Dewey
Description:
• accepting the pragmatist view that
CHANGE, not permanence, is the
essence of reality
• progressivism declares that
education is always in the process
of development
B. Contemporary
2. Progressivism
 Description:
• the essence of education is continual reconstruction of
experience
• progressivism is so child-centered and permissive at the
expense of subject matter mastery
 Key Words:
• practical, experimental, problem-solving, learning to
learn, teacher facilitator, research, projects
B. Contemporary
2. Progressivism
• learning should take place through problem solving
• learning is through reconstruction of experiences
• teacher is a facilitator
• the school should encourage cooperation rather than
competition
B. Contemporary
2. Progressivism
 e.g.:
• Help students expand their knowledge by
helping them apply their previous
experiences in solving new problems.
B. Contemporary
3. Essentialism
 Proponents:
• William Bagley, Henry Morrison,
Thomas Briggs
Description:
• refers to traditional or back-to-the
basic approach to education
• the basic idea is that there are
certain essentials that all men
ought to know
B. Contemporary
3. Essentialism
 Description:
• individuals should be able to distinguish between the
essentials and non-essentials in one’s existence
• a theory that states that children should learn the
traditional basic subjects and that these should be
learned thoroughly and rigorously
• Essentialism is so subject-centered (mastery) at the
expense of the learners conditions
 Key Words:
• essential, traditional, back to basics
B. Contemporary
3. Essentialism
• emphasis on 3Rs and essential subjects
• School returns to the essentials of the basic skills of
reading, writing, arithmetic, History and English
• teacher focuses heavily on achievement test
 e.g.:
• The teacher and the school must prescribe what is
most important for the students to learn.
B. Contemporary
4. Reconstructionism
 Proponents:
• Theodore Brameld, George
Counts, Isaac Berkson
Description:
• also refers as Social
Reconstructionism
• true successor of progressivism
• the other name of this philosophy
is problem solving themes
B. Contemporary
 Description:
• believes that man can make control, change and reform
his society through democratic practices for public
interest
• there are social problems needed to be solved/reformed
such as hunger, violence, terrorism
• declares that the chief purpose of education is to
“reconstruct” society in order to meet the cultural crisis
brought about by social, political and economic
problems
B. Contemporary
 Keywords:
• critical thinking skills, genuine democracy, focus on
significant socioeconomic problems and to challenge
the status quo, critical analysis
• curriculum focuses on student experience and taking
social action on real problems, such as violence,
hunger, international terrorism, inflation and inequality
• community-based learning and bringing the world into
the classroom
B. Contemporary
 e.g.:
• The establishment of the School of the Future (SOF)
introduces improvement and reform in education to
respond to both human and social needs.
C. Modern Philosophy
1. Existentialism
 Proponents:
• Soren Kierkegaard, Friedrich
Nietzsche, Jean Paul Sartre
Description:
• emphasizes freedom of human
beings to make choices
• accepts that individuals are
responsible for themselves what is
true or false; what is beautiful or
ugly
1. Existentialism
 Description:
• man has no fixed nature and shapes his being as he
lives
• individuals are responsible for determining for
themselves what is true, beautiful, false, right, or wrong
 Keywords:
• Personal, own choice, real answers come from within,
personal journey, make own meaning
1. Existentialism
• School assists students in knowing themselves and
learning their place in society
 e.g.:
• Schools should help individuals accept themselves
as unique individuals and accept responsibility for
their thoughts, feelings and actions.
2. Language Analysis
 Proponents:
• Ludwig Wittgenstein (Father),
Bertrand Russel, G.E. Moore, A.Y.
Ayre, Gilbert Ryle, W.V. Quine
Description:
• learners should be taught to
communicate clearly – how to
send clear, concise messages
and how to receive correctly
understand messages sent
Description:
• Communication takes place in three (3) ways – verbal,
nonverbal, and paraverbal
1. Verbal – content of our message, the choice and
arrangement of or words
2. Nonverbal – message we send through our body
language
3. Paraverbal – how we say what we say: the tone,
pacing and volume of our voices
• educational discourse should be done in specific terms
with their meanings clear
e.g.:
• To understand the message from his/her students,
the teacher must listen not only to what his/her
students are saying but also to what they are not
saying.
D. Other Philosophies
1. Constructivism
Description:
• it is the individual that construct
reality by reflecting on his own
experience and gives meaning to
it
• learning is the process of
adjusting one’s mental modes to
accommodate new experience
1. Constructivism
e.g.:
• The learner is not a blank slate but brings past
experiences and cultural factors to the learning
experiences.
2. Behaviorism
Description:
• asserts that human beings are
shaped entirely by their external
environment
• man by nature is neither good nor
bad but a product of his
environment
• hence, an autonomous acting man
is but an illusion since it negates
the faculty of freewill
2. Behaviorism
e.g.:
• Change of an environment can change a person.
3. Utilitarianism
Description:
• based on the concept of
usefulness
e.g.:
• The day to day lessons were
related and linked to the events
happening in everyday life.
3. Utilitarianism
Description:
• based on the concept of
usefulness
e.g.:
• The day to day lessons were
related and linked to the events
happening in everyday life.

Sarmiento Campus

_____________________________________________________________

1st Semester – A.Y. 2021 - 2022
TOPICS:
On Becoming a Glocal Techer:
(1)The Global and Glocal Teacher Professional: Is There a
Difference?
(2)A Closer Look at the Teachers and The Teaching

Profession in the ASEAN and Beyond
(3)The Changing Global Landscape for the 21st Century

Teachers
✔ gain deep understanding of the concepts a global or a glocal teacher in the
context of 21st century education;
✔ describe the status of the teacher professionals and the teaching profession
in the ASEAN and beyond;
✔ review existing ASEAN and UNESCO’s frameworks and standards in the
preparation of glocal teachers; and
✔ demonstrate understanding of the Philippine Qualification Framework (PQF)
and the Philippines Professional Standards for Teachers (PPST) as a
compass to ensure teacher quality.
1. The Global and Glocal Teacher Professional: Is There a
Difference
Global Education
✔ UNESCO defines it as a goal
to develop countries
worldwide and is aimed at
educating all people in
accordance with world
standards
Difference
Global Education
✔ is a curriculum that is international in scope which prepares
today’s youth around the world to function in one world
environment under teachers who are intellectually,
professionally and humanistically prepared
✔ James Becker (1988) defined it as an effort to help individual
learners to see the world as a single and global system
and to see themselves as a participant in that system
Difference
Global Education
✔ it is a school curriculum that has a worldwide standard of
teaching and learning
Difference
Glocal Education
✔ is about diversity,
understanding the
differences and teaching
the different cultural
groups in their own
context to achieve the global
education as presented by
the United Nations
Difference
Glocal Education
✔ provides equal opportunity and access to knowledge and
learning tools which are the basic rights of every child in
every community, locality within the global community
Difference
Global Teacher
✔ you should be equipped with a
wider range of knowledge of the
various educational systems
outside the country
✔ master skills and competencies
which can address global
demands
✔ possess attitudes and values that
are acceptable to multicultural
communities.
Difference
Glocal Teacher
✔ is a global teacher who is
competent and armed with
enough skills, appropriate
attitude and universal values to
teach learners at home or
abroad but is equipped with both
time tested as well as modern
technologies in education in any
time and any place in the world
Difference
Glocal Teacher
✔ is someone who thinks and acts
both locally and globally with
worldwide perspectives, but is
teaching in the communities,
localities, towns, provinces and
regions where he or she is
situated
2. A Closer Look at the Teachers and the Teaching
• this lesson will:
✔ describe the teacher professionals in the ASEAN and
beyond
✔ discuss the current situation, circumstances, teaching
work place, qualifications, career pathways, benefits and
other factors that influence quality education
✔ provide a clear landscape of how it is to be a teacher here
and abroad
• this lesson will:
✔ will focus on the teachers in the 10 member states of the
ASEAN: (1)Brunei, (2)Cambodia, (3)Indonesia, (4)Lao
PDR, (5)Malaysia, (6)Myanmar, (7)Philippines,
(8)Thailand, (9)Singapore, and (10)Vietnam
THE ASEAN: ONE VISION, ONE IDENTITY, ONE COMMUNITY
A. The Levels of Schooling as a Teaching Milieu
1. Primary Level
a. Pre-primary (Play-school, Pre-K, Kindergarten)
b. Primary level
• Grade 1 – 6 years old
1. Primary Level
✔ in the Philippines, the label primary level refers to elementary level
✔ the elementary level has two sub-levels, the primary grades
which include Kindergarten to Grade 4 and the intermediate
grades which include Grade 5 and Grade 6
2. Secondary Level
✔ generally across the ASEAN it is composed of Junior High
School and the Senior High School
✔ the graduate from the senior high school can proceed to college or
find a job appropriate to the qualification
✔ however, there are slight variations in some countries such as
Lower Secondary level and Upper Secondary level
2. Secondary Level
a. Lower Secondary level
✔ Grade 7
✔ Grade 8
✔ Grade 9
b. Upper Secondary level
✔ Grade 10
✔ Grade 11
✔ Grade 12
2. Secondary Level
✔ In the Philippines:
a. Junior High School
✔ Grade 7
✔ Grade 8
✔ Grade 9
✔ Grade 10
b. Senior High School
✔ Grade 11
✔ Grade 12
Levels of Schooling and Number of Years
Variations Primary / Lower Upper Total Number Countries (as of 2013)
Elementary Secondary Secondary of Years
Version 1 5 years 4 years 3 years 12 years Lao PDR
Version 2 5 years 4 years 2 years 11 years Myanmar
Version 3 6 years 3 years 2 years 11 years Malaysia
Version 4 6 years 3 years 3 years 12 years Brunei, Cambodia, Indonesia,
Thailand, Vietnam
Version 5 6 years 4 years 2 years 12 years Singapore, Philippines
(pre-
university
for
Singapore)
3. Tertiary Level
✔ is the college level which is beyond the basic education in all the
countries in the ASEAN
✔ it is the ladder of educational system where the student earns a

bachelor’s degree in teacher education, which is a requirement to
take a licensure examination to become a professional teacher
3. Tertiary Level
✔ in the Philippines, the Technical Education and Skills
Development Authority (TESDA) provides diploma and training
certificates for lifelong learning
✔ the agency also assists in the implementation of the senior high

school technical-vocational tracks
B. The Teacher Professionals Across the ASEAN
1. Academic Preparations of Teacher Professionals in Basic
Education
a. Pre-school, Pre-primary of Kindergarten Future Teachers
✔ Lao PDR, Indonesia, Myanmar and Cambodia:
✔ 9 / 10 years of basic education + 3 years teacher

preparation
Education
b. Lower Secondary Level Future Teachers
✔ 12 years of basic education and 2 years of teacher

preparation to earn a Diploma in Teaching
Education
c. Upper Secondary Level Future Teachers
✔ 12 years of basic education + 4 to 5 years of teacher

preparation to earn a Bachelor’s degree
Education
c. Upper Secondary Level Future Teachers
✔ for non-education degree graduates they can take the post
graduate diploma in Education/Teaching
✔ 12 years of basic education + 4 to 5 years of Baccalaureate
Degree + 1 year of Graduate Diploma
Education
d. Tertiary Level Future Teachers
✔ almost all teacher education provides a teaching practicum,
student teaching or field experiences course
1. Components of Teacher Preparation
a. General knowledge and understanding
▪ general education or liberal arts education subjects
▪ What to Know about Oneself and World
b. Pedagogy
▪ variety of teaching delivery approaches
▪ How to Teach
c. Teaching Practicum / Experiential Learning
▪ knowledge, theories, principles and pedagogies learned are
validated in real life situation as teachers
▪ Immersion to the real world of teaching / Practicum / Teaching
Internship
d. Specialized knowledge / Major courses
▪ who will teach the content or discipline in the upper elementary
or the secondary levels, major content courses are learned
▪ What to teach in specific discipline or subject area
✔ the common degree titles include:
a. Bachelor of Education (BEd)
b. Bachelor of Elementary Education (BEEd)
c. Bachelor of Secondary Education (BSEd)
d. Diploma in Education either Pre-baccalaureate / Post Graduate
(PGDip)
C. The Teaching Profession Practices in the ASEAN
1. Teacher’s Major Responsibilities
a. Actual Teaching
✔ time of engagement of the teacher with the learner
b. Management of Learning
✔ activities that support the actual teaching
c. Administrative Work
✔ writing test items, checking and recording of test paper results,
attending to parents, making reports and other related activities
✔ Teacher’s salary
✔ (low) USD 120.50 - Php 6,025.00 / month
✔ (high) USD 2,589.00 - Php 129,450.00 / month
✔ Singapore USD 45,755.00 - Php 2,287,750.00 / year
2. Teacher Licensing and Recruitment
✔ most teachers are licensed professionals or are certified to teach
by the country’s appropriate agencies
✔ those who are not certified or licensed become para-professionals

or assistant teacher
2. Teacher Licensing and Recruitment
✔ Philippines : Professional Regulation Commission (PRC)
✔ Singapore : National Institute for Education (NIE)
✔ Thailand: Teacher Education Council (Khurusapha)
✔ Indonesia : Akta IV
✔ in other countries where no licensing is provided, certification is
issued instead done by the Ministry of Education or the teacher
education colleges or universities
D. The Teacher and the Teaching Profession Beyond the ASEAN
1. China
✔ the most populous country and has over 200 million students
attending public schools taught over by 9 million teachers
✔ teachers in China form the largest teaching force in the world
✔ the education system is highly centralized such that course syllabi
are written by scientists and professors hired by the National
Education Commission
1. China
✔ the subject matter and instructional contents are uniform for all
✔ class size ranges from 40 to 60 students and the students have to
cover all topics in order to pass national examinations
✔ students wishing to attend university must pass one of the two
versions of the National University Entrance Examination
✔ the quality and reputation of the school will depend on the number
of students passing the examination
1. China
✔ gongban (state-paid) teachers who earn a salary comparable with
other state employees in state-owned enterprises
✔ minban (community-paid) teachers who are paid by local
community depending on the community income
1. China
✔ examinations are standardized for the secondary teachers by the
central government
✔ examination for the elementary teachers are the responsibility of
each province
✔ the teacher tells the single and absolute truth, and the job of the
students is to absorb the knowledge conveyed by the teacher
without question
1. China
✔ 45 minute class
✔ ranked 1 in the Global Teacher Status Index
✔ the teaching profession is regarded equal to the doctor
1. China
Schooling Level Years/Grades Length of Years
Primary School Grade 1 – Grade 6 6
High school
- Junior Middle School Grade 7 – Grade 9 3
- Senior Middle School Grade 10 – Grade 12 3
Undergraduate Studies 6
Varieties of technical and vocational schools
2. Japan
✔ the Japanese education system is highly centralized and is
administered by the Mombusho or Ministry of Education
✔ the Japanese educational system is sometimes seen as a model
on how to operate schools
✔ the system gives us a mental picture of obedient, quiet school
children sitting on their desks, listening to the teacher and working
hard to pass the various entrance examinations
2. Japan
✔ education is free and compulsory for children from 6 to 15 years
✔ classes are large and teaching methods are usually lectures
✔ Japanese students spend 243 days a year in school
✔ the school calendar is year-round with some breaks between
sessions
✔ great emphasis on learning the Japanese language
2. Japan
✔ class size average us 38 and the periods are 50 minutes long
✔ First Class Certificate – issued to teach in the preschool,
elementary or secondary teachers with basic qualification of having
earned a Bachelor’s degree
✔ to teach in the upper secondary level, the basic qualification is a
Master’s degree
2. Japan
✔ Second Class Certificate – has a basic qualification of 2 years of
study (62 credit units) in a university or other post-secondary
institution
✔ to teach in the secondary level, without a Master’s degree, the
Second Class Certificate will be issued
2. Japan
✔ the teacher applicant must secure a license to each from the
prefectural board of education
✔ a license awarded by any prefecture is valid in all prefectures
✔ however, applicant is required to take prefectural appointment
examinations
✔ 1st Stage – written tests in general education and specialized fields
and skills test for PE, Music and Art
✔ 2nd Stage - interviews
2. Japan
✔ more than one half of the prefectures require applicants to be
under the age of 30
✔ but once the applicants gained entry to the teaching profession,
they are assured of lifetime employment
✔ dismissals are extremely rare and normally occur only for unethical
conduct
2. Japan
Schooling Level Years/Grades Length of Years
Kindergarten 1
Elementary School Grade 1 – Grade 6 6
Secondary School
- Lower S.S. Grade 7 – Grade 9 (emphasis being given to 3 (2/3 in the teaching force are men)
learn Nippongo)
- Upper S.S.
Grade 10 – Grade 12 (includes vocational 3 (2/3 in the teaching force are men
courses)
University Usually around 4 years
2. United States of America
✔ the American Educational System has greatly influenced the
Philippine Educational System specifically the making of the
Filipino teacher
✔ the coming of the 1st American teachers called the Thomasites
and the opening of the normal schools in different provinces of the
country provided a very strong foundation for teacher education
✔ has a decentralized educational system and each State Education
Agency (SEA) has its own guidelines and requirements for earning
and maintaining a teaching certificate
✔ a teaching certificate earned in one state may or may not be
recognized in another
✔ written test: National Teacher Examination (NTE) or on Praxis I
or Praxis II
✔ many states, now require that teachers also renew their
certification by continuing to take “renewal credits”
✔ Permanent Certification is granted if the teacher performs
adequately according to the standards established by the state
✔ a superintendent approves the applicant and then forwards a
recommendation to hire to the local school board
✔ once signed, a teacher has a legally binding contract to work
✔ the salary range for teachers is determined by education and
experience as by locale
✔ the higher the educational qualifications, the higher the salary is
✔ elementary teachers – child-focused, kind person, understanding
and sensitive to the needs of the children
✔ secondary teachers – subject-matter specialists, sense of humor
and an ability to handle a class
Global Teacher Status Index, 2013
Country Index Rating Rank Country Index Rating Rank
China 100 1 Spain 30.7 12
Greece 73.7 2 Finland 28.9 13
Turkey 68.0 3 Portugal 26.0 14
South Korea 62.0 4 Switzerland 23.8 15
New Zealand 54.0 5 Germany 21.6 161
Egypt 49.3 6 Japan 16.2 17
Singapore 46.3 7 Italy 13.0 18
Netherlands 40.3 8 Czech Republic 12.1 19
USA 38.4 9 Brazil 2.4 20
UK 36.7 10 Israel 2.0 21
France 32.3 11 Nothing follows
*were chosen on their performance in PISA & TIMMS

Perception of Teacher Reward
Participating Country Actual Average Salary Participating Country Actual Average Salary
per Year in USD $ per Year in USD $
China $ 17,730.00 Spain $ 29,475.00
Greece $ 23,341.00 Finland $ 28,780.00
Turkey $ 25,378.00 Portugal $ 23,614.00
South Korea $ 43,874.00 Switzerland $ 39,326.00
New Zealand $ 28,438.00 Germany $ 42,254.00
Egypt $ 10,604.00 Japan $ 43,775.00
Singapore $ 45,755.00 Italy $ 28,603.00
Netherlands $ 37,218.00 Czech Republic $ 19,953.00
USA $ 44,917.00 Brazil $ 18,550.00
UK $ 33,377.00 Israel $ 32,447.00
France $ 28,828.00 Nothing follows
Teacher Status
SOCIAL STATUS OF TEACHERS
✔ Social Workers – Germany, Italy, Spain, Switzerland, Netherlands
✔ Librarians – USA, Brazil, France, Turkey
✔ Nurses – New Zealand
✔ Doctors – China
TEACHING: SOUGHT AFTER PROFESSION

✔ Positive Encouragement – China, South Korea, Turkey, Egypt
✔ Negative Encouragement – Israel, Portugal, Brazil, Japan
Teacher Status
PUPIL RESPECT FOR TEACHERS
✔ China – 75% of the respondents believe that students respect their
teachers
✔ Turkey, Egypt, Singapore – have a high level of belief that pupils

respect teachers with an average of 46%
✔ in most of the European countries, respondents thought that the pupils

disrespect teachers than respect them

Sarmiento Campus

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1st Semester – A.Y. 2021 - 2022
Lesson 4 – Ensuring Teacher Quality Through Competency Framework and

Standards
TOPICS:
Ensuring Teacher Quality Through Competency Framework
and Standards

 distinguish between teacher quality and quality teachers;
 relate the Competency Framework for Teachers in Southeast Asia (CFT
SEA) to teacher quality; and
 discuss the Philippine Professional Standards for Teachers (PPST) Career
Stage 1 – Beginning Teachers Competencies and how it can assure teacher
quality in the Philippines.
A. Quality Teachers and Teacher Quality Defined
Quality Teachers
 are defined by their attributes
and characteristics
A. Quality Teachers and Teacher Quality Defined
Teacher Quality
 is defined by the standards
set for the profession and are
validated by the students
learning outcomes
B. The Competency Framework for Teachers and Southeast
Asia (CFT SEA)
 in collaboration with the Thailand’s Teacher Education
Council, SEAMEO Secretariat (SEAMES) and the SEAMEO
Regional Center for Educational Innovation and Technology
(INNOTECH) initiated the Competency Framework for
Teachers in Southeast Asia which was developed in 2017
Asia (CFT SEA)
 the purpose was to revitalize teacher education and to
promote teaching as a profession of first choice by
professionalizing teachers’ pre-service and in-service
development using this Regional Competency Framework as
a guide
Asia (CFT SEA)
 Four Essential Competencies
1. Knowing and understanding what to teach

• the ability of the teachers to deepen and broaden their
knowledge on what to teach, understand trends, policies
and curricula and be updated on local, national, regional
and global developments
Asia (CFT SEA)
1.0 KNOW AND UNDERSTAND WHAT I TEACH
General Competencies Enabling Competencies
1.1 Deepen and broaden my 1.1.1 Master my subject content.
knowledge on what I teach. 1.1.2 Use research-based knowledge.
1.2 Understand education trends, 1.2.1 Update myself on educational trends.
policies and curricula. 1.2.2 Study educational policies and how they
affect teaching
1.3 Keep myself updated on local, 1.3.1 Check new changes in education
national, regional and global environment.
developments.
Asia (CFT SEA)
2. Helping students to learn

• the ability to know students, use the most effective
teaching and learning strategies, assess and give
feedback on how students learn
Asia (CFT SEA)
2.0 HELP MY STUDENTS LEARN
2.1 Know my students. 2.1.1 Identify my students’ needs and strengths to help them learn
better.
2.1.2 Understand how my students learn.
2.1.3 Value what makes my students unique.
2.2 Use the most 2.2.1 Select appropriate teaching and learning strategy.
effective teaching and 2.2.2 Design clear and effective lessons my students can understand.
learning strategy. 2.2.3 Create a positive and caring learning space.
2.3 Assess and give 2.3.1 Design assessment process and tools.
feedback on how my 2.3.2 Monitor my student’s progress and provide appropriate support.
students learn. 2.3.3 Use results from assessment to improve instruction.
Asia (CFT SEA)
3. Engaging the community

• the ability to partner with parents and caregivers, involve
the community to help students learn, and encourage
respect and diversity
Asia (CFT SEA)
3.0 ENGAGE THE COMMUNITY
3.1 Partner with parents and 3.1.1 Build a support network.
caregivers. 3.1.2 Create a welcoming space.
3.1.3 Sustain the partnership.
3.2 Involve the community to 3.2.1 Engage parents and caregivers about their children.
help my students learn. 3.2.2 Design learning activities using community
conditions, local wisdom, tradition and knowledge.
3.3 Encourage respect and 3.3.1 Accept what makes people different.
diversity. 3.3.2 Practice inclusion and respect in the classroom.
Asia (CFT SEA)
4. Becoming a better teacher everyday

• the ability to know oneself and others, practice human
goodness and then master the teaching practice
Asia (CFT SEA)
4.0 BECOME A BETTER TEACHER EVERYDAY
General Enabling Competencies
Competencies
4.1 Know myself and 4.1.1 Continue to grow by knowing oneself more.
others. 4.1.2 Become more aware and responsible for my emotions and health.
4.1.3 Nurture my relationships with care and respect.
4.2 Practice human 4.2.1 Be kind and compassionate.
goodness in my life 4.2.2 Inspire my students and colleagues by setting my best example.
and in my work. 4.2.3 Nurture my students’ confidence on what they can do and become.
4.3 Master my 4.3.1 Keep alive my passion for teaching.
teaching practice. 4.3.2 Take responsibility in my own personal and professional growth.
4.3.3 Inspire other teachers by setting my best example.
C. The Philippine Qualifications Framework (PQF)
the PQF is a legal document that adopts national standards
and levels for outcomes of education in the country
it assists individuals to move easily between different

education and training sectors and the labor market
further, the PQF aligns the international qualifications for full

recognition of the value of Philippine Qualifications.
also, the PQF will be used as the basis for accrediting
certificates and licenses recognized by the government
as part of the ASEAN convergence and in the light of

globalization each country in the ASEAN, the Philippines
adopts national standards and levels for outcomes in education
this is called the Philippine Qualifications Framework (PQF)

which is provided by law (RA 10968, s. 2018)
based on the level of education as PQF Level 6, the PQF
describes the career path for baccalaureate degree programs
including teacher education degrees
all graduates from the baccalaureate degrees are expected to

exhibit outcomes as described in the table
PQF 6 Level of Outcomes PQF 6 Descriptor of Outcomes
Knowledge, Skills and Values Graduates possess a broad level of
coherent knowledge and skills in their field
of study for professional work (teaching)
and lifelong learning
Application (of Knowledge, Skills Application of professional work
and Values) (teaching) in a broad range of discipline
and/or for further study
Degree of Independence Independent (as a teacher) and/or in
teams of related field
D. Philippines Professional Standards for Teachers (PPST)
based on the Teacher Education and Development Map in
2006, Philippine Teacher Education is defined as a lifelong
journey from entry to basic education in the DepEd to entry to
Teacher Education Institutions of the CHED to licensing as
professional teachers of the PRC to employment to DepEd with
attestation of the Civil Service or private basic education
in the middle of this professional lifelong cycle, are the
professional teacher standards, known before as National
Competency Based Teacher Standards (NCBTS, 2006) and
now known the Philippine Professional Standards for
Teachers (PPST, 2017, DepEd Order no. 42, s. 2017)
both are frameworks for teacher quality

the PPST, 2017 define teacher quality in a broader perspective
attuned to the current demands and changes in the educational
local and global landscape to include the reforms of K+12, the
Outcomes-Based Education of Higher Education, the ASEAN
integration, the UNESCO’s SDGs 2030 and the Ambisyon
Natin 2040
being responsible for the pre-service development of teachers,
teacher education institutions have a responsibility of
graduating students with PQF 6 qualifications and to master
the PPST Beginning Teacher Standards as well as the
Program Outcomes of the CHED’s PSG for teacher education
(CMO 74-82, s. 2017)
Domain 1, Content Knowledge & Pedagogy
recognize the importance of mastery of content knowledge and
its interconnectedness within and across curriculum areas,
coupled with a sound and critical understanding of the
application of theories and principles of teaching and learning
they apply developmentally appropriate and meaningful

pedagogy grounded on content knowledge and current
research
Domain 1, Content Knowledge & Pedagogy
they display proficiency in Mother Tongue, Filipino an English
to facilitate the teaching and learning process, as well as
exhibit the needed skills in the use of communication
strategies, teaching strategies and technologies to promote
high-quality learning outcomes
1.Content knowledge and its application within and across
curriculum areas
2.Research-based knowledge and principles of teaching and

learning
3.Positive use of ICT
4.Strategies for promoting literacy and numeracy

5. Strategies for developing critical and creative thinking, as well
as other higher-order thinking skills
6.Mother Tongue, Filipino and English in teaching and learning
7.Classroom communication strategies

Domain 2, Learning Environment
provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and
achievement
they create an environment that is learning-focused and they

efficiently manage learner behavior in a physical and virtual
space
Domain 2, Learning Environment
they utilize a range of resources and provide intellectually
challenging and stimulating activities to encourage constructive
classroom interactions geared towards the attainment of high
standards for learning
1.Learner safety and security
2.Fair learning environment
3.Management of classroom structure and activities
4.Support for learner participation
5.Promotion of purposive learning
6.Management of learner behavior

Domain 3, Diversity of Learners
establish learning environments that are responsive to learner
diversity
they respect learners’ diverse characteristics and experiences

as inputs to the planning and design of learning opportunities
they encourage the celebration of diversity in the classroom
and the need for teaching practices that are differentiated to
encourage all learners to be successful citizens in a changing
local and global environment
1.Learner’s gender, needs, strengths, interests and experiences
2.Learner’s linguistic, cultural, socio-economic and religious

backgrounds
3.Learners with disabilities, giftedness and talents
4.Learners in difficult circumstances
5.Learners from indigenous groups

Domain 4, Curriculum & Planning
interact with the national and local curriculum requirements
they translate curriculum content into learning activities that

are relevant to learners and based on the principles of effective
teaching and learning
Domain 4, Curriculum & Planning
they apply their professional knowledge to plan and design,
individually or in collaboration with colleagues, well-structured
and sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of
teaching and learning resources
they communicate learning goals to support learner

participation, understanding and achievement
1.Planning and management of teaching and learning process
2.Learning outcomes aligned with learning competencies
3.Relevance and responsiveness of learning programs
4.Professional collaboration to enrich teaching practice
5.Teaching and learning resources including ICT

Domain 5, Assessment & Reporting
apply a variety of assessment tools and strategies in
monitoring, evaluating, documenting and reporting learners’
needs, progress and achievement
they use assessment data in a variety of ways to inform and

enhance the teaching and learning process and programs
Domain 5, Assessment & Reporting
they provide learners with the necessary feedback about
learning outcomes that informs the reporting cycle and enables
teachers to select, organize and use sound assessment
processes
1.Design, selection, organization and utilization of assessment
strategies
2.Monitoring and evaluation of learner progress and

achievement
3.Feedback to improve learning
4.Communication of learner needs, progress and achievement to

key stakeholders
5. Use of assessment data to enhance teaching and learning
practices and programs
Domain 6, Community Linkages & Professional Engagement
establish school-community partnerships aimed at enriching
the learning environment, as well as the community’s
engagement in the educative process
they identify and respond to opportunities that link teaching

and learning in the classroom to the experiences, interests and
aspirations of the wider school community and other key
stakeholders
Domain 6, Community Linkages & Professional Engagement
they understand and fulfill their obligations in upholding
professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners,
parents, schools and the wider community
1.Establishment of learning environments that are responsive to
community contexts
2.Engagement of parents and the wider school community in the

educative process
3.Professional ethics
4.School policies and procedures

Domain 7, Personal Growth & Professional Development
value personal growth and professional development and
exhibit high personal regard for the profession by maintaining
qualities that uphold the dignity of teaching such as caring
attitude, respect and integrity
they value personal and professional reflection and learning to

improve their practice
Domain 7, Personal Growth & Professional Development
they assume responsibility for personal growth and
professional development for lifelong learning
1.Philosophy of teaching
2.Dignity of teaching as a profession
3.Professional links with colleagues
4.Professional reflection and learning to improve practice
5.Professional development goals

E. National Competency-Based Teacher Standards (NCBTS)
Domain 1, Social Regard for Learning
Act as a positive model to your students
Domain 2, The Learning Environment
Creates an environment that promotes fairness
Make the physical environment safe and conducive to learning
Communicates higher learning expectations to each learner
Establishes and maintains consistent standards of learners’

behavior
Is familiar with learner’s background knowledge and
experiences
Demonstrates concern for holistic development of learners

Domain 4, Curriculum
Demonstrates mastery of the subject
Communicates clear learning goals for the lessons that are

appropriate for learners
Makes good use of allotted instructional time

Domain 4, Curriculum
Selects teaching methods, learning activities, and instructional
materials or resources appropriate to learners and aligned to
the objectives of the lesson
Domain 5, Planning, Assessing and Reporting
Communicates promptly and clearly to learners, parents, and
superiors about the progress of learners
Develops and uses a variety of appropriate assessment

strategies to monitor and evaluate learning
Monitors regularly and provides feedback on learners’

understanding of content
Domain 6, Community Linkages
Establishes learning environments that respond to the
aspirations of the community
Domain 7, Personal Growth and Professional Development
Takes pride in the nobility of teaching as a profession
Builds professional links with colleagues to enrich teaching

practice
Reflects on the extent of the attainment of learning goals


Sarmiento Campus

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1st Semester – A.Y. 2021 - 2022
TOPICS:
Continuing Professional Development: The Lifeblood of the
Teaching Profession

 explain why CPD is necessary for professional teachers;
 discuss pertinent provisions of CPD Act of 2016 and other related legal
documents; and
 commit to continuing professional development.
Teaching Profession
 the professional license for teaching obtained after passing
the Licensure Examination for Teachers (LET) simply tells
that the professional teacher possesses the minimum
competencies expected of professional teachers
 hence, every professional teacher is expected to continue

developing after obtaining his/her professional license
 this is one big demand for professional teacher

Teaching Profession
 the Code of Professional Conduct for Public School Teachers
cited in Section 7 of RA 4670 states:
“Responsibility is something expected of a professional

teacher. The work of the teacher in the development and
guidance of the young is a tremendous responsibility for
which he is accountable to God, to his country, and to
posterity. It is a trust of which every teacher should strive to
be worthy.”
Teaching Profession
 in fact, all professional teachers owe it to themselves and to
the clientele they serve to go through CPD
 when doctors and nurses commit mistake, they bury their

mistake
 when a lawyer commits a mistake, he/she puts his/her

mistake behind bars
Teaching Profession
 what about the teacher?
 when a teacher commits a mistake he/she multiplies that

mistake
 a professional, therefore, cannot afford to commit a mistake
 a professional needs to go through CPD

Teaching Profession
 the Philippine Professional Standards for Teachers (the
revised NCBTS) includes personal growth and professional
development as the seventh domain
 with the enactment of RA 10912, the CPD Law of 2016, CPD

for all the professions regulated by PRC is now mandatory
 mandating CPD is the only way all professionals including

teachers are made to go through CPD
Teaching Profession
 CPD for professional teachers is not an option
 It is a necessity
 continuing professional development for professional teachers

sharpens the professional teachers’ competitive edge in a
highly competitive global world
The Philosophical Basis of CPD
1. “Growth is an evidence of life.”
2. “Man/woman is an unfinished project.”

The Historical and Legal Bases of Continuing Professional
Development in the Philippines
1. Batas Pambansa 232, the Education Act of 1982, Chapter 3.
Duties & Obligations, Section 16, paragraph 4 states:
“Assume the responsibility to maintain and sustain his

professional growth and advancement and maintain
professionalism in his behavior at all times.”
2. RA 9155, the Government of Basic Education Act of 2001,
Section 7 A no. 6 and Section 7 E no. 9 states:
“In addition to his/her powers under existing laws, the Secretary

of Education shall have authority, accountability and
responsibility among other things for … (6) Enhancing the
employment status, professional competence, welfare and
working conditions of all personnel of the Department;..”
2. RA 9155, the Government of Basic Education Act of 2001,
Section 7 A no. 6 and Section 7 E no. 9 states:
Section 7, E “…Consistent with the national educational policies,

plans and standards, the school heads shall have authority,
accountability and responsibility for … encouraging staff
development.”
3. RA 7836, the Teacher’s Professionalization Act of 1994,
Section 19. Periodic Merit Examination of Teachers:
“To encourage continuing professional growth and

development and to provide additional basis for merit
promotion, in addition to their performance rating, teachers may
take an oral and written examination at least once in five (5)
years as basis for merit promotion. In taking this examination, no
fee shall be required.
*unfortunately, due to lack of funding, the merit examination has
not been implemented up to writing time
3. RA 7836, the Teacher’s Professionalization Act of 1994,
Section 23. Revocation of the Certificate of Registration,
Suspension from the Practice of the Teaching Profession, and
Cancellation of Temporary or Special Permit:
“Unjustified or willful failure to attend seminars, workshops,

conferences and the like or the continuing education
program prescribed by the Board and the Commission.
4. The Board for Professional Teachers (BPT) also passed
Resolution No. 435, s. 177 to adopt the Code of Ethics for
Professional Teachers pursuant to the provision of paragraph
(e) Article II of RA 7836:
“Every teacher shall participate in the Continuing

Professional Education (CPE) program of the Professional
Regulation Commission, …
…and shall pursue such other studies as will improve his
efficiency, enhance the prestige of his profession, and
strengthen his competence, virtues, and productivity in
order to be nationally and internationally competitive.
(Section 3, Article IV).
5. Executive Order no. 266, Institutionalization of the Continuing
Professional Education (CPE) Programs of the Various
Professional Regulatory Boards (PRBs) Under the
Supervision of the Professional Regulation Commission
(PRC). This was signed and issued by the Office of then
President Fidel V. Ramos on July 25, 1995:
The completion by professional licensees of the Continuing
Professional Education (CPE) programs adopted by all
Boards is hereby imposed as a mandatory requirement for
the renewal of professional licenses (Sec. 1)
6. RA 10912, Continuing Professional Development Act of 2016
 with the enactment of this law, CPD for all forty-three (43)
professions regulated by PRC including the teaching
profession has become mandatory
The Salient Provisions of RA 10912, The Continuing
Professional Development Act of 2016
 the need for CPD is heightened by ASEAN integration and
internationalization which are now real
 to be in, a professional must meet international standards
 the way to go is CPD

The Salient Provisions of RA 10912, The Continuing
Professional Development Act of 2016
 the State policy on promoting and upgrading the practice of
professions in the country and the institution of measures to
“continuously improve the competence of the
professionals in accordance with the international
standards” and gives Filipino professionals a competitive
edge in the ASEAN region and in the world
Number of CPD Units Required
based on Professional Regulatory Board for Professional
Teachers Resolution No. 11, series of 2017
Period No. of Credit Units
Required
December 2017 15 Credit Units
January – December 2018 30 Credit Units
January 2019 onwards 45 Credit Units
Ways by Which Professional Teachers Can Earn Credit
Units
1. Professional Track – trainings provided by CPD providers
accredited by PRC
2. Academic Track – completion of Master’s degree,

completion of candidacy to the doctorate program, completion
of the doctorate program, completion of a post-doctoral
diploma, and being recipient of a professorial chair grant,
and/or fellowship grant
Units
3. Self-directed Track – trainings offered by non-accredited
CPD providers; e.g. online training, local/international
seminars/non-degree courses, institution/company-sponsored
training programs and the like
4. Productive Scholarship – professional teacher has

developed program/training module, curriculum guide or any
other resource material
Units
4. Productive Scholarship– invention or creative work
entitles to 45 CU
– professional and/or lifetime achievement
awards from the division level to regional, national and
international level makes the professional teacher earn credit
units
Learning from the CPD Practices of High Performing
Countries
1. CPD in Singapore
 in 2010, the Ministry of Education mandated all schools to be

a “learning organization”
 this “learning organization” concept of schools supports the

building of a strong mentorship culture where a collaborative
and community-oriented form of professional development
thrives
Countries
1. CPD in Singapore
 every teacher is entitled to 100 hour per year of optional

training which everyone makes use of
 schools are encouraged to provide at least one hour of

curricular time per week for teachers to actively engage in
school-based Professional Development (PD) initiatives
Countries
1. CPD in Singapore
 in the Teacher-Researcher Networks, faculty researchers

from NIE, senior specialists from MOE, and teacher
researcher including those with higher formal training in
research (who are called “research activists”) serve as
mentors to teachers to conduct action research
Countries
1. CPD in Singapore
 opportunity like a forum, symposium and publications are

given to teachers to share their research findings
 another effective strategy is the Lesson Study where its

overall goal is to foster collaborative inquiry and data-driven
pedagogical reflection among teachers
Countries
2. CPD in Finland
 teachers in Finland meet one afternoon each week to

jointly plan and develop curriculum
 they are encouraged to work together to share materials

Countries
3. CPD in Japan
 every teacher periodically prepares a best possible lesson

that demonstrates strategies to achieve a specific goal in
collaboration with other colleagues
 the research lessons allow teachers to refine individual

lessons, consult with other teachers and get colleagues’
observations about their classroom practice & etc.
Countries
4. CPD in New Zealand
 the Ministry of Education gives funds for 20 percent release

time for new teachers and 10 percent release time for
second-year teachers to observe other teachers, attend
professional development activities, courses and work
on curriculum
Countries
4. CPD in New Zealand
 mentor teaches deliberately spend time to observe and confer

with beginning teachers
Characteristics of Effective CPD
1. continuous
2. collaborative
3. focused on a specific teacher need
4. job-embedded
5. given enough time
6. funded

Sarmiento Campus

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1st Semester – A.Y. 2021 – 2022
Lesson 6
TOPICS:
The Professionalization of Teaching:
(1) Presidential Decree No. 1006, (2) Republic Act No. 7836, and (3) Republic
Act No. 9293
✔ Compare PD 1006 and RA 7836, laws that professionalized teaching.

✔ Explain how the amendments in RA 9293 support the teaching profession.
✔ Demonstrate deep appreciation for the professionalization of teaching and
for the teaching profession itself.
✔ Relate the impact of the professionalization of teaching on your future life as
a full-pledged professional teacher.
Presidential Decree No. 1006: Providing for the
Professionalization of Teachers, regulating their practice in
the Philippines and other purposes
1. Teachers are agents of CHANGE

2. More than 300,000 teachers deployed all over
the country
3. To regulate the teaching profession
4. Teaching is the only course that it is not yet
considered a profession.
5. In recognition of the vital role of teachers in
nation-building and as an incentive to raise the
morale of teachers, it is imperative that they be
considered as professionals and teaching be
recognized as a profession.
FEATURES OF Presidential Decree No. 1006
TITLE: Decree Professionalizing Teaching
POLICY: Teacher education shall be given primary concern and attention by the government
and shall be of the highest quality.
DEFINITION OF TEACHING & TEACHERS

• Teaching refers to the profession primarily concerned with the classroom instruction, at
the elementary and secondary levels, in accordance with the curriculum prescribed by
National Board of Education, whether on part-time or full-time basis in the public or
private schools.
• Teachers refers to all persons engaged in teaching at the elementary and secondary
levels, whether on a full-time or part-time basis, including guidance counselors, school
librarians, industrial arts or vocational teachers and all other persons performing
supervisory and/or administrative functions …
Creation of the National Powers and Duties of the
Board for Teachers Board
1. Appoint authorities for every examination who
will determine and prepare the contents of the
Board examination for teachers
2. Appoint supervisors and room examiners who
will determine and fix places and dates of the
examination.
3. Adopt measures to enhance and maintain the
teaching profession.
4. Issue, suspend, revoke, replace or reissue
Professional Teachers Certificate, and
administer oaths
5. Prescribe and collect examination and other
fees as it may deem proper
Qualification requirements for Scope, Rating, and Result of
examination applicants Examination
1. Good moral character 1. Written tests

2. No physical or mental problem that will 2. The scope shall be determined by the
incapacitate the applicant to render National Board for Teachers
efficient service. 3. In order to have successfully passed
3. Completed minimum educational the examination, the candidate must
qualifications such as BEEd, BSEd, or have obtained a general average of at
degree in Arts or Sciences with at least 18 least 70 per cent in all subjects, with
units in professional education. no rating below 50 per cent in any
4. For teachers of secondary vocational and subject.
two-year technical courses, Bachelor's 4. The ratings obtained by each
degree in the field of specialization with at candidate shall be released within 150
least eighteen units in professional days after the last day of the
education. examination.
PROHIBITION OF THE LAW
• Three years after the effectivity of this law, no person shall engage in teaching
and/or act as a teacher as defined in this Decree, whether in the public or private
elementary or secondary school, unless he is holder of a Professional Teacher
Certificate or is considered a Professional Teacher under this Decree.
• Any person who shall practice the teaching without a valid Professional Teacher
Certificate, or any person presenting as his or her own the certificate of another …
shall be penalized by a fine of not less than One Thousand Pesos nor more than
Five Thousand Pesos with subsidiary imprisonment or to suffer an imprisonment
of not less than six months nor more than two years, or both such fine and
imprisonment at the discretion of the Court.
Date of effectivity: January 1, 1977

Republic Act No. 7836 - Philippine Teachers
Professionalization Act of 1994
• Like PD 1006, this law recognized the vital role of teachers in nation
building.
• The Act created the Board for Professional Teachers, a collegial body
under the general supervision and administrative control of the
Professional Regulation Commission that gives the Licensure
Examination for Teachers (LET).
FEATURES OF Republic Act No. 7836
TITLE: Philippine Teachers Professionalization Act of 1994
POLICY: The State shall ensure and promote quality education by proper supervision and
regulation of the licensure examination and professionalization of the practice of the teaching
profession.
DEFINITION OF TEACHING & TEACHERS

• Teaching refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the
DECS, whether on part-time or full-time basis in the private or public schools.
• Teachers refers to all persons engaged in teaching at the elementary and secondary
levels, whether on full-time or part-time basis, including industrial arts or vocational
teachers and all other persons performing supervisory and/or administrative functions in
all schools …
Board for Professional Examination and
Teachers Qualification
1. A body under the supervision of PRC 1. Elementary level examination shall consist
(3-year term) of professional education and general
2. Composed of five members appointed by education.
the President of the Philippines from the 2. Secondary level examination shall consist
recommended of the Commission. of professional education, general
3. The recommendees shall be chosen from education, and field of specialization.
the list of nominees selected by the 3. Filipino, at least 18 years of age, in good
accredited association of teachers. health and reputation, and no criminal
4. The board shall enforce rules and case.
regulations such as date and place of 4. Completed minimum educational
examination, collection of fees, qualifications such as BEEd, BSEd, or
administering oaths, regulation of license, degree in Arts or Sciences with at least 10
and supervising the practice of teaching units in professional education.
profession.
Examination and
Merit Examination
Qualification
1. For teachers of vocational and two-year 1. To encourage continuing professional

technical courses, a bachelor’s degree in growth and development and to provide
the field of specialization or its equivalent, additional basis for merit promotion,
with at least eighteen (18) units in teachers may take an oral and written
professional education. examination at least once in five years as
2. The Board shall, within one hundred basis for merit promotion.
twenty (120) days after the examination, 2. If a teacher fails to pass the merit
report the ratings obtained by each examination, he or she shall be allowed to
candidate to the Professional Regulation take the examination for a second time.
Commission for approval and appropriate 3. If the teacher failed again, he/she shall be
action. required to take a DECS accredited
3. Every registrant shall be required to take refresher course or program before being
his professional oath before practicing as allowed to retake the examination.
a professional teacher.
Incentives for passing the Revocation, Suspension, and
Merit Examination Cancellation of Certificate to Practice
Teaching Profession
1. Be awarded a diploma of merit by the 1. Criminal offense
Board 2. Immoral, unprofessional or dishonorable
2. Earn merit points for purposes of conduct
promotion in salary or to a higher 3. Being mentally unsound or insane
position or grade level 4. Malpractice, gross incompetence, gross
3. Be placed in the priority list for negligence or serious ignorance of the
government scholarship; practice of the teaching profession
5. Fraud, use of drugs, violation of the policies of
• Similar incentives shall be given to the board and the code of ethics.
teachers who make inventions, develop 6. Unjustified or willful failure to attend education
new methods of teaching, write a book or program prescribed by the Board and the
books and create works of artistic merit. Commission.
Registration and Exception
• Two (2) years after the effectivity of this Act, no person shall engage in teaching and/or act as a
professional teacher as defined in this Act, whether in the preschool, elementary or secondary
level, unless he is a duly registered professional teacher, and a holder of a valid certificate
of registration and a valid professional license or a holder of a valid special/temporary
permit.
Upon approval of the application and payment of the prescribed fees, the certificate of registration
and professional license as a professional teacher shall be issued without examination as required
in this Act to a qualified applicant, who at the time of the approval of this Act, is:
(a) A holder of a certificate of eligibility as a teacher issued by the Civil Service Commission and
the Department of Education, Culture and Sports;
(b) A registered professional teacher with the National Board for Teachers under the Department
of Education, Culture and Sports (DECS) pursuant to Presidential Decree No. 1006
Penal Provisions
Punishable by a fine of not less than P5,000.00 nor more than P20,000.00 or imprisonment of nor
less than six (6) months nor more than five (5) years, or both, at the discretion of the court:
• Any person who practices the teaching profession in the Philippines without being certified in
accordance with the provisions of this Act.
• Any person who gives any false, or fraudulent evidence in obtaining a certificate of registration
as teacher.
• Any person who impersonates any registrant of the same or different name.
• Any person who uses a revoked or suspended certificate of registration.
• Any person who, in connection with his name, otherwise assumes, uses or advertises any title
or description tending to convey or conveys the impression that he is a teacher without holding a
valid certificate.
Date of effectivity: December 16, 1994

Republic Act of 9293: An Act Amending Certain Section of Republic Act
No. 7836 otherwise known as Philippine Teacher Professionalization
Act of 1994
Amendment to the
Qualification Requirements
of Applicants
Registration and Exception
• Professional teachers who have not practiced their profession for the past five (5) years shall take
at least twelve (12) units of education courses, consisting of at least six (6) units of
pedagogy and six (6) units of content courses, or the equivalent training and number of
hours, to be chosen from a list of courses to be provided by the Board and the Department of
Education, before they can be allowed to practice their profession in the country.
• Those who have failed the licensure examination for professional teachers, with a rating of not
lower than five percentage points from the passing general average rating, shall be eligible as
para-teachers upon issuance by the Board of a two-year special permit, renewable for a
non-extendible period of two (2) years.
Other Amendments under RA 9293
• Special permits, with a validity of three (3) and five (5) years, issued to para-teachers by the
Board for Professional Teachers before the effectivity of this Act shall be allowed to expire
based on the period granted therein: Provided, That only special permits with a validity of
three (3) years may be renewed upon expiration for a non-extendible period of two (2) years.”
• The term “DECS” or “Department of Education, Culture and Sports are hereby amended
to read as “Department of Education” and “DepEd”, respectively.
Approved: April 21, 2004


Sarmiento Campus

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1st Semester – A.Y. 2021 – 2022
Lesson 7
TOPIC:
Becoming a Professional Teacher:
Code of Ethics for Professional Teacher

✔ Explain the meaning of profession and professional.

✔ Describe how the professional teacher conducts himself/herself in the
practice of his/her profession.
CODE OF ETHICS for PROFESSIONAL TEACHER
• Pursuant to the provisions of paragraph (e). Article

11, of R. A.. No. 7836. otherwise known as the
Philippines Professionalization Act of 1994 and
Paragraph (a), section 6. P.D. No. 223. as
amended, the Board for Professional Teachers
hereby adopt the Code of Ethics for Professional
Teachers.
PREAMBLE:
“Teachers are duly licensed professionals who
possesses dignity and reputation with high moral
values as well as technical and professional
competence in the practice of their noble profession,
they strictly adhere to. observe, and practice this set of
ethical and moral principles, standards, and values.”
ARTICLE I – SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institution shall offer quality
education for all competent teachers committed of it’s full realization. The provision of this
Code shall apply, therefore, to all teachers in schools in the Philippines.
Section 2. This Code covers all public and private school teachers in all educational
institutions at the preschool, primary, elementary. and secondary levels whether academic,
vocational, special, technical, or non-formal. The term “teacher” shall include industrial arts or
vocational teachers and all other persons performing supervisory and /or administrative
functions in all school at the aforesaid levels, whether on full time or part-time basis.
ARTICLE II – THE TEACHER AND THE STATE
Section 1. The schools are the nurseries of the future citizens of the state: each teacher is a
trustee of the cultural and educational heritage of the nation and is under obligation to
transmit to learners such heritage as well as to elevate national morality, promote national
pride, cultivate love of country, instill allegiance to the constitution and for all duly constituted
authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carryout the declared policies of
the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his own, every
teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious, or other
partisan interest, and shall not directly or indirectly, solicit, require, collect, or receive any
money or service or other valuable material from any person or entity for such purposes
Section 6. Every teacher shall vote and shall exercise all other constitutional rights and
responsibility.
Section 7. A teacher shall not use his position or facial authority or influence to coerce any
other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege of expounding
the product of his researches and investigations: provided that, if the results are inimical to the
declared policies of the State, they shall be brought to the proper authorities for appropriate
remedial action.
ARTICLE III – THE TEACHER AND THE COMMUNITY
Section 1. A teacher is a facilitator of learning and of the development of the youth: he shall,
therefore, render the best service by providing an environment conducive to such learning and
growth.
Section 2. Every teacher shall provide leadership and initiative to actively participate in
community movements for moral, social, educational, economic and civic betterment.
Section 3. Every teacher shall merit reasonable social recognition for which purpose he shall
behave with honor and dignity at all times and refrain for such activities as gambling,
smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall live for and with the community and shall, therefore, study and
understand local customs and traditions in order to have sympathetic attitude, therefore, refrain
from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community informed
about the school’s work and accomplishments as well as its needs and problems.
Section 6. Every teacher is intellectual leader in the community, especially in the barangay. and
shall welcome the opportunity to provide such leadership when needed, to extend counseling
services, as appropriate, and to actively be involved in matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people, individually or
collectively.
Section 8. A teacher posses freedom to attend church and worships as appropriate, but shall
not use his positions and influence to proselyte others.
ARTICLE IV – A TEACHER AND THE PROFESSION
Section 1. Every teacher shall actively ensure that teaching is the noblest profession, and
shall manifest genuine enthusiasm and pride in teaching as a noble calling.
Section 2. Every teacher shall uphold the highest possible standards of quality education
and shall be at his best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education (CPE)
program of the Professional Regulation Commission, and shall pursue such other studies as will
improve his efficiency and strengthen his competence, virtues, and productivity in order to be
nationally and internationally competitive.
Section 4. Every teacher shall use the teaching profession in a manner that makes it dignified
means for earning a descent living.
ARTICLE V – THE TEACHER AND THE PROFESSION
Section 1. Teacher shall, at all times, be imbued with the spirit of professional loyalty, mutual
confidence, and faith in one another, self sacrifice for the common good, and full cooperation
with colleagues. When the best interest of the learners, the school, or the profession is at stake
in any controversy, teacher shall support one another.
Section 2. A teacher is not entitled to claim credit or work not of his own. and shall give due
credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize for whoever assumes the
position such records and other data as are necessary to carry on the work.
Section 4. A teacher shall hold inviolate all confidential information concerning associates
and the school, and shall not divulge to anyone documents which has not been officially released,
or remove records from the files without permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for what he may
appear to be an unprofessional and unethical conduct of any associates. However, this may
be done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism against an
associate, preferably in writing, without violating the right of the individual concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified: provided that he
respects the system of selection on the basis of merit and competence: provided, further, that all
qualified candidates are given the opportunity to be considered.
ARTICLE VI – THE TEACHER AND HIGHER AUTHORITIES IN
THE PROFESSIONS
Section 1. Every teacher shall make it his duty to make an honest effort to understand and
support the legitimate policies of the school and the administration regardless of personal feeling or
private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against superiors,
especially under anonymity. However, if there are valid charges, he should present such under oath to
competent authority.
Section 3. A teacher shall transact all official business through channels except when special
conditions warrant a different procedure, such as when special conditions are advocated but are
opposed by immediate superiors, in which case, the teacher shall appeal directly to the appropriate
higher authority ...
Section 4. Every teacher, individually or as part of a group, has a right to seek redress against
injustice to the administration and to extent possible, shall raise grievances within
acceptable democratic possesses. In doing so. they shall avoid jeopardizing the interest and
the welfare of learners whose right to learn must be respected.
Section 5. Every teacher has a right to invoke the principle that appointments, promotions,
and transfer of teachers are made only on the basis of merit and needed in the interest of the
service.
Section 6. A teacher who accepts a position assumes a contractual obligation to live up to his
contract, assuming full knowledge of employment terms and conditions.
ARTICLE VII – SCHOOL OFFICIALS, TEACHERS, AND OTHER
PERSONNEL
Section 1. All school officials shall at all times show professional courtesy, helpfulness and sympathy towards
teachers and other personnel, such practices being standards of effective school supervision, dignified
administration, responsible leadership and enlighten directions.
Section 3. School officials shall encourage and attend the professional growth of all teachers under them such
as recommending them for promotion and giving them due recognition for meritorious performance.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher or other subordinates except
for cause.
Section 5. School authorities concern shall ensure that public school teachers are employed in accordance with
pertinent civil service rules, and private school teachers are issued contracts specifying the terms and
conditions of their work.
ARTICLE VIII – THE TEACHERS AND LEARNERS
Section 1. A teacher has a right and duty to determine the academic marks and the promotions
of learners in the subject or grades he handles, such determination shall be in accordance with
generally accepted procedures of evaluation and measurement. In case of any complaint, teachers
concerned shall immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and
foremost concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the
learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their
behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other
what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality
of academic performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher
and learner, the teacher shall exercise utmost professional discretion to avoid scandal,
gossip and preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make
deductions from their scholastic ratings as a punishment for acts which are clearly not
manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of
learners are adequate, and shall extend needed assistance in preventing or solving learner’s
problems and difficulties.
ARTICLE IX – THE TEACHER AND THE PARENTS
Section 1. Every teacher shall establish and maintain cordial relations with parents, and shall
conduct himself to merit their confidence and respect.
Section 2. Every teacher shall inform parents, through proper authorities, of the progress and
deficiencies of learner under him. exercising utmost candor and tact in pointing out learners
deficiencies and in seeking parent’s cooperation for the proper guidance and improvement of the
learners.
Section 3. A teacher shall hear parent’s complaints with sympathy and understanding, and
shall discourage unfair criticism.
ARTICLE X – THE TEACHER AND BUSINESS
Section 1. A teacher has the right to engage, directly or indirectly, in legitimate income
generation: provided that it does not relate to or adversely affect his work as a teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial matters
such as in the settlement of his debts and loans in arranging satisfactorily his private financial
affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially interested
in any commercial venture which furnish textbooks and other school commodities in the
purchase and disposal of which he can exercise official influence, except only when his
assignment is inherently, related to such purchase and disposal: provided they shall be in
accordance with the existing regulations: provided, further, that members of duly recognized
teachers cooperatives may participate in the distribution and sale of such commodities.
ARTICLE XI – THE TEACHER AS A PERSON
Section 1. A teacher is, above all a human being endowed with life for which it is the highest
obligation to live with dignity at all times whether in school, in the home, or elsewhere.
Section 2. A teacher shall place premium upon self-discipline as the primary principles of
personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could serve as a
model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God as guide of his own destiny and
of the destinies of men and nations.
ARTICLE XII – DISCIPLINARY ACTIONS
Section 1. Any violation of any provisions of this code shall be sufficient ground for the
imposition against the erring teacher of the disciplinary action consisting of revocation of
his Certification of Registration and License as a Professional Teacher, suspension
from the practice of teaching profession, reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23. Article HI or R.A. No. 7836.
and under Rule 31. Article VIII. of the Rules and Regulations Implementing R.A. 7836.

Sarmiento Campus

_____________________________________________________________

1st Semester – A.Y. 2021 – 2022
Lesson 8
TOPICS:
The Rights and Privileges of Teachers in the Philippines & Other
Education-Related Laws:
• The 1987 Constitution
• Republic Act No. 4670
• Commonwealth Act. No. 578
• An Excerpt of DECS Service Manual 2000
• Batas Pambansa Blg. 232
• Republic Act No, 9155
• Organizational Structure of the Department of Education Field Offices
• RA 8980
• Excerpts from the Family Code of the Philippines
• UNESCO First Call for Children
✔ Internalize the basic laws on education and their implementation.

✔ Clarify your rights, duties and obligations as a professional.
✔ Understand policies on recruitment and deployment.
✔ Clarify disciplinary procedures applied to teachers as they exercise the
special parental authority and responsibility over the learners inside or
outside the premises of the school.
✔ Internalize the rights, duties, and obligations of the academic community
(learners, teachers, parents, and non-academic staff).
✔ Identify UN programs and projects affecting education and see their
relevance to the teaching profession.
THE 1987 PHILIPPINE CONSTITUTION (Article XIV)
KEY POINTS:
• Greater attention to education
• Right of all citizens to quality of education at
all levels
• Complete, adequate and integrated system
of education relevant to the needs of the
people and society to be established,
maintain and supported.
• Establishment and maintenance of free
public education in the elementary and high
school levels.
• System of scholarship grants, student’s loan
programs, etc. to be established and
maintained.
• Informal, Non-formal and indigenous
learning system, etc. to be encouraged
• Adult citizens, disabled and out-of-school
youth to be given training in civics,
vocational efficiency and other skills.
• Study of Constitution to be part of school
curriculum.
• Emphasizing the aims of educational
institutions.
• The importance of Values Education
• Optional religious instruction in public
elementary and high schools to be allowed
• Development of educational policies and
programs
• Institutions of higher learning education
must enjoy academic freedom.
• Right of teachers to professional
advancement as well as the
non-teaching and non-academic
personnel.
• Highest budgetary priority to education
• In terms of language, the Government shall take steps to initiate and sustain
the use of Filipino as a medium of official communication and as language of
instruction in the educational system.
• Regarding arts and culture, the State shall conserve, promote, and
popularize the nation’s historical and cultural heritage and resources, as well
as artistic creations.
• In sports, the State shall promote physical education and encourage sports
programs, league competitions, and amateur sports, including training for
international competitions, to foster self-discipline, teamwork, and excellence
for the development of a healthy and alert citizenry.
RA 4670 – MAGNA CARTA for PUBLIC SHOOL TEACHERS
• As teachers’ efforts are being recognized in building the nation, an Act was
passed into law to look after the welfare of the public school teachers and to
promote, improve, and secure the professional rights of a teacher—known to
be the Republic Act (RA) 4670 or Magna Carta for Public School Teachers.
• The Magna Carta for Public School Teachers aims to improve the social and
economic status of public school teachers in basic education, their living and
working conditions, employment, and career prospects.
RECRUITMENT & CAREER
(a) For teachers in the kindergarten and elementary grades, Bachelor’s degree
in Elementary Education.
(b) For teachers of the secondary schools, Bachelor’s degree in Education or its
equivalent with a major and a minor; or a Bachelor’s degree in Arts or Science with
at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses,
Bachelor’s degree in the field of specialization with at least eighteen professional
units in education.
(d) For teachers of courses on the tertiary level, other than vocational, master’s
degree with a specific area of specialization.
DISCIPLINARY PROCEDURES HOURS OF WORK AND REMUNERATION
• Teaching hours – not more than 6 hours
a. The right to be informed, in writing, of the • Any teacher may be required to render
charges; more than six hours but not exceeding
b. The right to full access to the evidence in eight hours of actual classroom teaching
the case; a day upon payment of additional
c. The right to defend himself and to be compensation at the same rate as his
defended by a representative of his choice regular remuneration plus at least
and/or by his organization, adequate time twenty-five per cent of his basic pay.
being given to the teacher for the • Criteria for salaries – qualifications and
preparation of his defense; and abilities
d. The right to appeal to clearly designated • Equality in salary scales
authorities. • Salaries to be paid in legal tender
• Special hardship allowances shall be
No publicity shall be given to any given to teachers who are exposed in
disciplinary action being taken against a hazards.
teacher during the pendency of his case. • Unlawful deductions are prohibited
HEALTH & INJURIES LEAVE & RETIREMENT BENEFITS
• Medical examination &
treatment
• Compensation for injuries • Study leave (1 school year & 60%
of salary)
• Indefinite leave (1 year – long
TEACHER’S ORANIZATION treatment)
• Freedom to organize • Salary Increase upon retirement
• No to Teacher discrimination
• Consultation to National
Teacher’s Organization
COMMONWEALTH ACT NO. 578
TITLE:
AN ACT TO AMEND ARTICLE ONE HUNDRED FIFTY-TWO OF THE REVISED

PENAL CODE, SO AS TO INCLUDE TEACHERS, PROFESSORS, AND
PERSONS CHARGED WITH THE SUPERVISION OF PUBLIC OR DULY
RECOGNIZED PRIVATE SCHOOLS, COLLEGES, AND UNIVERSITIES,
WITHIN THE TERM "PERSONS IN AUTHORITY"
Section 1. Article one hundred fifty-two of Act Numbered Three thousand eight
hundred and fifteen, known as the Revised Penal Code, is amended to read as
follows:
"ARTICLE 152. Persons in authority. – Who shall be deemed as such. – In

applying the provisions of the preceding and other articles of this Code, any person
directly vested with jurisdiction, whether as an individual or as a member of some
court or governmental corporation, board or commission, shall be deemed a person
in authority.
"In applying the provisions of articles one hundred forty-eight and one hundred
fifty-one of this Code, teachers, professors, and persons charged with the
supervision of public or duly recognized private schools, colleges, and universities,
shall be deemed persons in authority.“
Approved: June 8, 1940

AN EXCERPT OF DECS SERVICE MANUAL 2000
SECTION 1: Creation of school SECTION 3: Referral

discipline committee
• All cases beyond the control and
• There shall be a committee, which expertise of School Discipline
will handle grave/major offenses as Committee shall be referred to the
stated in the 2000 DECS Service following offices: Principal and
Manual. They shall be composed of Guidance & Counseling, with
chair, co-chair and member. The supporting documents for more
school principal shall designate school extensive supervision and control.
disciplinary officer per curriculum year
level. He/she shall also designate
curriculum chairman and class adviser
per curriculum year level.
SECTION 4: Jurisprudence SECTION 5: Attendance & Punctuality
• All minor offenses or infractions of • Regularity of attendance and punctuality

good discipline shall be handled first by are required in all classes.
class advisers. However, if the case is • Attendance of students in special holidays,
a grave offense, the class adviser is activities relative to their religions shall be
expected to refer the case to the allowed provided permission of the
School Discipline Committee. They school head is sought.
shall call the attention of parents or • A student who incurs absences of more
guardians for a short conference and than twenty percent (20%) of the
prepare the anecdotal report. prescribed number of class or during the
• When the parties involved are between school year should be given a failing
and/or among different year levels, the grade and given no credits for the course
jurisdiction of school discipline officer or subject.
shall be based on the year level of the
primary offender.
SECTION 6: Guidelines for school uniform
• A school uniform shall be prescribed for all students “as per agreement.”
Shoes are considered part of the uniform.
• The prescribed uniform for boys: white polo with school logo; straight cut
black pants; black leather or rubber shoes and white pair of socks.
• The prescribed uniform for girls: white blouse with sports collar and school
logo; navy/dark blue pleated skirt five inches below the knee and black closed
leather shoes.
• All students shall be required to wear the official school ID in the school
campus.
• The acceptable haircut for boys shall be at least one (1) inch above the ear
and three (3) inches above the collar line.
SECTION 7: Grave and Minor Offenses
SOME MINOR OFFENSE:

SOME GRAVE OFFENSE:
• Absenteeism, cutting of classes and tardiness
• Cheating and stealing
• Failure to wear prescribed uniform
• Assaulting a teacher or any other school authority or
• Wearing of earrings for the boys and more than a pair
his agents or students
of earrings for the girls, outlandish hairstyles, painting
• Smoking inside the school premises
of tattoo, over accessories and body piercing
• Vandalism, writing on or destroying school property
• Using profane language to insult another
like chairs, tables, windows, books, laboratory
• Littering
equipment and others
• Using different gadgets like cellular phones , i-pad,
• Gambling of any sort
psp, etc. during class hour
• Drinking intoxicants and liquor
• Public display of affection (PDA)
• Hazing in any form or manner whether inside or
• Unruly behavior during assemblies, religious services,
outside the school premises
etc.
• Immorality or sexual harassment
• Refusing to obey a student leader Disrespectful to the
• Forging or tampering with school records or transfer
national flag and singing of national anthem
forms
• Spitting and urinating elsewhere
SECTION 8: Penal Provisions
CATEGORY 1st OFFENSE 2nd OFFENSE 3rd OFFENSE 4th OFFENSE

Minor Refer to the Refer to the School Refer to the Refer to the Principal
Offense/Sanction class adviser Discipline Officer Guidance
Counselor
Oral Oral and Written Probationary Suspension

Reprimand Reprimand
Category First Offense Second Offense Third Offense Fourth Ofense

Grave Offense/ Refer to the Refer to the Refer to the Refer to the School Grievances
Sanction School Guidance Counselor Principal and Complaints Committee
Discipline
Officer
Oral and Probationary Suspension Expulsion
Written
Reprimand
RA 8190
TITLE:
AN ACT GRANTING PRIORITY TO RESIDENTS OF THE BARANGAY,

MUNICIPALITY OR CITY WHERE THE SCHOOL IS LOCATED, IN THE
APPOINTMENT OR ASSIGNMENT OF CLASSROOM PUBLIC
SCHOOLTEACHERS
Approved: June 11, 1996

Section 1. In the appointment or assignment of teachers to public elementary or
secondary schools, priority shall be given to bona fide residents of the barangay,
municipality, city or province where the school is located: provided, that the teacher
possesses all the minimum qualifications for the position as required by law.
Section 2. In the exercise of its disciplinary authority, the Secretary of Education,

Culture and Sports shall impose the following administrative sanctions for any
willful violation of this Act: (1) first violation – suspension of one (1) month without
pay; (2) second violation – suspension of two (2) months without pay; and (3)
third violation and subsequent violations hereof – suspension of six (6) months
without pay.
Batas Pambansa Blg. 232- An Act Providing for the Establishment
and Maintenance of an Integrated System of Education
• This act shall be known as the Educational Act of 1982.

• The main purpose of the Act is to provide guidelines for the establishment
and the maintenance of an integrated system of education relevant to the
goals and objective of national development.
SECTION 5: Declaration of Policy and EDUCATIONAL COMMUNITY
Objectives
1. Parents or guardians or the head of the
• It is likewise declared government policy institution or foster home which has custody of
to foster, at all times, a spirit of shared the pupil or student.
purposes and cooperation among the 2. Students & Pupils
members and elements of the 3 School personnel or all persons working for
an educational institution, which includes the
educational community, and between the
following:
community and other sectors of society, a. "Teaching or academic staff,"
in the realization that only in such an b. "School administrators,"
atmosphere can be true goals and c. "Academic non-teaching personnel,"
objectives of education be fulfilled. d. "Non-academic personnel,“
4. Schools or institutions recognized by the
State which undertake educational operations.
RIGHTS & PRIVILEGES
STUDENTS PARENTS
• Competent instruction & relevant education
• Choose their field of study • Organize a forum
• Right to school guidance & counseling services • Right to access to any official
• Right to access his own records record directly relating to the
• Right to issuance of official documents children who are under their
parental responsibility.
• Right to publish a school paper and express
his/her views.
• Right to form, establish, and join an
organization recognized by school.
• Right to be free from involuntary contributions
SCHOOL PERSONNEL TEACHING/ACADEMIC STAFF
• Free expression of opinion • Right to be free from compulsory

• Right to be provided with legal services assignments
• Right to form and join labor or • Right to intellectual property
professional organizations. • To be accorded with due respect and
• Right to be free from involuntary protection
contributions • Accorded the opportunity to choose
alternative career lines
SCHOOL
SCHOOL ADMINISTRATORS
• The right of their governing boards or lawful

• To be accorded sufficient administrative authorities to provide for the proper
discretion necessary for the efficient governance of the school and to adopt and
and effective performance of their enforce administrative or management
functions. systems.
• To be accorded with due respect and • The right for institutions of higher learning to
protection determine on academic grounds who shall be
admitted to study, who may teach, and what
shall be subjects of the study and research.
THE EDUCATIONAL SYSTEMS
Section 21. Objectives of Elementary Education - The objectives of elementary

education are:
1. To provide the knowledge and develop the skills, attitudes, and values essential to
personal development and necessary for living in and contributing to a developing and
changing social milieu;
2. To provide learning experiences which increase the child's awareness of and
responsiveness to the changes in and just demands of society and to prepare him for
constructive and effective involvement;
3. To promote and intensify the child's knowledge of, identification with, and love for the
nation and the people to which he belongs; and
4. To promote work experiences which develop the child's orientation to the world of work
and creativity and prepare himself to engage in honest and gainful work.
Section 22. Objectives of Secondary Education. - The objectives of secondary education are:
1. To continue to promote the objectives of elementary education; and
2. To discover and enhance the different aptitudes and interests of the students so as to equip him
with skills for productive endeavor and/or prepare him for tertiary schooling.
Section 23. Objective of Tertiary Education. - The objectives of tertiary education are:
1. To provide a general education program that will promote national identity, cultural consciousness,
moral integrity and spiritual vigor;
2. To train the nation's manpower in the skills required for national development;
3. To develop the professions that will provide leadership for the nation; and
4. To advance knowledge through research work and apply new knowledge for improving the quality
of human life and responding effectively to changing societal needs and conditions.
Section 24. Specialized Educational Service - The State further recognizes its responsibility to
provide, within the context of the formal education system, services to meet special needs of certain
clientele. These specific types, which shall be guided by the basic policies of the State embodied in
the General Provisions of this Act, include:
1. "Work Education," or "Practical Arts," as a program of basic education which aims to develop
the right attitudes towards work; and "technical-vocational education," post-secondary but non-degree
programs leading to one, two, or three year certificates in preparation for a group of middle-level
occupations.
2. "Special Education," the education of persons who are physically, mentally, emotionally, socially,
or culturally different from the so-called "normal" individuals that they require modification of school
practices/services to develop them to their maximum capacity; and
3. "Non-formal Education," any organized school-based educational activities undertaken by the
Ministry of Education, Culture and Sports and other agencies aimed at attaining specific learning
objectives for a particular clientele, especially the illiterates and the out-of-school youth and adults,
distinct from and outside the regular offerings of the formal school system.
FUNDING OF REPUBLIC SCHOOLS FUNDING OF PRIVATE SCHOOLS
✔ National funds ✔ Capital investments

✔ Financial aid assistance ✔ School charges
✔ Share of local government ✔ Donation
✔ Special education fund ✔ Auxiliary enterprise
✔ Tuition and other school fees ✔ Special education fund
✔ Income from other sources ✔ Institutional funds
RA 9155
• SECTION 1. Short Title. – This Act shall be known as the “Governance of Basic
Education Act of 2001.”
• SECTION 2. Declaration of Policy. – It is hereby declared the policy of the State to protect
and promote the right of all citizens to quality basic education and to make such
education accessible to all by providing all Filipino children a free and compulsory
education in the elementary level and free education in the high school level. Such
education shall also include alternative learning systems for out-of-school youth and adult
learners. It shall be the goal of basic education to provide them with the skills, knowledge
and values they need to become caring, self- reliant, productive and patriotic citizens.
PURPOSES & OBJECTIVES
• To provide the framework for the governance of basic education which shall set the general
directions for educational policies and standards and establish authority, accountability and
responsibility for achieving higher learning outcomes;
• To define the roles and responsibilities of, and provide resources to, the field offices which shall
implement educational programs, projects and services in communities they serve;
• To make schools and learning centers the most important vehicle for the teaching and learning of
national values and for developing in the Filipino learners love of country and pride in its rich
heritage;
• To enable the schools and learning centers to reflect the values of the community by allowing
teachers/learning facilitators and other staff to have the flexibility to serve the needs of all
learners;
• To establish schools and learning centers as facilities where schoolchildren are able to learn a
range of core competencies prescribed for elementary and high school education programs or
where the out-of-school youth and adult learners are provided alternative learning programs
and receive accreditation for at least the equivalent of a high school education.
Sec. 5. Principles of Shared Governance
(a) Shared governance is a principle which recognizes that every unit in the
education bureaucracy has a particular role, task and responsibility inherent in the
office and for which it is principally accountable for outcomes;
(b) The process of democratic consultation shall be observed in the decision-making
process at appropriate levels. Feedback mechanisms shall be established to ensure
coordination and open communication of the central office with the regional, division
and school levels;
(c) The principles of accountability and transparency shall be operationalized in the
performance of functions and responsibilities at all levels; and
(d) The communication channels of field offices shall be strengthened to facilitate
flow of information and expand linkages with other government agencies, local
government units and nongovernmental organizations for effective governance;
A. National Level
B. Regional Level
C. Division Level
D. School District Level
E. School Level
• ORGANIZATIONAL
STRUCTURE OF THE
DEPARTMENT OF
EDUCATION FIELD
OFFICES
RA 8980 - Early Childhood Care and Development Act
Section 2. Declaration of Policy. – It is hereby declared the policy of the State to promote the rights of
children to survival, development and special protection with full recognition of the nature of childhood
and its special needs; and to support parents in their roles as primary caregivers and as their children’s
first teachers.
• The State shall institutionalize a National System for Early Childhood Care and Development
(ECCD) that is comprehensive, integrative and sustainable, that involves multi-sectoral and
inter-agency collaboration at the national and local levels. This System shall promote the inclusion
of children with special needs and advocate respect for cultural diversity. It shall be anchored
on complementary strategies for ECCD that include service delivery for children from conception to
age six (6), educating parents and caregivers, encouraging the active involvement of parents and
communities in ECCD programs, raising awareness about the importance of ECCD, and promoting
community development efforts that improve the quality of life for young children and families.
Section 3. Objectives. – The objectives of the National ECCD System are:
• To achieve improved infant and child survival rates by ensuring that adequate health and
nutrition programs are accessible.
• To enhance the physical, social, emotional, cognitive, psychological, spiritual and language
development of young children.
• To enhance the role of parents and other caregivers as the primary caregivers and educators of
their children from birth onwards.
• To facilitate a smooth transition from care and education provided at home to community or
school-based setting and to primary school.
• To ensure that young children are adequately prepared for the formal learning system and that
both public and private schools are responsive to the developmental needs of these children.
• To establish an efficient system for early identification, prevention, referral and intervention for
developmental disorders and disabilities in early childhood.
RA 10157- An Act Institutionalizing the Kindergarten
Education into the Basic Education System and
Appropriating Funds
• Basis – UN Millennium Development Goals (EFA)
• It is hereby declared the policy of the State to provide equal opportunities for all
children to avail of accessible mandatory and compulsory kindergarten education
that effectively promotes physical, social, intellectual, emotional and skills
stimulation and values formation to sufficiently prepare them for formal elementary
schooling.
• Mandatory and compulsory for entrance to Grade 1 (SY 2011-2012)
• Kindergarten education shall be understood in this Act to mean one (1) year of
preparatory education for children at least five (5) years old as a prerequisite for
Grade 1.
• Section 5. Medium of Instruction. – The State shall hereby adopt the mother
tongue-based multilingual education (MTB-MLE) method. The mother tongue of the
learner shall be the primary medium of instruction for teaching and learning in the
kindergarten level. However, exceptions shall be made to the following cases:
• When the pupils in the kindergarten classroom have different mother tongues or
when some of them speak another mother tongue;
• When the teacher does not speak the mother tongue of the learners;
• When resources, in line with the use of the mother tongue, are not yet available;
and
• When teachers are not yet trained how to use the MTB-MLE program.
Develop teaching strategies using the unique feature of the MTB-MLE which shall
include, but not limited to the following:
• The two-track method (storytelling and reading, listening story, oral

communication activities);
• Interactive strategies;
• Use of manipulative games; and
• Experiential, small group discussions and total physical response (TPR)
among others.
Approved: January 20, 2012

RA 10533 - AN ACT ENHANCING THE PHILIPPINE BASIC EDUCATION
SYSTEM BY STRENGTHENING ITS CURRICULUM AND INCREASING
THE NUMBER OF YEARS FOR BASIC EDUCATION, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES
SECTION 1. Short Title. — This Act shall be known as the “Enhanced Basic Education Act of
2013”.
SECTION 2. Declaration of Policy. — The State shall establish, maintain and support a complete,
adequate, and integrated system of education relevant to the needs of the people, the country
and society-at-large.
• Likewise, it is hereby declared the policy of the State that every graduate of basic education
shall be an empowered individual who has learned, through a program that is rooted on
sound educational principles and geared towards excellence, the foundations for learning
throughout life, the competence to engage in work and be productive, the ability to coexist in
fruitful harmony with local and global communities, the capability to engage in autonomous,
creative, and critical thinking, and the capacity and willingness to transform others and one’s
self.
SEC. 5. Curriculum Development. — The DepED shall formulate the design and details of the
enhanced basic education curriculum. It shall work with the Commission on Higher Education
(CHED) to craft harmonized basic and tertiary curricula for the global competitiveness of Filipino
graduates. To ensure college readiness and to avoid remedial and duplication of basic education
subjects, the DepED shall coordinate with the CHED and the Technical Education and Skills
Development Authority (TESDA).
The DepED shall adhere to the following standards and principles in developing the enhanced basic
education curriculum:
✔ The curriculum shall be learner-centered, inclusive and developmentally appropriate
✔ The curriculum shall be relevant, responsive and research-based
✔ The curriculum shall be contextualized and global
✔ The curriculum shall use pedagogical approaches that are constructivist, inquiry-based,
reflective, collaborative and integrative
✔ The curriculum shall adhere to the principles of MTB-MLE
✔ The curriculum shall use the spiral progression approach to ensure mastery of knowledge
and skills after each level
RA 10931
TITLE:
AN ACT PROMOTING UNIVERSAL ACCESS TO QUALITY TERTIARY EDUCATION

BY PROVIDING FOR FREE TUITION AND OTHER SCHOOL FEES IN STATE
UNIVERSITIES AND COLLEGES, LOCAL UNIVERSITIES AND COLLEGES AND
STATE-RUN TECHNICAL-VOCATIONAL INSTITUTIONS, ESTABLISHING THE
TERTIARY EDUCATION SUBSIDY AND STUDENT LOAN PROGRAM,
STRENGTHENING THE UNIFIED STUDENT FINANCIAL ASSISTANCE SYSTEM
FOR TERTIARY EDUCATION, AND APPROPRIATING FUND THEREFOR
Section 1. Short Title. - This Act shall be known as the "Universal Access to Quality
Tertiary Education Act".
PURPOSE:
• Provide adequate funding and such other mechanisms to increase the participation rate
among all socioeconomic classes in tertiary education;
• Provide all Filipinos with equal opportunity to quality tertiary education in both the
private and public educational institutions;
• Give priority to students who are academically able and who come from poor families;
• Ensure the optimized utilization of government resources in education;
• Provide adequate guidance and incentives in channeling young Filipinos in their
career choices and towards the proper development and utilization of human resources.
Section 4. Free Higher Education in SUCs and LUCs.
• All Filipino students who are either currently enrolled at the time of the effectivity of this Act, or
shall enroll at any time thereafter, in courses in pursuance of a bachelor's degree, certificate
degree, or any comparable undergraduate degree in other school fees for units enrolled
in: Provided, That they pass the entrance examination and other admission and retention
requirements of the SUCs and LUCs.
• The amount required to implement the free tuition and other school fees in SUCs and LUCs
shall be determined by the respective governing boards of SUCs and LUCs based on
the projected number of enrollees for each academic years, which shall be the primary factor
in computing the annual proposed budget of SUCs and, in the case of LUCs, the CHED for
such purpose. This shall in turn serve as the baseline during the preparation of the annual
National Expenditure Program (NEP) by the Department of Budget and Management (DBM).
Section 6. Exceptions to Free Tertiary Education. - The following students are ineligible to avail
of the free tertiary education:
In SUCs and LUCs:
✔ Students who have already attained a bachelor's degree or comparable undergraduate

degree from any HEI, whether public or private.
✔ Students who fail to comply with the admission and retention policies of the SUC or LUC.
✔ Students who fail to complete their bachelor's degree or comparable undergraduate
degree within a year after the period prescribed in their program.
In State-Run TVIs:
✔ Students who have obtained a bachelor's degree, as well as those who have received a
certificate or diploma for a technical-vocational course equivalent to at least National
Certificate III and above.
✔ Students who fail in any course enrolled in during the course of the program.
United Nation’s First Call for Children
Preamble
The preamble recalls the basic principles of the United Nations and specific provisions
of certain relevant human rights treaties and proclamations. It reaffirms the fact that
children, because of their vulnerability, need special care and protection, and it
places special emphasis on the primary caring and protective responsibility of the
family. It also reaffirms the need for legal and other protection of the child before and
after birth, the importance of respect for cultural values of the child's community, and
the vital role of international cooperation in securing children's rights.
• Definition of a Child
A child is recognized as a person under
18, unless national laws recognize the
age of majority earlier.
R.A. No. 7610- Special Protection of Child Against Child
Abuse, Exploitation and Discrimination Act
• Child abuse defined as the physical or mental injury, sexual abuse, negligent
treatment. Today maltreatment is classified into four categories: (1) physical abuse,
(2) neglect, (3) sexual abuse and (4) emotional maltreatment.
• The term child abuse and neglect means, any recent act or failure to act on the part
of a parent that result in death, serious physical or emotional harm, sexual abuse or
exploitation, or an act or failure to act which presents an imminent risk of serious
harm.
Section 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and
Other Conditions Prejudicial to the Child's Development.
• Any person who shall keep or have in his company a minor, twelve (12) years or
under or who in ten (10) years or more his junior in any public or private place.
• Any person who shall induce, deliver or offer a minor to any one.
• Any person or owner with the operation of any public or private place of
accommodation, who allows any person to take along with him to such place or
places any minor.
• Any person who shall use, coerce, force or intimidate a street child or any other
child.
RA 7877 - Anti-Sexual Harassment Act of 1995
• Governing law for work, education or training-related sexual harassment.

• RA 7877 states that “work, education or training-related sexual harassment is
committed by an employer, employee, manager, supervisor, agent of the
employer, teacher, instructor, professor, coach, trainer, or any other person who,
having authority, influence or moral ascendancy over another in a work or training or
education environment, demands, requests or otherwise requires any sexual favor
from the other, regardless of whether the demand, request or requirement for
submission is accepted by the object of said act.”
• Presence of SEXUAL FAVOR
On the other hand, in an education or training environment, sexual harassment is
committed:
(1) Against one who is under the care, custody or supervision of the offender;
(2) Against one whose education, training, apprenticeship or tutorship is entrusted
to the offender;
(3) When the sexual favor is made a condition to the giving of a passing grade, or
the granting of honors and scholarships, or the payment of a stipend, allowance or
other benefits, privileges, or consideration; or
(4) When the sexual advances result in an intimidating, hostile or offensive
environment for the student, trainee or apprentice.
Lesson 2:
Foundations of
Guidance and
Counseling
Mitchell L. Mamites
Foundations of Guidance
• Philosophy
• Psychological
• Anthropological
• Biology
• Sociology
Branches of Philosophy
1. Epistemology – It came from the Greek words, “Episteme” which
means knowledge, and “Logos” which means study. It is the
philosophical study of valid knowledge and its principles. Under which
are the different views that may help us understand how we can gain
knowledge.
a. Empiricism – It views that knowledge can be gained through senses or
experiences. It underscores that sense or experience is the source of
knowledge and that learning is a process of accumulating a series of
sensory experiences. This leads to an understanding of cause and
effect relationships and associations. Behavior Modification or
Behavioral Psychology was influenced by this belief.
b. Rationalism – It emphasizes that reason and innate ideas guide
knowledge. It tries to debunk the mechanistic view which holds that
humans are slaves to nature. This view was used by Cognitive
Psychology, Rational Emotive Therapy, and Cognitive Behavioral
Therapy.
c. Skepticism – It means to examine. It would either doubt or accept
nothing. It is a theory that negates knowledge.
a. Monism – The reality is Unitarian in nature. All reality is
fundamentally one. It would either spirit or body, nothing
less, nothing more.
b. Dualism – The reality is dualistic. It is spiritual and physical;

body and mind. Nature – nurture controversy figured in
2. Metaphysics – It came this discussion.
from the Greek word,
“Meta ta physika” which c. Idealism – The reality is fundamentally made up of ideas.
means, “with the things of The physical world is just a shadow of the true reality – the
nature,” something that eternal ideas.
goes beyond or beyond
the physical. It is the study d. Realism – Something exists outside of the mind is reality.
of the nature of things and
the understanding of e. Materialism – Matter is the only reality and is eternal. It
reality. holds that human beings are entirely physical.
f. Mechanism – It views humans are slaves to nature and like

machines, they could be known totally and completely.
Psychoanalytic and behavioral counseling is very much
influenced by this belief.
g. Existentialism – It focuses on the uniqueness of human

beings and highlights this as the only reality. Therefore,
subjective reality is more important than objective reality.
Existential counseling, Person-centered counseling, and
Logotherapy are derived from this philosophy.
a. Relativism – It is how people ought to act is dependent on
their situation under their cultural norms. This ethical view has
a different moral life for a different group of people, thus,
inhibits making a moral judgment for the general population.
b. Subjectivism – This view has no objective moral facts or
absolute truth. Ultimately, all of the views or beliefs of
individuals are come out from himself. Thus, moral fact or
truth becomes subjective fact or truth for an individual
3.Ethics – It is derived from himself. Existential Counseling was influenced by this ethics.
the Greek word, “Ethos”
which means character. c. Egoism – It is treating self-interest as the foundation of
The philosophical study of morality.
the morality of human
action that distinguishes d. Altruism – It pursues the interest of others, the opposite of
good from evil and right egoism.
from wrong; and also it
studies Natural Law that
governs human being.
e. Hedonism – It is pleasure-centered. It believes that pleasure is
the highest good and at the center of human morality, thus
pursuing pleasure is the proper aim of human life.
f. Utilitarianism – It is how we ought to pursue the greatest
amount of happiness for the greatest number of people
should be the guiding principle of conduct.
g. Deontology – It is duty-based ethics. It is the notion that we
have a certain universal moral duty, that is, to live morally
4. Logic – It came from the Greek word,
“Logos” which means study. It is the science
and art of correct thinking. It is exploring the
structure of arguments that preserve truth or
allowing the optimal extraction of
knowledge from evidence. Good logic is
the correct reasoning in argumentation.
Premise or premises are the evidence that
we claim to arrive at the acceptable
conclusion.
5. Axiology – It is the philosophical study of
the nature of value and valuation. We
seldom or never ask ourselves for what
values we are supposed to be desired in life
which has of great eternal value.
Biology as foundation of Guidance
The following are subdivisions of Biology that
can be used in understanding human behavior
• A. Physiology – It looks at organisms at the level of tissue and organs.

• B. Genomics – The sequencing of genomes and their comparison.
• C. Synthetic Biology – The creation of life with custom-written DNA
programming.
• D. Ecology – It studies the interactions between organisms themselves.
• E. Ethology – It studies the behavior of animals, especially complex
animals.
• F. Genetics – It studies the code of life, DNA.
Psychology as foundation of
Guidance
• An offshoot of Philosophy
and Biology
• The science of mind and
behavior
• It came from the Greek
term, “Psyche” which
means breath, spirit, or
soul.
Branches of Psychology
A. Clinical Psychology – is the scientific B. Cognitive Psychology – investigates

study and application of psychology internal mental processes, such as
to understand, prevent, and alleviate problem-solving, memory, learning,
psychologically-caused distress or and language (how people think,
dysfunction (disability) and promote perceive, communicate, remember,
the patient's well-being and personal and learn)
development. It promotes adaptation,
adjustment, and personal C. Developmental Psychology – is the
development. It concentrates on the scientific study of systematic
intellectual, emotional, biological, psychological changes that a person
psychological, social, and behavioral experiences over the course of his/her
aspects of human performance life span. It includes motor skills,
throughout a person's life, across problem-solving, moral understanding,
varying cultures and socioeconomic acquiring language, emotions,
levels. personality, self-concept, and identity
formation.
Branches of Psychology
D. Evolutionary Psychology – looks at F. Health Psychology – observes how

how human behavior has been affected behavior, biology, and social context
influence illness and health. It focuses
by psychological adjustments during more on the person who has the illness,
evolution. It believes, for example, that by finding out about their socioeconomic
language or memory perceptions are status and background, behaviors that
functional products of natural selection. may have an impact on the disease (such
as medication compliance), plus the
biological reasons for the illness. It aims
E. Forensic Psychology – involves to improve the patient's overall health by
applying psychology to criminal analyzing disease in the context of
investigation and the law. It involves biopsychosocial factors.
understanding criminal law in the relevant G. Neuropsychology – studies the
jurisdictions to interact with judges, structure and function of the brain about
lawyers, and other professionals of the clear behaviors and psychological
legal system. processes.
Foundations of Guidance and
Counseling
Lesson 1- History and Scope
➢ Late 1800s, the industrial revolution has affected the
lives of many which was considered more that of
developmental milestone. People worked in the
factories and industry leaving their family behind.
➢ A shift from farm to city lifestyle increased the
population in the slums and what we now call “urban
poor”. These created new needs of the individual and
family.
History
➢ Some children were working as early as 9 years old to
augment the family after the war.
➢ A call for humanistic
➢ 20th century was when counseling was first emerging,
humanistic reform, with an increased emphasis on the
value of all human beings
➢ John Dewey’s progressive movement was an ongoing
development which advocates that the school should reflect
the society, thus teaching the child real-life experience
➢ Curriculum: agricultural education, industrial education, and
social education with an emphasis on the acculturation of
Education and immigrants.
➢ Horace Mann, the Father of American Education led the

Counseling development of a system of common schools: universal, free,
and nonsectarian education.
➢ Progressive education coupled with the humanistic movement
shed light on the growing need to attend to the overall well-
being of children, beyond the walls of the school
➢ Dewey and Mann focused on training and advice, in particular
education and vocational guidance, and on interpersonal
relationships.
1. Jesse B. Davis- addressed the educational reforms by
developing public school counseling and guidance
programs
- advocated for the infusion of vocational
development into traditional curriculum
- required all students to write their vocational

interests on a weekly basis
- influenced by Dewey and Mann, he believed that
if children were given proper guidance, the challenges of an
increasingly industrialized society could be met
- believed that character development is central to
preventing behavioral problems and creating good
relationships with other people
Key Figures in Guidance and Counseling
2. Frank Parsons- Father of Vocational guidance
- He believed that the more person understood himself

and provided career choices, the more he/she can make
informed and reasonable career choices
- He wrote a book, Choosing a Vocation which called for

the designation of school teachers as vocational
counselors. This was adapted by the schools and made
their own vocational guidance programs
Key Figures in Guidance and Counseling
3. Clifford Beers- driving force of the mental health

counseling
- he exposed the conditions of mental health facilities and
eventually prompted national reform in the treatment of
persons with mental illness
- - in his autobiography book, A Mind that Found Itself, he

detailed the experience of being mentally ill and
institutionalized. That time, little attention was given to
mental health institution
▪ Standardized teste were provided to US Army to
assist in selection, placement, and training practices
for army personnel
▪ After World War 1 the Army Alpha and Army Beta
intelligence tests were used to civilians and marked
the beginning of psychometrics movement
1920s onward
▪ Meanwhile in France, Alfred Binet rejected some original tenets
of intelligence testing and worked on the development of
intelligence scales
▪ Binet developed a scale to differentiate children struggling to
learn from those more capable of school demands.
▪ 1905 intelligence scale was to discriminate between slightly
“retarded” children and the normal school population.
Guidance
counseling and Mental Health Psychometrics
Educational Reform movement
reform
10/29/2020
Republic Act No. 9258 March 2, 2004
AN ACT PROFESSIONALIZING THE PRACTICE OF GUIDANCE AND
COUNSELING AND CREATING FOR THIS PURPOSE A PROFESSIONAL
REGULATORY BOARD OF GUIDANCE AND COUNSELING, APPROPRIATING
FUNDS THEREFOR AND FOR OTHER PURPOSES
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
ARTICLE I
TITLE, DECLARATION OF POLICY, DEFINITION OF TERMS
Section 1. Title. - This Act shall be known as the "Guidance and Counseling Act of
2004,"
Section 2. Declaration of Policy. - It is hereby declared a policy of the Senate to
promote the improvement, advancement and protection of the guidance and
counseling services profession by undertaking and instituting measures that will
result in professional, ethical, relevant, efficient, and effective guidance and
counseling services for the development and enrichment of individuals and group
lives.
The State recognizes the important role of guidance and counselors in nation-
building and promotes the sustained development of reservoir of guidance and
counselors whose competence have been determined by honest and credible
licensure examinations whose standards of professional practice and service are
world-class and Internationally recognized, globally competitive through preventive
regulatory measures, programs and activities that foster their continuing
professional development.
10/29/2020
Section 3. Definition of Terms. - As used in this Act, the

following terms shall mean:
a) Guidance and Counseling is a profession that
involves the use of an integrated approach to the
development of a well-functioning individual primarily by
helping him/her potentials to the fullest and plan him/her to
utilize his/her potentials to the fullest and plan his/her future
in accordance with his/her abilities, interests and needs. It
includes functions such as counseling subjects, particularly
subjects given in the licensure examinations, and other
human development services.
Talk therapy, is a way to help people
with a broad variety of mental
illnesses and emotional difficulties.
Psychotherapy can help eliminate or PSYCHOTHERAPY
control troubling symptoms so a
person can function better and can
increase well-being and healing
Difference between Guidance and
Counseling
Functions of
Guidance &
Counseling
Assignment
Research on the
Foundations of Guidance:
1. Psychology
2. Philosophy
3. Biology
4. Anthropology
5. Sociology
References
* https://psychology.iresearchnet.com/counseling-psychology/history-of-
counseling/
Definition of
Terms
Guidance & Counseling
Mitchell L. Mamites
Learning Outcomes:
1.grasp the important definitions of terms

relevant to Guidance and Counseling;
2.gain deeper appreciation of the Basic

Principles in Guidance; and
3.acquire baseline understanding about the

Guidance and Counseling profession.
1. Guidance and Counseling (RA 9258
section 3 letter a)
- a profession involving an integrated approach to the

development of well-functioning individuals primarily by
helping them to utilize their potentials to the fullest and plan
their present and future in accordance with their abilities,
interests and needs
2. Guidance Counselor
- a Mental Health Professional (RA 11036 section 4 letter m) - a

Career Specialist - central and the most indispensable figure of
the Guidance Program. - a natural person who has been
registered and issued a valid Certificate of Registration and a
valid Professional Identification Card by the Professional
Regulatory Board of Guidance and Counseling and the Professional
Regulatory Commission (PRC) in accordance with this Act and by
virtue of specialized training performs for a fee, salary or other
forms of compensation, the functions of guidance and counseling
under Section 3 (a) of this Act. (RA 9258 section 3 letter b)
3. Guidance Program
- a system of services designed to improve the adjustment of

each and every person for whom it is organized. - refers to
the integral part of the educational system because it is
responsive to the needs of the students and is entrusted only
to qualified Guidance Personnel.
- This includes career guidance program, mental health

program, professional development program, counseling,
advocacy promotions
Counseling is the
Guidance office
Counselor Educator
- Counselors who are responsible for developing, implementing,

and supervising educational programs and are skilled as
teachers and practitioners.
- They are knowledgeable regarding the ethical, legal, and

regulatory aspects of the profession, are skilled in applying
that knowledge, and make students and supervisees aware of
their responsibilities.
- Counselor Educators conduct counselor education and

training programs in an ethical manner and serve as role
models for professional behavior
Psychotherapy (apa.org)
involves communication between patients and therapists that

is intended to help people (a) find relief from emotional
distress, as in becoming less anxious, fearful or depressed. (b)
seek solutions to problems in their lives, such as dealing with
disappointment, grief, family issues, and job or career
dissatisfaction. (c) modify ways of thinking and acting that are
preventing them from working productively and enjoying
personal relationships.
What is counseling?
- Helps client understand and clarify their views of

their lifespace, and to learn to reach their self-
determined goals through meaningful, well-
informed choices and through resolution or
problems of an emotional and interpersonal
nature
- Helps client help themselves, understand the
world and to discover better ways of thinking and
living
MISCONCEPTIONS OF
GUIDANCE COUNSELING
1. Guidance and counseling deals only

with severe psychological problems
2. Guidance is given only to individual
who needs help
3. Guidance is always provided in group
form
4. Counseling is always counselee-
centered
5. There is a single theory in counseling
that applies to all scenarios
ROLE AND IMPORTANCE OF
GUIDANCE & COUNSELING
IN EDUCATION
Lesson 4
Mitchell L. Mamites
Objectives:
1. acquire more understanding about the vital role of School

Counseling in the growth and development of the learners;
2. deeply appreciate the important role of School Counselors

especially in promoting Mental Health among the educators, the
learners and the entire educational community; and
3. carry out behaviors that would promote respect and care for
School Counselors as a journey -er in life of the learners.
ACTIVITY:
Please access this link and answer the sheet. This will help you
identify your intelligence type /category which you can use as a
student and a teacher. It is a 56 -item test.
Results of this test will give you your Top 3 Multiple Intelligences
which you may use to help you combat academic challenges, thus
enable you to perform well academically.
http://literacynet.org /mi /assessment /findyourstrengths.html

IT LOOKS LIKE THIS
SIGNIFICANCE OF
SCHOOL
COUNSELING
(VILLAR, 2009):
1. The Learner’s Family Situation
• D i s a ppe a r i ng F a m i l y
- M a n y m a r r i e d c o u p l e s s e p a r a t e b e c a u se h u s b a n d a n d wi f e c a n n o t g e t a l o n g a n ym o r e wi t h e a c h o t h e r.
- M a n y c h i l d r e n a r e l e f t t o t h e i r o wn d e vi c e s b e c a u s e t h e i r p a r e n ts a r e t r yi n g t o e a r n f o r a l i vi n g a b r o a d o r
a wa y f r o m h o m e .
• U n r e a dy F a m i l y - A s a r e s u l t o f t h e d i s a p p e a r i n g f a m i l y, m a n y yo u n g p e o p l e g e t i n t o e a r l y m a r r i a g e s o r
p a r e n t h o o d t h a t t h e y a r e u n p r e p a r e d f o r. M a n y o f t h e s e m a r r i a g e s e ve n t u a l l y b r e a k u p , a n d t h e u n p r e p a r e d
couples become the parents in disappearing families.
• T h e P a t h o l ogi c a l F a m i l y
- M a n y c h i l d r e n f r o m t h e d i s a p p e a r i n g a n d u n r e a d y f a m i l i e s g r o w u p wi t h u n r e s o l ve d i s s u e s o r b e c o me
p a t h o l o g i c a l b e c a u s e o f t h e a b s e n c e o f n u r t u r a n c e a n d s u p e r vi s i o n a n d a l s o t h e p h ys i c a l , e m o t i o n a l , a n d
ve r b a l a b u s e t h a t t h e y m a y h a ve e xp e r i e n c e d .
- C h i l d r e n c o m i n g f r o m p a t h o l o g i c a l f a m i l i e s t e n d t o m a n i f e s t s ym p t o ms t h a t m a y b e a c r y f o r h e l p l i k e
s h o wi n g d i s r u p t i ve o r i n a p p r o p r i a t e b e h a vi o r. T h e y a l s o t e n d t o b e c o m e q u a r r e l s o m e o r a t t e n t i o n - s e e k i n g .
T h e y l o s e c o n c e n t r a t i o n o r f o c u s , t h u s u n d e r a c h i e ve .
2. The Complexity of Living
• The Increased Mobility of Filipinos - This is another condition that makes the life of some
learners more complex. Migration due to economic reason has made many children move
from one place to another. Experiences of pain of loss and anger because of their situation
prevail.
• Increasing Career Options and the Changing Demands in the Labor Market - Faced
with more choices, students get confused as to where to study after high school. Parents
have become misguided as well, leading their children to courses which they believe would
generate the biggest income regardless of the intellectual capacity, interests, and aptitude of
their children.
• New Job Titles - New job titles have also come about with the changes in the fields of
concentration and the demands of the industrial and corporate worlds. - Getting into a
technical-vocational course has become an option instead of a degree program because the
labor market has opened the door for people trained in technical -vocational work.
2. The Complexity of Living
• Lack of Job Opportunities - The inability to find a job also results

to frustration among the youth. Their economic dependency on their
family continues, and the individuation may be delayed.
• Increasing Financial Difficulty - Financial difficulty is a source of
instability among family members. Joblessness can cause lowered
self-esteem. Poverty may be a source of more problems as
experienced by many in this time of COVID -19 Pandemic.
3. Experiences of Crisis even with very
Young Learners-
- Other crisis situations such as calamities,
crimes, accidents, illness, as well as
learning and other types of disorder make 4. Increasing Rate of Persons
Experiencing Anxiety and
the life of some of the learners more
Depression which others had
difficult and painful. led to Committing Suicide
Write a script or a Counselor -Student
APPLICATION: conversation depicting the student asking for
help to the Counselor, and the Counselor
Role Playing
competently helping the student.
ABSTRACTION
1. Relate a theory that you know to any point that
was mentioned in lesson 4. No duplication.
2. The format will be:
- Mention the theory
- Specify the relevance of such theory to what point
of discussion in lesson 3
- Cite at least 1 or 2 reason/s what made you say
that such theory is relevant to that particular point.
Analysis:
The role of the Guidance Counselor is significant in the lives of people. The nature of
h i s / h e r w o r k d e m a n d s c o m p e t e n c e , e x c e l l e n c e , i n t e g r i t y, t r u s t , a n d s e r v i c e . H e / s h e T h e P h i l i ppi n e R e g i s t e r e d G u i d a nc e
must be guided by recognized ethical standards, which define his functions and
C o u n s e l or s ’ C o d e o f E t h i c s
responsibilities and which provide guidelines for his /her practices as Guidance
(http://filpsycounseling.blogspot.com/2015/
C o u n s e l o r.
02/code-of-ethics-for-registered-and.html)
Section 2. Observe of Principles. –Guidance Counselors shall observe the following

basic and general principles:
ETHICS - a “system of moral
1. Abide by the ethical principle laid down by the Guidance and Counseling
Profession. principles or values: the rules
2 . N o t m i s u s e t h e p r o f e s s i o n a l r e l a t i o n s h i p f o r p r o f i t , p o w e r, o r p r e s t i g e , o r f o r or standards governing the
personal gratification not consonant with the welfare of this Counselee.
conduct of members of a
3 . R e a l i z e t h a t h i s p r o f e s s i o n a l t i m e a n d e f f o r t a r e f u l l y, f a i t h f u l l y, c o n s c i e n t i o u s l y,
and truthfully devoted to the accomplishment and improvement of the guidance and profession; accepted principles
counseling profession. of right or w rong;” and
4. Grow professionally and keep abreast with current trends in guidance work establishes the means of doing
through continuing professional education and affiliate himself with reputable and
recognized local, national and international guidance associations. w hat is right, fair, and honest.
Laws Governing Guidance &
Counseling
Educ 304/413d
Mitchell L. Mamites
Highlights of RA 9258 (Guidance & Counseling Act of 2004)
• Republic Act No. 9258 March 2, 2004 AN ACT PROFESSIONALIZING

THE PRACTICE OF GUIDANCE AND COUNSELING AND CREATING FOR
THIS PURPOSE A PROFESSIONAL REGULATORY BOARD OF GUIDANCE
AND COUNSELING,APPROPRIATING FUNDS THEREFOR AND FOR
OTHER PURPOSES
• Please read through the link below:
• (https://www.officialgazette.gov.ph/2004/03/02/republic-act-no-
9258/)
THE SCHOOL COUNSELORS’ CODE OF ETHICS
by The American Counseling Association (ACA)
• The American Counseling Association (ACA) - an educational,
scientific, and professional organization whose members work in a
variety of settings and serve in multiple capacities.
• Counseling is a professional relationship that empowers diverse
individuals, families, and groups to accomplish mental health,
wellness, education, and career goals. Professional values are an
important way of living out an ethical commitment.
• Read more on this link: (https://www.counseling.org/resources/aca-
code-of-ethics.pdf)
Core Professional
Values
of the Counseling
Profession
The fundamental
principles of
professional
ethical behavior
are:
The Philippine Registered Guidance
Counselors’ Code of Ethics
• (http://filpsycounseling.blogspot.com/2015/02/code-of-ethics-for-registered-
and.html)
• ETHICS - a “system of moral principles or values: the rules or standards

governing the conduct of members of a profession; accepted principles of right
or wrong;” and establishes the means of doing what is right, fair, and honest.
• The role of the Guidance Counselor is significant in the lives of people. The
nature of his/her work demands competence, excellence, integrity, trust, and
service. He/she must be guided by recognized ethical standards, which define
his functions and responsibilities and which provide guidelines for his/her
practices as Guidance Counselor.
General Principles
1. Abide by the ethical principle laid down by the Guidance and
Counseling Profession.
2. Not misuse the professional relationship for profit, power, or
prestige, or for personal gratification not consonant with the
welfare of this Counselee.
3. Realize that his professional time and effort are fully, faithfully,
conscientiously, and truthfully devoted to the accomplishment and
improvement of the guidance and counseling profession.
4. Grow professionally and keep abreast with current trends in
guidance work through continuing professional education and
affiliate himself with reputable and recognized local, national and
international guidance associations.
•Please ensure that you
read the suggested
websites and articles in
the ‘Additional
Readings’ section of this
presentation.
ADDITIONAL READINGS
• RA 11036 MENTAL HEALTH ACT OF 2018
(https://www.doh.gov.ph/sites/default/files/health_advisory/IRR%20of%2
0RA%2011036.pdf)
• (https://www.counseling.org/resources/aca-code-of-ethics.pdf)
• RA 10533 (Enhanced Basic Education Act of 2013) - DO 43, S. 2013.
(https://www.deped.gov.ph/2013/09/24/do-43-s-2013)
• BP 232 (Education Act of 1982)
(https://www.lawphil.net/statutes/bataspam/bp1982/bp_232_1982.html)
• Highlights of RA 9258 (Guidance & Counseling Act of 2004)
(https://www.officialgazette.gov.ph/2004/03/02/republic-act-no-9258/)
APPLICATION
• 1. Present & submit a Summary

of a study/research depicting
the practice of ethical standards
in the field of School
Counseling.
• 2. Master it and be ready to
talk about it next meeting.
Lesson 6-
Guidance Workforce
Educ 304/413d
Mitchell L. Mamites
Objectives:
1. Recognize the important roles

each personnel has.
2. Differentiate each position title by
their tasks and qualification.
3. Understand the role of educators
and other school personnel to the
actualization of the guidance
program.
The Guidance Personnel
1. Guidance Director
• The guidance director acts as the overall head of the guidance and
counseling services office. In some schools where different programs
were present, the guidance director works hand in hand with
different guidance coordinators. But in some schools, the director
also acts as the coordinator or vise versa.
• A guidance director may not perform counselling but one of its
qualifications is a Master’s Degree in Guidance and Counseling
because this position requires awareness and understanding about
the applications and ethical standards that must be followed
SPECIAL TASKS:
1. Plan and prepare the guidance program along

with the other personnel
2. Budget planning and allocation
3. Participate on the recruitment, selection,
assignment and evaluation of the guidance
personnel
4. Secure that all services are properly
implemented and evaluated
5. Coordinate with the school community
6. Ensure that every activity, service and action
taken by the office are inline with the ethical
standards.
2. Guidance Counselor
❖ The guidance counselor is the most essential member of the
guidance office. They are the one who provides knowledge and
expertise for the success of the services.
❖Counseling requires specific skills and competencies thus to be a

counselor, one must be a registered guidance counselor and have a
Masteral’s Degree in Guidance and Counseling. Also, they must
consistently update their skills and knowledge through seminars and
or workshops.
5 ROLES ( 5 Cs) the Counselor Portrays:
1. Counselor - help the client to discover their full-potential and assist them
during transitions and/or through their adjustments and personal issues.
This is usually done in a one-on-one session or with a small group.
2. Coordinator - supervise the other personnel on the delivery of services,
act as mediator from the clients/ office and other agencies.
3. Consultant - suggest helpful interventions even without direct relation
with the person in need and act as an adviser to those seeking for expert
advice.
4. Conductor of Activities - plan and carry out guidance activities and
services.
5. Change Agent - initiate development and progress in the institution,
assess the current situation, provide possible solutions/alternatives and
participate actively on the necessary changes.
3. Psychometrician - the personnel in-charge with the testing services.
They select, administer and interpret psychological tests and
analyse/evaluate its result along with the counselor. They can also
design and develop tests. The person in position must be a registered
psychometrician and has a bachelor degree in Psychology
4. Researcher- The researcher’s task is to provide thorough exploration
to a subject matter that is identified by the guidance director and/or
counselor which is necessary for handling the client. This includes
reviewing available sources of knowledge, proper selection of
methodology, and writing reports. To be qualified to this position, one
must have a bachelor degree in Psychology or Sociology or other
courses related to understanding behavior.
5. Guidance Secretary- The secretary takes the majority of clerical
works such as letter writing, scheduling of counseling and other
appointments, taking minutes of the meeting etc. He/she assists the
rest of the personnel to their tasks.
Auxiliary Personnel
• Psychiatrist- Cases are referred to
Psychologist psychiatrists when the principal cause of the
• They are contacted whenever the case demands client’s concern needs medication or
for in-depth assessment and intervention which is whenever the student manifests psychotic
beyond the competencies of the counselor. symptoms (delusion and/or hallucination).
Usual types of Psychologist in school:
a. Clinical/Counseling Psychologist - they can handle
cases which call for specialized approach and/or • Social Worker- Oftentimes, the presented
treatment. They are also the one who makes the final
diagnosis to the client. Examples of these cases are issues of the students originate from his/her
behavioral disorders, personality disorders, post conflict with the environment especially in
traumatic stress disorder etc. Usually, counselors the family. Social workers provide assistance
refer these cases to them after assessing the client's
needs and projected issues/concerns. in monitoring the studentâ€™s status at home
b. School/Developmental Psychologist - can help through visitations and dialog with the family
counselors in conducting diagnostic evaluations to members. The social workers' access to home
assess the students in need of counseling or other provides deeper understanding and can
professional assistance. They can also propose
interventions and individualized approaches to become more beneficial to the student
address the student’s needs
1. Head of Institution - Their support and recognition is
important for the implementation of the guidance program.
They are in the position to communicate to the stakeholders
the offered services and discuss its significance. They also act
as the program consultant/advisor and resource provider.
The School 2. The Classroom Teacher - They spent most of the time with the
students compared to the guidance personnel. This can give
them an opportunity to form relationships (built with trust and
Personnel respect) with their students which is essential to the
implementation of specific guidance services. Teachers can
help the counselors by being the listener/advisor of their
students which will lessen the need for counseling
appointments. However, the teacher can also help through
referral if the student needs assistance that is beyond to
his/her capacity. The teachers can also help the students
discover their potential which can be used as a basis for their
placement (course to take, specialization, clubs etc.).
3. Health Personnel - They are the one who have access to the
students medical records and can observe individuals who may
report medical symptoms that are caused by personal, social
and/or emotional problems (palpitation, difficulty in breathing
and even malingering). Their expertise is also needed when
the student’s medical condition is a factor in making decisions.
ANALYSIS:
This lesson enumerated the

list of professionals involved
in a guidance program.
According to your experience
and observation, what is the
reality in our educational
system in connection to this
matter?
• Group yourselves to a maximum of 5 members.
Present this activity next meeting.
COUNSELING 101
Guidance and Counseling
Mitchell L. Mamites
OBJECTIVES
1. Explain the nature, meaning, importance, and scope of counseling
in schools;
2. Understand the difference of counseling from advising, guiding, and
discipling an individual; and
3. Discuss how to remove the discouraging facts in counseling.
COUNSELING
COUNSELING
Counseling is the
of Guidance
IMPORTANCE OF COUNSELING
• Standpoint of the individual- intelligent choices can result only where
the individual has adequate facts and experiences and receives
careful counseling
• From the standpoint of society, society's safety and progress demand
that each individual is in that place, whether occupational, civil, or
social where he can contribute to the welfare of the other.
• Helps individual live a balanced-life; making decisions based on facts
• Counseling helps in making individual realize his full potential
• help the individual lay a permanent foundation of sound and mature
adjustments
SCOPE OF COUNSELING
1. Educational counseling is mainly concerned with all those activities that
are related to the student’s adjustment to his or her educational
environment. For example need for discipline, study habits, academic
concern, and need for discussion groups whose aim is to enhance
performance in examinations.
2. Career counseling means helping someone find his or her calling or at
least a suitable career choice. Career counseling is often started by high
schools where students are offered opportunities to research different
career possibilities.
3. Personal and Psychological Counseling aims at helping and assisting
students who show signs of personality maladjustment, anxiety which is
characterized by feelings of impending doom, a total failure in the school
system, annoyance, unhappiness, and feeling of being misunderstood
and neglected.
APPLICATION-
Final
Requirement
• If you were a school
counselor how
would you prepare
the guidance and
counseling program
in your school in
dealing with your
students' concerns?
FACTORS AFFECTING COUNSELING
1. It is time-consuming. Counseling is not just a one-time sitting
process. Rapport should be built to capture the trust and
confidence from the client, making way for him to relay his
thoughts and feelings to the counselor.
2. It is emotionally exhausting. Sometimes, even counselors could be
vulnerable to the stress that he encounters during the process. He
could also be negatively disturb hearing all the feelings of agony
and resentment from the client.
3. It is physically tiring. The body could also get tired after spending
several hours of counseling
FACTORS AFFECTING COUNSELING
4. Unsuccessful counseling session for we cannot not force them to do
what we perceived as the finest solution to their problems. Counselees
should also take part in the process by creating their solutions to the
problems, but sometimes these solutions did not work out the way we
wanted it to be.
5. It looks unfulfilling. Some counselees feel that sessions are not
progressive for it looks just a series of question and answer portion
then telling them what the solution is. Therefore, they look at the
counseling to be unimportant and solving the problem by themselves
at the end
Counseling
Educ 3040/413d
101 Mitchell L. Mamites
Part 2
Types of counseling
1. Individual Counseling - scheduled interviews, walk-ins and referrals
2. Group Counseling - individuals with common issues and concerns
were counseled at the same sessions
3. Multiple Counseling - two or more counselors handle a group
4. Family Counseling - the individual along with his/her family
members were counseled
Counselor Communication Skills
▶ Attending
▶ Responding
- Facial expressions, expressions, gestures, proximity

- Non-verbal sounds and tone
▶ Listening
- Sit squarely/evenly
- Open stance
- Lean forward
- Eye contact
Responding
▶ Minimal verbal response –verbal counterpart of occasional head

nodding. Other verbal cues are “mmm-mmm”, “yes”, “I see”
▶ Paraphrasing–statement interchangeable with the client’s statement
▶ Probing – an open attempt to get more information about something
▶ Reflecting – communicating to the counselee our understanding of

his/her concerns and perspectives
Responding
▶ Clarifying–an attempt to focus on or understand the basic nature of a counselee’s
statement
▶ Checking out –genuinely confused about his/her perception of the counselee’s verbal or
non-verbal behavior
▶ Interpreting–counselor add something to the counselee’s statement, when the helper
tries to help the counselee gain an understanding of his underlying feelings, and the
relation of what he or she is communicating to the current situation
▶ Confronting–providing honest feedback about what is really going on
▶ Informing –share objective and factual information

Responding
▶ Summarizing–synthesizes what has

been communicated
▶ Reframing –another probable and
positive viewpoint on a situation
▶ Leading–high degree of persuasive
skill and some direction from the
counselor
▶ Silence–no verbal response
▶ Approval –affirms the correctness of
the information and encourages the
client’s effort at self-determination
(Gladding, 2013)
STAGES OF COUNSELING
1 2 3 4 5
1. Relationship 2. In Depth 3. Goal Setting 4. Counseling 5. Evaluation,
Building Exploration (Commitment Intervention Termination or
(Initial (Problem to Action) Referral
Disclosure) Assessment)
1. Relationship Building (Initial Disclosure)
• Building Rapport- developing relationship with the client
• Setting expectations of the session/s
• The first meeting with the client is very important for it is also a
determinant if the client will continue his/her sessions or withdraw
without properly terminating his/her case
• Relationship must be rooted in trust, respect and mutual purpose
Carl Rogers, the
founder of Client- 1. The counselor is congruent with the client.
Centered Therapy, - Being congruent with the client means that the counselor must
express his/her genuine identity even during the counseling sessions. This will
have identified three allow their relationship to have an authentic connection.
core conditions that
must be present in 2. The counselor provide the client with Unconditional Positive Regard (UCPR).
counselor-client - Unconditional Positive Regard (UCPR) refers to the genuine care that a
counselor has for their client
relationship building • Appreciating the client’s effort in small achievement to become a better
and these are the person. But when the client has done things that are not good for him/her and
others, the counselor can disapprove it while expressing that he/she might
following: have done something wrong but the counselor is still there for him/her.
• helps the client gain confidence and self-love whenever they feel that they are
truly valued
3. The counselor offers empathic understanding to the client
Tips in building Rapport:
• Assure the confidentiality and discuss its limits

• Let the client freely vent out/express his/her emotions
• Lead the client to tell his/her story
• Ask the client about their expectation and clarify it 85
• Discuss what the counselor can offer
• State the counselor’s commitment to work with the client
IMPORTANCE OF
RELATIONSHIP TO CLIENTS
• COUNTERTRANSFERENCE- The counselor’s unresolved
issues are brought about or projected into the clients
during the session
• TRANSFERENCE- the client’s unresolved issues are

projected onto the counselors
• That is why, NEURAL INTEGRATION AND MINDFUL
AWARENESS is an important quality of a counselor
EMPATHY
• Communicating your understanding of the client’s feelings and
experience
• Reflect the moment-to-moment experiences, meanings and
implications of the words
A C C U R AT E E M PAT H Y
1. The ability to understand the client’s experience
2. Feel with or emotionally resonate the client’s
experience as if it were your own but without
losing the “AS IF” quality (Rogers, 1957; Bozarth,
1997)
• It increases the clients sense of safety
• Feelings of being understood
• Satisfaction with the helping process
3 Kinds of Empathy
1. Cognitive Empathy
• When you hear the phrase “try to walk a mile in the other person’s
shoes,” you’re discussing cognitive empathy, Goleman says. It’s
awareness — understanding someone else’s perspective — which is a
crucial part of maintaining a good connection and communication.
• “Technically, it means, ‘I know what mental models you have, I know
what language to use so you’ll understand me,” he explains. “That’s
one complete set.”
2. Social Empathy
Another set is the social side of empathy. “That’s sensing in yourself
immediately what the other person is feeling,” Goleman says.
This is how you create rapport with another person, he adds, and you
must be in tune with what’s happening in order to do so. “You’re only
going to have rapport if you pay full attention to the other person,”
Goleman says. “You’re going to have chemistry.”
3. Empathic Concern
The third type of empathy is extremely important and equally
underrated, Goleman says. It’s called empathic concern.
“If I have someone in my life who’s in distress, I’m not just going to
feel it. I’m going to want to help them,” he explains. “It draws on a
third part of the brain... We call it the ‘ancient mammalian system for
parenting.’ It’s like a parent’s love for a child. If you have that love for
someone, you’re going to be there for them.”
•
2. In Depth Exploration (Problem Assessment)
• Focused on gathering relevant information in identifying the problem
that needs to be dealt with
• Conducts assessment for a more reliable basis (in-take interview or
psychological assessment)
• The purpose of this process is for the counselor to truly grasp the
status and condition of the counselee and to enable him to address
their concern effectively
• This is usually the longest process in counseling
Reasons for assessing: a. Help counselors to make accurate
diagnosis
During assessment, the
information that is gathered b. Basis for determining and developing
from the clients were their suitable treatment plan
identifying data, presented
problem, current lifestyle,
family history, personal c. Counseling goals can be derived from
history, counselors and measured through it
observation during initial
interview which results with
the counselors decision d. Provide information about the client’s
about the treatment plan or if environment or context
the client needs referral to
other professionals
(psychologist/psychiatrist). e. Enable generations of possible
options and alternatives
3. GOAL SETTING (COMMITMENT TO ACTION)
• based on the collected information during the problem assessment
and formulated by the client with the guide of the counselor and
should be agreed by both parties (with the help of their formed
bond).
• These goals must be addressed during the counseling intervention
before terminating the case.
• The client primarily sets the goal, considering his/her ability and
potentials. This will foster the client’s commitment to the follow-
through.
• The essence is for the client to be more engaged and may also learn
how to reconstruct their way of living to achieve their desired goals.
Guidelines in
Formulating Goals
1. The goal must be related to the
desired end of the client
2. The goal must be clear and can be
measured
3. The goal is realistic and doable (assess
the capacity of the client) The goal is
within the counselor’s competency
4. The goal must be in positive terms
which is focused on the progression of
the client
4. Counseling Intervention
• developed treatment/therapy plan is applied
• A counselor may use more than one type of therapy with the
client but the preferred therapy/approach should be more
dominant
• The approach is based on the client’s situation and
personality
• The counselor must be comfortable in using the therapy
5. Evaluation, Termination or Referral
• It’s the stage to evaluate the client's progress and analyse if the case
will be terminated or the client needs further treatment or referral.
Evaluation can be done by reviewing the goals that were identified
during the third stage. If the goals were met, the client’s case may be
subjected to termination
• If the goals were met Termination of counseling
• If goals were not met or the intervention was not effective as
expected, or the counselor thinks the client needs more treatment
from other professional/s Refer
Lesson 8-
Role of Teachers in
Guidance Program
Educ 304/413a
Mitch L. Mamites
How can a teacher advocate
the services of Guidance office?
Objectives:
1. Recognize the significance of

teachers’ support to the different
functions of the Guidance Office;
2. Distinguish the roles of teachers as
advocates of Guidance Office;
3. Evaluate teachers’ impact in
supporting the operations of the
Guidance Office.
Teacher’s role in facilitating guidance services
(Gibson and Mitchell, 2003)
Listener-Advisor - Most of the time, students Referral and Reinforcing Agent - From day to day
ask for advice from their teachers. They would contact of teachers with the students, they can
tell their teachers about their problems and identify students’ strengths, limitations, and needs.
The teacher can be very knowledgeable about
the things that concern them. If teachers will
his/her student’s state(emotional and intellectual).
be able to help the students, visiting a Thus, teachers can refer students who are in need
guidance counselor will be lessen. If not, for counseling or such intervention from the
teachers can still be of help in other ways. guidance office.
c. Look-out for Students’ Potentials and d. Career Model - As teachers, career

Interests - Through classroom activities and education can be integrated with their
discussions, teachers can identify their classroom instructions. The opportunity
students’ interests and inclinations. This can to foster right attitude towards
provide information to counselors that will
help tailor their guidance program based on
professional life and work through
the interests of their learners. education is very viable.
e. People Relations Officer - The teacher has the opportunity to be an avenue

of positive human relations. Students can learn it by role modeling done by
the teacher. Teachers can also pinpoint groups, conflicts among and between
them, and those students who are not active and cooperating. They can help
facilitate in solving such issue
f. Guidance Program Advocate - Teachers can create an atmosphere within
the classroom that is very encouraging for students to avail and undergo
guidance services. Through teachers’ contact with the students, he/she can
encourage students’ commitment to any services offered by the guidance
office. Also, teachers can give feedback to guidance personnel regarding
students’ view about the said office. It can also help the guidance office
improve their programs and services.
Abstraction:
• As a student, identify different problems and concerns (at least 5)
that you experience?
• Identify what role/s can a teacher help you as a guidance advocate?
Explain how the teacher can help you.
TOPIC
* REVIEW TTL 1
* Unit 1: LEARNING PLANS IN
THE CONTEXT OF 21ST
CENTURY
REVIEW:
Technology for
Teaching and
Learning
1
TECHNOLOGY
CAN ALSO REFER TO CRAFT, ART, METHOD,
WAY OR MANNER IN LEARNING PROCESS
EDUCATION
TRAIN, BRING UP; TO LEAD IN ORDER TO
“EXTRACT OUT” THE BEST IN MAN
EDUCATION IN THE
PHILIPPINES
SPANISH AMERICAN JAPANESE CONTEMPORARY
PRECOLONIAL
CONQUEST OCCUPATION OCCUPATION PHILIPPINES
EDUCATION BASE FORMAL INCLUSIVE TAGALOG, TRIFOCALIZATION

ON PERSONALIZED EDUCATION NIHONGGO OF EDUCATIONAL
ROLE IN SOCIETY MOSTLY BY PUBLIC SYSTEM OF SYSTEM
RELIGIOUS ORDER EDUCATION PROMOTION OF
INFORMAL VOCATIONAL K 12
EDUCATIONAL SCHOOL FOR BOYS GABALDON LAW COURSES
SYSTEM AND GIRLS
BEATERIOS
PRINTED BOOKS
21ST CENTURY
EDUCATION
1. MASTERY OF KEY 2. LEARNING AND
SUBJECTS AND 21ST INNOVATION SKILLS
CENTURY THEMES
v CREATIVITY AND
v GLOBAL AWARENESS
INNOVATION
v ECONOMIC LITERACY
v CIVIC LITERACY v PROBLEM SOLVING
v HEALTH LITERACY SKILLS
v ENVIRONMENTAL v COMMUNICATION
LITERACY v COLLABORATION
3. INFORMATION, 4. LIFE AND CAREER
MEDIA AND SKILLS
TECHNOLOGY SKILLS
v FLEXIBILITY/
v MEDIA AND ADAPTABILITY
v INITIATIVE
INFORMATION v LEADERSHIP/
LITERACY RESPONSIBILITY
v ICT v ACCOUNTABILITY
21ST CENTURY
LEARNER
THREE MODES OF USING
COMPUTER IN EDUCATION
(TOOL; TUTOR; TUTEE)
Guidelines to organize appropriate
pedagogical scenarios to achieve instructional
goals. Instructional design can be defined as the
practice of creating instructional experiences to
help facilitate learning most effectively.
5E Model
UNIT 1
LESSON 1: K TO 12 CURRICULUM
LESSON 2: ICT PEDAGOGY
INTEGRATION IN LEARNING/
LESSON PLAN
RATIONALE FOR
IMPLEMENTATION
LEGAL ASPECT
HOLLISTIC STUDENTS
21ST CENTURY SKILLS
GLOBAL COMPETENCE
FEATURES OF K TO 12
CURRICULUM
LESSON 1: K TO 12
CURRICULUM
FEATURES OF K TO 12 CURRICULUM
1. UNIVERSAL KINDERGARTEN
- REINFORCING EARLY CHILDHOOD EDUCATION
2. CONTEXTUALIZATION AND ENHANCEMENT

-MAKING THE CURRICULUM RELEVANT TO THE
LEARNERS
- PERSONAL CONNECTION TO LESSON MATERIAL
TIPS
v USE SUSPENSE
v MAKE IT STUDENT DIRECTED
v BUILD RELATEDNESS
v MAKE STUDENTS CURIOUS
v PROVIDE UTILITY
LESSON 1: K TO 12
CURRICULUM
3. MTB-MLE
- BUILDING PROFICIENCY
- RETAIN CULTURE AND HERITAGE
4. SPIRAL PROGRESSION
- INTEGRATED AND SEAMLESS LEARNING
KINDER
AKO AT ANG AKING KAPWA
GRADE 1
AKO, ANG AKING PAMILYA
AT PAARALAN
GRADE 2
ANG AKING KOMUNIDAD,
NOON AT NGAYON
GRADE 3
ANG MGA LALAWIGAN SA
AKING REHIYON
GRADE 4
ANG BANSANG PILIPINAS
GRADE 5
PAGBUO NG PILIPINAS
BILANG ISANG NASYON
GRADE 6
MGA HAMON AT TUGON SA
PAGKABANSA
GRADE 7
ARALING ASYANO
GRADE 8
KASAYSAYAN NG DAIGDIG
GRADE 9
EKONOMIKS
GRADE 10
MGA KONTEMPORARYONG
ISYU
LESSON 1: K TO 12
CURRICULUM
5. GEARING UP FOR THE FUTURE
LESSON 1: K TO 12
CURRICULUM
REQUIREMENT FOR GRADUATES
1. INFORMATION, MEDIA AND TECHNOLOGY

2. LEARNING AND INNOVATION SKILLS
3. EFFECTIVE COMMUNICATION SKILLS
4. LIFE AND CAREER SKILLS
GRADUATES WITH
KNOWLEDGE, EMPATHY,
SKILLS AND...
TAMANG DISKARTE SA
PAGHARAP SA MUNDO
IMPORTANCE OF
TEACHERS
- IMPLEMENT
CURRICULUM
- DECIDE
ACTIVITIES
- ASSESS
STUDENTS
- CHOOSE IMs
CHALLENGES IN
IMPLEMENTATION?
LESSON PLAN
MEANING OF ICT
- ICT IS A DIVERSE SET OF TECHNOLOGICAL TOOLS AND RESOURCES
USED TO TRANSMIT, STORE, CREATE, SHARE OR EXCHANGE
INFORMATION (UNESC0, 2020).
MEANING OF ICT INTEGRATION

-ICT INTEGRATION IS NOT MERELY MASTERING THE HARDWARE AND
SOFTWARE SKILLS. TEACHERS NEED TO REALIZE HOW TO ORGANIZE THE
CLASSROOM TO STRUCTURE LEARNING TASK TO EFFECTIVELY USE ICT
RESOURCES (UNESCO, 2020).
ICT INTEGRATION
FRAMEWORK
LESSON PLAN
ICT INTEGRATION FRAMEWORK
A. CONVERSATIONAL FRAMEWORK (DIANA

LAURILLARD, 2002)
- WAY OF PRESENTING TEACHING AND LEARNING IN
TERMS OF EVENTS.
LESSON PLAN
ICT INTEGRATION FRAMEWORK
B. THREE FUNDAMENTAL ELEMENTS OF ICT

INTEGRATION (QIYUN WANG, 2008)
CONTENT
COLLABORATION
SAMPLE ACTIVITIES
ACTIVITIES THAT CAN BE DONE
WITH ICT
1. NEWS/ VIDEO/ FILM ANALYSIS
WITH ICT
2. PICTURE ANALYSIS
- WHAT’S IN THE PICTURE?
WITH ICT
3. VIRTUAL EXHIBIT/ PRESENTATION
4. E- PORTFOLIO
5. COLLABORATED ACTIVITIES (GOOGLE DOCS)
6. DIGITAL ANNOTATION
7. INFOGRAPHICS
8. MOVIE MAKING
MODE OF TEACHING
ENGAGE STUDENTS
RESEARCH
OTHER APPLICATION OF ACCESS MORE INFORMATION/
REFERENCES
FLEXIBILITY
ICT IN EDUCATION
* PLAGIARISM
ACTIVITY NO. 2
OBJECTIVES IN LESSON PLAN
QUIZ NO. 1
REVIEW:
o OVERVIEW TTL1
o UNIT 1: LEARNING PLANS IN THE
CONTEXT OF 21ST CENTURY
§ LESSON 1: K TO 12 CURRICULUM
§ LESSON 2: ICT INTEGRATION IN
LESSON PLAN/ LEARNING PLANS
TOPIC:
UNIT 2: INTEGRATING
ACTIVE LEARNING
APPROACHES
LESSON 3: INQUIRY BASED

LEARNING
LESSON 4: PROJECT BASED
LEARNING
LESSON 3: INQUIRY BASED LEARNING
INQUIRY
- PROCESS OF ASKING QUESTION
TYPES OF INQUIRY
1. STRUCTURED INQUIRY
- STUDENT FOLLOW THE LEAD OF TEACHERS AS THE ENTIRE CLASS SOLVE ONE
INQUIRY TOGETHER
2. CONTROLLED INQUIRY
- TEACHER CHOOSE TOPIC AND IDENTIFY RESOURCES THAT THE STUDENTS USE
TO ANSWER QUESTION
3. GUIDED INQUIRY
- TEACHER CHOOSE TOPIC AND STUDENTS DESIGN PRODUCT OR SOLUTION
4. FREE INQUIRY
- STUDENTS ARE ALLOWED TO CHOOSE OWN TOPICS WITHOUT ANY REFERENCE
TO PRESCRIBED OUTCOME
LESSON 3: INQUIRY BASED
LEARNING
INQUIRY BASED LEARNING (IBL)
- APPROACH ESSENTIALLY INVOLVES TASK

REQUIRING LEARNERS ACTIVE PARTICIPATION IN
FINDING ANSWERS TO QUESTIONS.
- STARTS WITH BIG QUESTIONS OR ESSENTIAL

QUESTIONS THAT ELICIT VARIED ANSWERS FROM THE
LEARNERS
FORMULATING QUESTION
AND FINDING INITIAL
UNDERSTANDING OF
STUDENTS
CONDUCTING
EXPLORATION AND
ANALYSIS
MAKING CONCLUSIONS
SAMPLE INQUIRY BASED
LEARNING
EQ: CAN DISEASE CHANGE

THE WORLD?
• INITIAL UNDERSTANDING
• COLLECT DATA/ ANALYSIS
• CONCLUSION
• ESSENTIAL QUESTION
• INITIAL UNDERSTANDING
• COLLECT DATA/ ANALYSIS
• CONCLUSION
LESSON 4: PROJECT BASED
LEARNING
PROJECT BASED LEARNING
- TEACHING METHOD THAT ENGAGE LEARNERS IN A

SERIES OF PLANNED TASKS RESULTING TO THE
GENERATION OF SOLUTIONS TO REAL WORLD
PROBLEMS.
PROJECT BASED LEARNING
VS.
PROJECTS
MAKING POEMS ABOUT
THE IMPORTANCE OF
ENVIRONMENT
MAKING SLOGAN ABOUT
THE IMPORTANCE OF
MANAGING EXPENSES
ACTION PLAN TO HELP
RPL STUDENTS TO LEARN
DESPITE THE LIMITS
BROUGHT BY THE
PANDEMIC
HOW DOES PROJECT
BASED LEARNING WORK?
1. START WITH ESSENTIAL QUESTION
2. DESIGN PLAN FOR THE PROJECT
3. CREATE SCHEDULE/ TIMELINE
4. MONITOR THE STUDENTS AND PROGRESS OF THE
PROJECT
5. ASSESS OUTCOMES
6. EVALUATE EXPERIENCE/ PROVIDING RELECTION
Activity 3: Lesson Plan
(Pamamaraan)
QUIZ NO. 2
REVIEW:
UNIT 2: INTEGRATING ACTIVE LEARNING
APPROACHES
LESSON 3: INQUIRY BASED LEARNING

LESSON 4: PROJECT BASED LEARNING
SLOGAN POEM
CASE STUDY PRESENTATION
ACTION PLAN ESSAY

TOPIC:
UNIT 3: INTRUCTIONAL MATERIALS IN TEACHING
AND LEARNING PROCESS
o PURPOSE OF IMs
o CHOOSING APPROPRIATE IMs
o EXAMPLE OF IMs
INSTRUCTIONAL MATERIALS (IMs)
MATERIALS/ DEVICES THAT
ASSIST THE FACILITATOR IN
THE TEACHING AND
LEARNING PROCESS.
INSTRUCTIONAL MATERIALS
A R E N O T S E L F
SUPPORTING. THEY ARE
SUPPLEMENTARY
TRAINING DEVICE.
WHY USE INSTRUCTIONAL
MATERIALS?
PURPOSE OF USING
INSTRUCTIONAL
MATERIALS
Purpose of teaching and learning materials
Learning support
- increase learners’ achievement by supporting learning
- allowing the learner to explore the knowledge independently
as well as providing retention
Lesson structure
- Learning materials act as a guide for both the teacher and the
learner.
Differentiation of instruction
- Differentiation of instruction is the tailoring of lessons and
instruction to the different learning styles and capacities within
your classroom.
CHOOSING
INSTRUCTIONAL
MATERIALS
Overview of key factors to consider in selecting
instructional materials:
Take into consideration individual needs and learning styles:

• Choose materials that present information in a variety of ways.
Using mixed media (text, video, images, real world examples,
graphs, etc.) make information more interesting and address
learners’ different learning styles.
Make sure the materials support learning objectives:
• Provide a wide range of materials that will enrich and support
the curriculum and course objectives. The instructional materials
should reinforce and supplement, not substitute for, the teacher’s
teaching efforts.
Make the materials clear and accessible:
• Make sure learners have sufficient background knowledge to
comprehend the learning materials.
EXAMPLE OF
INSTRUCTIONAL
MATERIALS
Instructional materials can be classified into
three types:
Audio media
• These are teaching and learning materials that appeal to the auditory
sense. For example: podcasts, telephones, radios, records and record players,
storytelling, etc.
Visual media
• These are materials that appeal to the sense of sight (eyes). For example:
images, real objects, charts, flip charts, chalk boards and whiteboard,
projected aids, etc.
Audio-visual media
• These are teaching and learning materials that have the capacity to
appeal to both auditory and sight senses. For example: television,
educational videos, etc.
A podcast is a set of audio recordings.
Podcasting allows content to be broadcast
and distributed via audio files over the
internet. The recordings work a lot like TV or
radio series, except that people listen to them
on demand and they are not a real time
broadcast. Users can stream podcasts online or
can download them to a personal device for
easy listening offline.
Tips to integrate podcasting in teaching and learning

• Create podcasts for learners and step them through assignments and
projects or explain challenging concepts.
• Let learners collaborate on a class wide podcast that offers a living record
of class activities, with every learner contributing reports over the year.
• Have learners create podcasts to debate topics, interview guest speakers or
record collaborative conversations.
A screencast is a digital video recording of
what’s happening on the teacher's computer
monitor, usually containing audio narration.
Common examples of screencasts are: tutorials,
training videos, video lessons and recorded
presentations. Screen casting is one of the
most useful tools to use for digital storytelling.
Tips to use screen casting in teaching and learning
• Deliver audio-visual learning resources to learners

• Provide audio-visual feedback to learners
An educational poster is a tool that enable
visualization in the classroom to foster student
learning. A great example is an educational
poster in the format of an infographic. An
infographic is a collection of imagery, charts,
and minimal text that gives an easy-to-
understand overview of a topic.
Tips to use educational poster in teaching and learning

• Create appealing learning resources and assignments
• Create infographics to explain and illustrate difficult concepts
• Create classroom poster on essential learning content to decorate the
classroom
• Create newsletters to share class information with learners, the school and
parents
A flashcards are cards containing a small
amount of information, held up for students
to see, as an aid to learning.
Tips in using flashcards in teaching and learning
• Introducing important names, events, term in social studies

• Identify important historical figures
• Provide retention/ memorzation of information
Cartoon is a simple picture of amusing
situation; sometimes it is satirical comment on
serious or critical issues in society.
Tips in using cartoons in teaching and

learning
• Enable students to discuss critical issues

• Opportunity for students to explain
their interpretaion and defend their
position
• can be use as an icebreaker.
Journals are record of personal insights and
experiences of students. Journal writing is a
very good activity for students because they
have freedom to write their thoughts and
feelings about learning experiences.
Tips in using cartoons in teaching and

learning
• Managing reflections and insights about

the lesson
• Feedback from the students
PowerPoint Presentation is a powerful, easy-
to-use presentation graphics software
program that allows you to create
professional-looking electronic slide shows.
Tips in using PPT in teaching and learning
• Discussions
• Presenting output/ info/ data
DO’s and DONT’s IN USING
POWERPOINT
PRESENTATIONS
POWERPOINT PRESENTATION (DO’S)
1. Know your audience

2. Create a structure
3. Use keywords
4. Organize your information clearly
5. Ensure consistency
6. Divide information into categories
POWERPOINT PRESENTATION (DONT’S)
1. Put everything on one slide

2. Overuse transitions, animations and
sound
3. Use hard-to-read color combinations
and fonts
GRAPHIC ORGANIZER is a visual and graphic
display that depicts the relationships between
facts, terms, and or ideas within a learning
task.
Tips in using graphic organizer in teaching

and learning
• Brainstorming/ Finding Related Terms

• Comparison
• Organize Information
• Sequence Events
• Pros and Cons/ Cause and Effect
Spider Map Graphic Organizer Circle Map Graphic Organizer
Idea Wheel Graphic Organizer
Idea Web Graphic Organizer Venn Diagram
Tree Chart Inductive Tower
Timeline Chart
Cause and Effect Map Graphic
T-Chart Graphic Organizer
Organizer
(GRAPHIC
ORGANIZER)
Personalized Graphic
Organizer:
https://creately.com/
GOOD INSTRUCTIONAL
MATERIALS DOES NOT MEAN
GOOD INSTRUCTION
- EFFECTIVE USE
PAMAMARAAN (LESSON PLAN)
QUIZ NO. 3
o Evaluation
o Assignment
o Material
REVIEW:
UNIT 3: INTRUCTIONAL
MATERIALS IN TEACHING
AND LEARNING PROCESS
* PURPOSE OF IMs
* CHOOSING APPROPRIATE
IMs
* EXAMPLE OF IMs
TOPIC:
CLASSROOM MANAGEMENT
1. CHARACTERISTIC OF WELL
MANAGE CLASSROOM
2. MAINTAINING ORDER IN
CLASSROOM
3. DISCIPLINE AND PUNISHMENT
4. GUIDELINES IN MANAGING
ONLINE CLASS
WHAT IS CLASSROOM
MANAGEMENT?
Everything a teacher does to
organize students, space, time, and
materials so that instruction in
content and student learning can
take place.
CHARACTERISTIC OF
WELL MANAGE
CLASSROOM
VIRTUAL
CLASSROOM
MANAGEMENT
UNDERSTANDING
CHANGES IN VIRTUAL
AND TRADITIONAL
CLASSROOM SET UP
CHANGES
1. Global and local change

2. Digital divide
3. Educational shift (using
technological tools)
4. Interaction
CHANGES
1. Global and local change
2. Digital divide
3. Educational shift (using
technological tools)
4. Interaction
REMAIN THE SAME
1. Learning goals and

objectives
2. Assessment and Monitoring
3. 21st century skills
PURPOSE:
creating and
maintaing order in
classroom to permit
efficient and effective
instruction virtually
ACTIVITY
(SELF CHECK)
HOW TO MAINTAIN
ORDER IN CLASSROOM?
RULES/ RESPECT
REGULATIONS
GOOD
COMPLIANCE RELATIONSHIP
CHALLENGE IN
VIRTUAL TEACHING
AND LEARNING
PROCESS
COMPLIANCE RESPECT
RULES/ GOOD
REGULATIONS RELATIONSHIP
GUIDELINES FOR
EFFECTIVE
MANAGEMENT IN
ONLINE CLASSES
1. SET THE TONE / EXPECTATION
2. CHUNK ACTIVITIES/ TASKS
3. ORGANIZED CONTENT OF THE COURSE
4. MANAGE DISCUSSION FORUMS
5. TAKE ADVANTAGE ON TECHNOLOGICAL
TOOLS
6. ALWAYS PROVIDE FEEDBACK
7. PROMOTE PROPER NETWORK ETIQUETTE
ACTIVITY
(GROUP PRESENTATION)
PROBLEMS IN EDUCATION
TODAY.
Question: AS A FUTURE
EDUCATORS, HOW WILL YOU
HANDLE THESE PROBLEMS?
EVALUATION/ ASSIGNMENT
(LESSON PLAN)
REVIEW:
CLASSROOM MANAGEMENT
1. CHARACTERISTIC OF WELL
MANAGE CLASSROOM
2. MAINTAINING ORDER IN
CLASSROOM
3. DISCIPLINE AND PUNISHMENT
4. GUIDELINES IN MANAGING
ONLINE CLASS
1. SET THE TONE / EXPECTATION
2. CHUNK ACTIVITIES/ TASKS
3. ORGANIZED CONTENT OF THE COURSE
4. MANAGE DISCUSSION FORUMS
5. TAKE ADVANTAGE ON TECHNOLOGICAL
TOOLS
6. ALWAYS PROVIDE FEEDBACK
7. PROMOTE PROPER NETWORK ETIQUETTE
TOPIC:
CONTEXTUAL TEACHING USING

CULTURE BASED EDUCATION
1. NEW CONTEXT OF EDUCATION

2. CULTURAL EDUCATION
3. ROLE OF TEACHERS IN
CULTURAL EDUCATION
NEW CONTEXT OF
EDUCATION
CULTURAL
EDUCATION
Culture , according to Taylor (1920), is the
complex whole which encompasses beliefs,
practice, values, attitudes, laws, norms, artifacts,
symbol, knowledge and everything that a person
learn and share as a member of the society.
Popularly, culture is also known as the human’s
way of life. It is so encompassing that the things
we have and do can be deemed a part of culture.
CONNECTING CULTURE IN
EDUCATION...
1. RELIGIOUS PRACTICES
2. ROLES AND EXPECTATIONS RELATED
TO AGE AND GENDER
3. RULES IN THE HOUSE
4. RITUALS AND CELEBRATIONS
5. DOCUMENTS, PHOTOS, HOUSEHOLD
ITEMS
6. LIVELIHOOD ACTIVITIES
7. CONFLICT RESOLUTION
CONTEXTUAL LEARNING
ROLE OF TEACHERS
TRANSFORMATIVE
EDUCATION
INSTRUCTINAL MATERIALS
(LESSON PLAN)
COMPILATION IN GDRIVE
REVIEW:
CONTEXTUAL TEACHING USING

CULTURE BASED EDUCATION
1. NEW CONTEXT OF EDUCATION

2. CULTURAL EDUCATION
3. ROLE OF TEACHERS IN
CULTURAL EDUCATION
TOPIC:
OPEN ENDED TOOLS
APPLICATION THAT CAN BE

USED IN:
- MOTIVATION
- DISCUSSION PROPER
- EVALUATION
OTHER IMPORTANT
APPLICATIONS AND TOOL IN
TEACHING
MOTIVATION
Word Clouds
- are visual representations of words that give
greater prominence to words that appear
more frequently.
Interactive Polls
- Polling your audience can be the most
effective way to increase engagement and
make a presentation dynamic and memorable.
Interactive quiz
- Create interactive quizzes that are designed
to be enjoyable and dynamic, no matter if
you want to test your colleague’s knowledge,
run a fun quiz with your friends, or help
students study.
MENTIMETER:
LINK: https://www.menti.com/hkb8mwr5m1
CODE: 7628 1436 i
Kahoot! is a game-based
learning platform, used as
educational technology in
schools and other educational
institutions. Its learning games,
"kahoots", are user-generated
multiple-choice quizzes that can
be accessed via a web browser
or the Kahoot! app.
Kahoot!
LINK: https://kahoot.it/challenge/01208827?challenge-
id=8bbc53c9-d4ad-4015-ba62-e9bccddb762f_1653533245422
CODE: 01208827
Padlet is an extremely
easy-to-use tool that
allows learners to
collaborate online by
posting text, images, links,
documents, videos and
voice recordings.
PADLET
LINK:
https://padlet.com/rebeccaastillas/kmkcsn5jyfcoa86t
Plan and build interactive
presentations that students
can participate in via their
smart device.
Jamboard is a digital
interactive whiteboard
developed by Google to work
with Google Workspace,
formerly known as G Suite.
DISCUSSION
Edmodo lays a perfect
communicative
foundation between
you and the students
during distance
learning. It is easy to
create online
collaborative groups,
provide lesson
materials, create quick
questions, share digital
assignments, analyze
student performance,
communicate with
parents and much more.
Prezi is one of the best e-learning web apps that provides
beautiful designer templates for creating visually stunning
presentations. Using Prezi presentations in the online classroom,
you can grab the students’ attention and keep them focussed on
the lessons.
Animoto is a digital application that allows you to create
personalized videos to improve the students’ understanding level.
EVALUATION
Scratch, a popular e-learning web app specifically developed for
8 to 16-year-olds. It builds a rich virtual classroom by allowing
students to combine music, graphics, and photos to create
interactive games, animations, and slideshows. These activities
make them engaged in learning as well as playing.
QUIZIZZ
LINK:
https://quizizz.com/join?gc=364613
CODE:
364613
Lets you make flashcards,
tests, quizzes, and study
games that are mobile
friendly.
Lets you write real-time
quizzes. And it was designed
by a high school student!
Helps you create surveys,
quizzes, forms, and polls.
MICROSOFT
APPLICATIONS
MICROSOFT APPLICATIONS:
Here’s a short description of the apps and their purpose:
Word – to create documents, flyers, publications.

PowerPoint – to organize and manipulate data including
formulas, graphing tools, and more.
Excel – to store, organize, and manipulate data.
OneNote – to organize data you collect including handwritten
notes, drawings, screen captures, audio clips, and more.
Publisher – to create extensive publications, posters, flyers, menus.
Outlook - to manage email and calendars, to do lists, and contacts.
OneDrive – to store data online.
Access – to compile and organize large amounts of data.
Word PowerPoint Excel OneNote
Publisher Outlook OneDrive Access

OneNote vs Microsoft Word
OneNote is predominantly used as a note-taking application, whereas

Microsoft Word is designed for those who need to create various types of
content – from letters to manuscripts.
Microsoft Word offers all the tools needed to create one document of any
length, whereas OneNote is used as a platform for collaborating ideas.
OneNote allows users to make notes and pin inspiration such as videos,
articles, images, and music.
QUESTION NO. 1
What is the original name of MS Word Program?

A. Multi-Tool Word
B. Multi-Purpose Word
The program's name was originally "Multi-Tool Word" but the

marketing department felt that was too long, so they shorted it to its
current title, "Word."
QUESTION NO. 2
The combination of which keyboard keys can be used as a shortcut to

add a new slide in MS PowerPoint?
A. ctrl+S
C. ctrl+M
D. ctrl+N
E. ctrl+P
Answer: ctrl+M
QUESTION NO. 3
Which of the following symbols need to be added in the formula bar,

before adding a formula?
A. *
B. $
C. %
D. +
E. =
Answer: E. =
QUESTION NO. 4
Which is the default alignment in MS Word?
A. Right
B. Center
C. Left
D. Justify
E. None of the Above
Answer: Left
QUESTION NO. 5
How many maximum slides can be added to a PowerPoint

presentation?
A. 50
B. 500
C. No fixed number
D. 25
E. 300
Answer: C. No fixed number

MICROSOFT
ALTERNATIVES ?
Google Workspace is a collection of cloud computing, productivity and collaboration
tools, software and products developed and marketed by Google. It was first launched
in 2006 as Google Apps for Your Domain and rebranded as G Suite in 2016.
Google Drive GMail Google Docs
Google Sheets Google Slides Google Calendar

Google Form Google Keep Google Classroom
WPS Office is an office suite for Microsoft Windows, macOS, Linux, iOS and
Android, developed by Zhuhai-based Chinese software developer Kingsoft.
WPS Office is made up of three primary components: WPS Writer, WPS
Presentation, and WPS Spreadsheet. The personal basic version is free to
use.
WPS Writer WPS Presentation WPS Spreadsheet
QUIZ
(NEXT WEEK)

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ASSESSMENT OF LEARNING 2

• Lesson I: A REVIEW OF THE BASIC CONCEPTS

Assessment 1 - traditional methods

• Placement assessment. To determine

• Monitor learning progress during instruction (ongoing) are

• Diagnose learning difficulties during instruction which, has

• Assessment for Learning- can be formative diagnostic in

 On the successful completion of this module, students

 Lesson I: What is a High-Quality Classroom Assessment?

• Evaluation – ability to judge, examine and even

Criteriafor Ensuring High-Quality

A. Objective tests are the most popular, most commonly

It refers to the accuracy of an assessment whether or not it

The validity of an assessment tool is the extent to which

A. Content-related evidence provides a picture of the extent

A. student’s knowledge of learning targets and

 The nature of classroom assessments has significant

• Now it is time to develop your metacognitive skills and

1. Now that you have a better idea of what high-quality

1. differentiate terminologies associated with blended and flexible learning;

• https://philnews.ph › 2021/05/25 › ched-flexible-learni...May 25, 2021

✓ If blended learning is the term used by DepEd, CHEd

and if the vaccine is already available, the possibility

of 5) face to face schooling.

✓ occurswhen students learn the same thing at different

1. Cheating is easier to do (and harder to detect)

Simple Strategies to Reduce Cheating on Online

When it comes to the grading system, it had also been

Teachers must concern themselves with the quality of

•It involves a student’s acquisition and

• Performance Assessment should allow

•it is beneficial to assess both the processes and

• The first step in designing a performance-based assessment is determining

• In some tasks, we could emphasize both process and product

• The performance-based task needs to be specified and clear to students

• GRASPS Model where G-goal, R- role, A-audience, S- situation, P-product, and

• Teachers use rubrics to support

• Provide students with a clear

1. Performance criteria – criteria that

4 - Shows understanding of the problem’s mathematical concepts and principles;

► Source: Mcmillan, J. (2007). Classroom Assessment Principles and Practice for

• Analytic rubrics - are a scoring system

► The distinguishing feature of the graphic rating

► Start by consulting professional literature

(Kelly Roell, 2019)

Note: Use Letter size, the font style should be

► is commonly used to measure attitudes,

The choice of checklist depends on the time frame

► Portfolio- is a planned collection of

∙ To provide an opportunity for richer, more authentic and

∙ To value student and teacher reflections.

∙ To help students take charge of their own learning.

∙ To form an intersection of instruction and assessment.

∙ To show change and growth over a period of time.

✔ To encourage the habit of self-assessment.

✔ To measure and track student growth.

► EVALUATORS: Teachers, self, peer, parents

Source: BulSU module, 2020

► DepEd sample report card 2020-2021

Technology for Teaching and Learning 1

Religious Era Pierre Abelard Introduced the technology of instruction

Father of Modern Education. Education

Modern era Develop a system of instruction based on