Methods and Strategies Day 1 & 2 Flashcards
The adoption of National Standards and levels for outcomes in education in the Philippines
Philippine Qualifications Framework
RA for the PQF
RA 10968
As part of the ASEAN convergence and in light of globalization, the PQF was adopted to meet the standards of what international standard?
ASEAN Qualifications Reference Framework
What are the four purposes of PQF?
LIFELONG LEARNING
-Legal Document for National Standards levels for outcomes
MOBILITY
-Easy movement between labor market
WORKFORCE CONFIDENCE
-Full international recognition
-Accrediting certificates and licenses
How many levels are identified in the PHL Qualifications Framework?
8 Levels
What are the levels of the PQF and how to reach them?
TESDA
Level 1: NC I
Level 2: NC II
Level 3: NC III
Level 4: NC IV
Level 5: Diploma
Higher Ed
Level 6: Baccalaureate
Level 7: Masters
Level 8: Doctoral
What are the PQF 6 Level of Outcomes
-Knowledge, Skills, and Values
-Application (of Knowledge, Skills, and Values)
-Degree of Independence (As a teacher)
Graduate posess a broad level of coherent knowledge and skills for work and lifelong learning
Knowledge, Skills, and Values
Achieves independence in the field
Degree of Independence
Application of professional work skills in broad range of discipline and further studies
Application
DepEd order for the National adoption and implementation of the Philippine Professional Standards for Teachers
DepEd Order 42, S. 2017
As a framework for teacher quality, the National Competency-Based Teacher Standards was institutionalized through what DepEd Order?
DepEd Order 32, S. 2009
How many domains and strands can be found in the PPST
7 DOMAINS, 37 STRANDS
What are the 7 domains of the PPST
Domain 1: Content Knowledge and Pedagogy
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum and Planning
Domain 5: Assessment and Reporting
Domain 6: Community Linkages and Professional Engagement
Domain 7: Personal Growth and Professional Development
Identify the Domains of the following:
1. Content knowledge and application within and across curriculum areas
2. Management of learner Behavior
3. Learners from Indigenous groups
4. Professional development goals
5. Assessment Strategies
6. School Policies and Procedures
7. Planning and Management of teaching and learning processes
8. Research-based knowledge
9. Positive us of ICT
10 Literacy and numeracy
- Content Knowledge and Pedagogy
- Learning Environment
- Diversity of Learners
- Personal Growth and Professional Development
- Assessment and Reporting
- Community Linkages and Professional Engagement
- Curriculum and Planning
- Content Knowledge and Pedagogy
- Content Knowledge and Pedagogy
- Content Knowledge and Pedagogy
- Philosophy of Teaching
- Professional Ethics
- School Policies and procedures
- Professional Links with colleagues
- Learning outcomes aligned with competencies
- Professional Collaboration to enrich teaching Practice
- Teaching and Learning Resources Including ICT
- Support for Learner Participation
- Relevance and Responsiveness of learning programs
- Communication of Learner’s needs, progress, and achievement to key stakeholders
- Engagement of parents and the wider school community
12 Learning Environments that are responsive to community contexts
- Domain 7
- Domain 6
- Domain 6
- Domain 7
- Domain 4
- Domain 4
- Domain 4
- Domain 2
- Domain 4
- Domain 5
- Domain 6
- Domain 6
Space inside the room, arrangements, visual display, light, and ventilation
Physical Environment
Rules and procedures, classroom atmosphere based on trust, cooperation, and empathy
Psychological Environment
Rules and procedures, classroom atmosphere based on trust, cooperation, and empathy
Psychological Environment
Positive interaction, friendship, camaraderie, cooperation and consideration of needs and differences
Social Environment
What are the four career stages?
Beginning Teacher
Proficient Teacher
Highly Proficient
Distinguished
-They embody highest standards
-Exhibit Exceptional capacity on improvement of own and others teaching practice
- Leaders in Education
-Create lifelong impact
-Consistently seek professional advancement in pursuit of quality and excellence
-Inspire the education community
Distinguished Teachers
Professionally independent in application of skills;
Skill in Teaching PROGRAM planning, implementing, and managing;
Collaborative learning with professional community;
Reflective practitioners
Proficient Teachers
Professionally independent in application of skills;
Skill in Teaching PROGRAM planning, implementing, and managing;
Collaborative learning with professional community;
Reflective practitioners
Proficient Teachers
-Consistently display HIGH level of performance in teaching practice;
-Manifest in-depth and sophisticated understanding of teaching and learning processes;
-HIGH education-focused situation cognition;
-Provide support and mentorship to colleagues
-Continually seek to develop their professional knowledge
Highly Proficient Teachers
-Gained qualifications for entry
-Strong understanding of the subject/areas (theory based)
-requisite knowledge, skills, and values
-strategies for learning needs of students
-Seek advice
Beginning Teacher
-Process of organizing and conducting business of the classroom relatively free of behavioral problems;
-PRESERVATION OF ORDER AND MAINTENANCE OF CONTROL
-Skill in keeping students organized, orderly, focused, and attentive
Classroom Management
When Teachers makes students feel that he knows what he is talking about, he has what type of power?
Expert Power
Power of giving punishments
COERCIVE POWER
Teacher John serves as a “loco parentis” students, making them feel that he is the person in-authority in the room yet still remaining his warmth. Teachers John displays what type of power?
Legitimate Power
Teacher Shane gives her student a sense of belonging and acceptance, often referred to as an illuminating light for her studnets
Referent Power
Power to give rewards to students behavior
Reward Power
“Warm but demanding”
-Clearly and fairly communicates standards for discipline and performance
-A democratic teacher who is warm yet firm
Authoritative
“Not warm, not demanding”
- Teachers who seem to not care and are indifferent and undemanding of students involvement
UNINVOLVED
“Warm but not demanding”
-Places few demands or controls on the students to the extent that she no longer accepts students impulses and less likely to monitor their behavior
-Concerned with students emotional wellbeing rather than being in control
Permissive or Laissez Faire
“Not warm, but demanding”
-Firm limits and control over students
-Wants power, domination, pressure, and criticism
-Makes all the decisions for the class
Authoritarian
Cognitive bias over a person
Ex: Teacher is biased when she grades her students, giving higher grades to students whom she likes and lesser to those that she doesn’t instead of rating it based on their actual performance
Halo Effect
Cognitive bias over a person
Ex: Teacher is biased when she grades her students, giving higher grades to students whom she likes and lesser to those that she doesn’t instead of rating it based on their actual performance
Halo Effect
The domino effect
Corrects a misbehavior in one student and this positively influences the rest of the class as well
Ripple Effect
Often referred to as a “fake treatment” or a mind over matter situation
Ex: To treat her child’s misbehavior, Jane tells her son the he would have to start being good or else he will be part of the naughty kids on Santa’s list and wont receive any gifts for Christmas.
Being convinced that the herbal medicine could heal her illness despite not having any research and scientific evidence to prove its effects he eventually becomes better solely on the expectation that it will help
Placebo Effect
Seeing that no one is expecting Christian to top the board exams, he makes this his motivation to put in the extra effort to make this possible even without the support of others
John Henry Effect
Teacher Sarah’s students often say that she has eyes in the back of her head as she always knows what’s going on inside the room
With-it-ness
July is often motivated by the belief and expectation of others who see her potential because of this she performs way much better
Pygamlion Effect or Rosenthal Effect
Teacher Jane knows her principal will be observing her class next week, so she goes out her way to make her lesson extra engaging than normal.
Hawthorne Effect
What are the approaches to classroom management?
“B.A.B.A.G”
Behavior Modification Approach
Assertive Approach
Business academic Approach
Acceptance Approach
Group Managerial Approach
In managing her class, Teacher Aiby clearly and effectively specifies and communicates rules of behavior and consequences for disobeying them
Assertive Approach
Sir Gandi believes that in managing class behavior he must build a system of rewards to increase good behavior and reduce bad behavior through punishments
Behavior Modification Approach
Developed by Kounin, this approach puts importance in group behavior that might be inappropriate. It is addressing minor group misbehavior before they become major disruptions.
Group Managerial Approach
Developed by Evertson and Emerson, it is the ORGANIZATION AND MANAGEMENT of students as they engage in academic work.
Business Academic Approach
Every Person has prime need for acceptance
Acceptance Approach
Child A often acts out in violence in class, breaking crayons, tearing up her activity sheets, and even poking her seatmate with her sharpened pencil. The child often thinks that since they don’t belong, they’ll just hurt others instead.
Goal is to SEEK REVENGE (get even)
Child B likes to feel as if he is the boss in the room. Often showing low levels of hostility and always arguing with his teacher until he feels satisfied with getting him feel frustrated.
Goal is to seek power
Child C feels as if she always has to be the center of attention. She continually does things to gain her teachers attention like repeatedly asking questions, tapping the table, and asking for favors. She sees that she is only important when she keeps other busy with her.
SEEK ATTENTION
Child D is always reserved and alone. She feels that she is always inadequate and fears others expectations. So she resorts to withdraw from every opportunity given to her.
Goal is to ISOLATE ONESELF
Handling two or more activities or groups at the same time. It is the ability to monitor the whole class and keeping them on task while also helping others with their seatwork
Overlapping
Ability to make smooth lesson transitions ( lesson to lesson), keep an appropriate pace, and involve all students in class
Smoothness
It is the opposite of smoothness
Jerkiness
While Teacher Jane is discussing, she often times gets easily distracted by the noise outside of her room and other external distractors. She also gets too immersed with dealing with one group or activity that she forgets the other groups or events in the class. Ms Jane displays?
Stimulus-boundedness / Stimulus-bounded
Ms K had to end her activity abruptly due to an earthquake drill. The next time she attended the class she no longer went back to the activity and instead proceeded to open up a new topic
Truncation
Ms K had to end her activity abruptly due to an earthquake drill. The next time she attended the class she no longer went back to the activity and instead proceeded to open up a new topic
Truncation
Mr. Santos decided to give a quiz without informing his students beforehand. When he entered the room, he automatically informed the class to get a 1/4 sheet of paper and to number it from 1-20. Was he tight to do so? If no what jerkiness did he commit?
Thrust
Due to an emergency meeting, Ms Cruz had to pause and move her role play activity despite the class already being prepared. However, she informed them that they’ll carry out the activity next meeting.
Dangle
Upon evaluation, Ms Jane saw that she had trouble with keeping a clear direction and sequence in her classes. She would often explain a topic then open up another and then go back to the first topic and vice versa. This displays what?
Flip-flop
Refers to the force and flow of a lesson. Effective Teachers move through the lessons at brisk pace.
Momentum
Process where the whole class is involved with the use of teacher’s alerting techniques
Group Focus
When her son threw a tantrum, the mother decided to deliberately ignore the behavior in order to not add fuel to the fire. Relating to the effective management techniques, what technique did the mother use?
Planned Ignoring
Whenever the class would get too noisy, Sir Froi would stop the discussion, clear his throat, and remain silent until the class stops their murmuring. This is an example of?
Signal Interference
Often considered as the last resort to classroom management. Involves responding when appropriate by pointing out the connection between conduct or misconduct and its consequences
Direct Appeal
It is placing the teachers presence near the misbehaving student
Proximity Control
When two students started a hearted argument, Sir Jeff decides to send the other student outside to get extra markers in the faculty room. This gave the two time to cooldown before it affected majority of the class
Antiseptic bouncing
Teacher Renz noticed that Joan wasn’t listening to the discussion and was instead talking to her seat mate. So he decided to use Joan as an example in her discussion to grab her attention.
Name dropping
Makes use of jokes to release tension in tensed situations
Humor Effect
Is a response directed to a student that seems to be loosing interest in a lesson
Interest Boosting
Sir A noticed that his activity wasn’t working in his first class so he opted to replace it with something more engaging and easy to understand for her students. This displays
Program Restructuring
The act of helping out a child to give the correct answer through clues
Prompting
Used when you want your student to elaborate more on his answer
Probing
Always ready in class, doesn’t waste instructional time, and time flies in their classes because students are engaged
Prepared
Approachable, Connects with students and shares personal experiences
Display a Personal Touch
Resourceful and inventive
Creative
See the glass as half full, has an optimistic attitude, and gives praises and recognition
Positive
Sets no limits on students and believes everyone can be successful, holds highest standards, and challenges their students to do their best
Holds high Expectations
Is impartial, gives equal opportunities and privileges, and provides clear requirements
Fair
Has a way of making students feel welcome and comfortable in class
Cultivating a sense of belonging
Has sensitivity and compassion towards students personal problems
Compassionate
Quick to admit being wrong and makes adjustments when wrong
Admit Mistakes
Holds no grudges and start each day with a clean slate
Forgiving
Doesn’t embarrass students deliberately and respects students privacy
Respect Students
Brings humor into the everyday classroom, doesn’t take everything seriously, and makes learning fun
Have a sense of humor
Suggests that we possess all of these with varying degrees. Proposed by Gardener who posits that we all learn differently based knowledge our strengths
Multiple Intelligences
