METHODS & STRATEGIES Flashcards
MA MEMORIZE LORD
1
Q
AQRF
A
Asean Qualifications Reference Framework
2
Q
PQF as legal document adopts to national standards and levels for outcomes.
What is PQF stands for?
A
Philippine Qualifications Framework
3
Q
PQF LAW
A
R.A 10968, s. 2018
4
Q
Levels of PQF
A
8 levels
5
Q
NC 1
A
Level 1
6
Q
NC II
A
Level 2
7
Q
NC III
A
Level 3
8
Q
NC IV
A
Level 4
9
Q
DIPLOMA
A
Level 5
10
Q
BACCALAUREATE
A
Level 6
11
Q
POST BACCALAUREATE/MASTERS
A
Level 7
12
Q
DOCTORAL AND POST DOCTORAL
A
Level 8
13
Q
PQF 6 LEVEL OUTCOMES
KSV: broad level of coherent knowledge and skills
A
Knowledge, Skills and Values
14
Q
Application of professional work (teaching) in a broad range of discipline/further study
A
APPLICATION
15
Q
Independent as a teacher in terms of related field
A
DEGREE OF INDEPENDENCE
16
Q
PPST
A
Philippine Professional Standards for Teachers
17
Q
PPST DO
A
Department Order 42, s. 2017
18
Q
NCBTS
A
National Competency-Based Teacher Standards
19
Q
NCBTS CHED MEMO
A
CHED Memorandum Order No. 52, s. 2007
20
Q
NCBTS DepEd Order
A
DepED Order No. 32, s 2009
21
Q
K to 12 Reform in 2013
A
R.A 10533
22
Q
NCBSSH
A
National Competency-Based Standards for School Heads
23
Q
PPSSH
A
Philippine Professional Standards for School Heads
24
Q
7 Domains of PPST
CLDCACP
A
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
Professional Growth and Professional Development
25
Content knowledge
Research Based
Positive use of ICT (Info. & Communications Technology)
Literacy and Numeracy
Critical and Creative Thinking
Mother Tongue, Filipino and English
Communication Strategies
Domain 1
Content Knowledge and Pedagogy
26
Safety and security
fair learning environment
conducive
classroom and structure and activities
support for learner participation
purposive learning
management of learner behavior
Domain 2 Learning Environment
27
components of learning environment:
-Space inside the classroom, arrangement, visual display, light and ventilation
PHYSICAL ENVIRONMENT
28
-Sets of rules and procedures, expectations and classroom
-atmosphere based on trust, cooperation and empathy
psychological environment
29
-opportunities for positive interaction, friendship,
-consideration of individual needs and differences
SOCIAL ENVIRONMENT
30
-Learner's gender, needs, strengths, interests and experiences
-linguistic, cultural and socio-economic and religious backgrounds
-disabilities, giftedness
-difficult circumstance and indigenous groups
Domain 3 DIVERSITY OF LEARNERS
31
-planning and management of teaching and learning process
-learning outcomes aligned with learning competencies
-relevance and responsiveness of learning programs
-professional collaboration to enrich teaching practice
-teaching and learning resources including ICT
Domain 4 CURRICULUM AND PLANNING
32
-Design, selection, organization, and utilization of ASSESSMENT STRATEGIES
- LEARNER PROGRESS AND ACHIEVEMENT
-FEEDBACK TO IMPROVE LEARNING
-COMMUNICATION OF LEARNER NEEDS. PROGRESS, AND ACHIEVEMENT TO KEY STAKEHOLDERS
-USE OF ASSESSMENT DATA TO ENHANCE TEACHING AND LEARNING PRACTICES AND PROGRAMS
DOMAIN 5 ASSESSMENT AND REPORTING
33
-LEARNING ENVIRONMENT THAT ARE RESPONSIVE TO COMMUNITY CONTEXTS
-ENGAGEMENT OF PARENTS AND THE WIDER SCHOOL COMMUNITY
-PROFESSIONAL ETHICS
- SCHOOL POLICIES AND PROCEDURES
DOMAIN 6 COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT
34
-PHILOSOPHY OF TEACHING
- DIGNITY OF TEACHING AS A PROFESSION
-PROFESSIONAL LINKS WITH COLLEAGUES
- PROFESSIONAL REFLECTION AND LEARNING TO IMPROVE PRACTICE
- PROFESSIONAL DEVELOPMENT GOALS
DOMAIN 7 PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT
35
4 Career Stages
-gained the qualifications
-strong understanding of the subject areas
-requisite knowledge, skills and values
-strategies that promote learning based on the learning needs
-SEEK ADVICE from the experienced colleagues
Career stage 1: BEGINNING TEACHERS
36
-professionally INDEPENDENT in the application of skills
-provide focused teaching programs that meet curriculum and assessment requirements
-display skills in planning, implementing, and managing learning programs
- actively engage in collaborative learning with the professional community and other stakeholders for mutual growth and advancement
-REFLECTIVE PRACTITIONERS
Career stage 2: PROFICIENT TEACHERS
37
- high level of performance in their teaching Practice
- manifest an in-depth and sophisticated understanding
-Mentoring the beginning teachers
- seek to develop professional knowledge and practice by reflecting on their own needs
Career Stage 3: HIGHLY PROFICIENT TEACHERS
38
- HIGHEST STANDARD for teaching, grounded in global best practices
- Lifelong impact in the lives of colleagues, student and others
- Professional advancement in pursuit of teaching quality and excellence
- COMMITMENT TO INSPIRE THE EDUCATION
Career Stage 4: Distinguished Teachers
39
organizing and conducting the business in the classroom free of behavior problems
CLASSROOM MANAGEMENT
40
Principles of Classroom Management
P
I
A
Preventive
Inventive
Anticipatory
41
5 Types of Power of a teacher
EXPERT POWER
REFERENT POWER
LEGITIMATE POWER
REWARD POWER
COERCIVE POWER
42
he knows what he is talking
Expert Power
43
sense of belongingness and acceptance
Referent Power
44
persons in authority
Legitimate Power
45
LOCO PARENTIS
SECOND PARENT
46
giving of grades
REWARD POWER
47
giving of punishment
COERCIVE POWER
48
Warm but demanding
Authoritative/ Democratic
49
Not warm but demanding
Authoritarian
50
Warm but not demanding
Permissive/ Laissez Faire
51
Not warm, not demanding
Uninvolved
52
Approaches to Classroom Management:
specify rules of behavior and consequences for disobeying them
RULES are RULES
ASSERTIVE APPROACH
53
Approaches to Classroom Management:
A system of rewards and punishments
BEHAVIOR MODIFICATION APPROACH
54
Approaches to Classroom Management:
Organization of student's academic works: assignments, work requirements, monitoring and feedback of student and works
BUSINESS ACADEMIC APPROACH
55
Jacob Kunin's Group Managerial Approach responding immediately to group student behavior that might be inappropriate
GROUP MANAGERIAL APPROACH
56
corrects behavior and influences nearby students
RIPPLE EFFECT (DOMINO EFFECT)
57
eyes in the back of one's head
WITH-IT-NESS
58
the greater the expectation the better they perform
PYGMALION/ROSENTHAL EFFECT
59
improve behavior in response to awareness of being observed
HAWTHORNE EFFECT
60
control group with no intervention just extra effort with gets the same effects or results
Lowkey rata diri na side pero mag TOTOP!
JOHN HENRY EFFECT
61
person has the expectation that it will be helpful. Trickery of mind.
It's FAITH.
PLACEBO EFFECT
62
cognitive bias through observer's overall impression. IMPRESSION (Genius sa panan aw ky naka glasses, mas e treat well kung attractive ka)
HALO EFFECT
63
