Prof. Ed. Flashcards
NCBTS
National Competency Based Teacher Standards
What CHED memorandum order?
CHED Memorandum Order No. 52, s. 2007
What DepEd order?
DepEd Order No. 32, s. 2009
What are the 7 Domains of NCBTS?
Domain 1: Social Regard for Learning
Domain 2: Learning Environment
Domain 3: Diversity of Learners
Domain 4: Curriculum
Domain 5: Planning, Assessing, and Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and Professional Development
Acts as positive role model for students.
*action, communication, interaction
*involves the teacher
Domain 1: Social Regard for Learning
Promotes FAIRNESS
Physical environment that is SAFE and CONDUCIVE to learning
*conduciveness (physical, social, psychological)
*equitable (based on the needs of the students)
Domain 2: Learning Environment
Familiar with learner’s background knowledge and experiences
Holistic development
*involves students
*the effect you have in them
Domain 3: Diversity of Learners
*demonstrates mastery of the subject
*communicates clear learning goals
*makes good use of allotted instructional time (minimized discipline time)
*teaching methods, learning activities, and instructional materials
*VARIETY OF STRATEGIES
Domain 4: Curriculum
The heart of NCBTS
Standards/criteria (teacher’s credential)
Competency
*Communicates promptly and clearly to learners, parents, and superiors about the progress of learners.
*appropriate assessment strategies
*Monitors regularly and provides feedback on learners’ understanding of content
Domain 5: Planning, Assessing, and Reporting
Establishes learning environments that respond to the aspirations of the community.
Domain 6: Community Linkages
*Takes pride in the nobility of teaching as a profession
*professional links with colleagues
*extent of the attainment of learning goals
*Dignity and honor
Domain 7: Personal Growth and Professional Development
PPST
Philippine Professional Standards for Teachers
PPST DepEd order
DepEd Order No. 42, s. 2017
APO
*Under Domain 7: Personal Growth and Professional Development
Accredited, Professional, Organization
PAFTE
*Under Domain 7: Personal Growth and Professional Development
Philippine Association for Teachers and Educators
K to 12 reform
R.A. 10533
PQF
Philippine Qualifications Framework
AQRF
ASEAN Qualifications Reference Framework
7 Domains of 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
Reading and writing
Literacy
Shapes and numbers
Numeracy
Content knowledge and its application within and across curriculum areas
Domain 1: Content Knowledge, and Pedagogy
Research-based knowledge and principles of teaching and learning
Domain 1: Content Knowledge, and Pedagogy
Positive use of ICT
Domain 1: Content Knowledge, and Pedagogy
Strategies for promoting literacy and numeracy
Domain 1: Content Knowledge, and Pedagogy
Strategies for developing critical and creative thinking, as well as other HIGHER ORDER THINKING SKILLS.
Domain 1: Content Knowledge, and Pedagogy
Mother tongue, Filipino, and English in teaching and learning.
Domain 1: Content Knowledge, and Pedagogy
Classroom COMMUNICATION STRATEGIES (verbal and non-verbal)
Domain 1: Content Knowledge, and Pedagogy
MTB-MLE
Mother Tongue – Based Multilingual Education
Learner safety and security
Domain 2: Learning Environment
Fair learning environment
Domain 2: Learning Environment
Management of classroom structure and activities
Domain 2: Learning Environment
Support for learner participation
Domain 2: Learning Environment
Promotion of purposive learning
Domain 2: Learning Environment
Management of learner behavior
Domain 2: Learning Environment
Learners’ gender, needs, strengths, interests, and experiences
Domain 3: Diversity of Learners
Learners’ linguistic, cultural, socio-economic, and religious backgrounds
Domain 3: Diversity of Learners
Learners with disabilities, giftedness, and talents
Domain 3: Diversity of Learners
Learners in difficult circumstances
Domain 3: Diversity of Learners
Learners from indigenous groups
Domain 3: Diversity of Learners
EFA
Education for all
mainclude sa regular class
mainstreaming
Planning and management of teaching and learning process
Domain 4: Curriculum and Planning
Learning outcomes (objectives - teacher magbuhat) aligned with LEARNING COMPETENCIES (DepEd magbuhat)
Domain 4: Curriculum and Planning
Relevance and responsiveness of learning programs (student-centered)
Domain 4: Curriculum and Planning
Professional collaboration to enrich teaching practice (team teaching)
Domain 4: Curriculum and Planning
Teaching and learning resources including ICT (Educational Technology)
Domain 4: Curriculum and Planning
Design, selection, organization, and utilization of ASSESSMENT STRATEGIES
Domain 5: Assessment and Reporting
Monitoring and evaluation of LEARNER PROGRESS AND ACHIEVEMENT
Domain 5: Assessment and Reporting
FEEDBACK TO IMPROVE LEARNING
Domain 5: Assessment and Reporting
COMMUNICATION OF LEARNER NEEDS, PROGRESS, AND ACHIEVEMENT TO KEY STAKEHOLDERS
Domain 5: Assessment and Reporting
Who are the stakeholders?
Learners, parents, and superiors
USE OF ASSESSMENT DATA TO ENHANCE TEACHING AND LEARNING PRACTICES AND PROGRAMS
Domain 5: Assessment and Reporting
*evidence-based
Domain 5: Assessment and Reporting
Establishment of LEARNING ENVIRONMENTS THAT ARE RESPONSIVE TO COMMUNITY CONTEXTS
Domain 6: Community Linkages and Professional Engagement
ENGAGEMENT OF PARENTS AND THE WIDER SCHOOL COMMUNITY in the educative process
Domain 6: Community Linkages and Professional Engagement
PROFESSIONAL ETHICS
*code of ethics
Domain 6: Community Linkages and Professional Engagement
SCHOOL POLICIES AND PROCEDURES
Domain 6: Community Linkages and Professional Engagement
PHILOSOPHY OF TEACHING
Domain 7: Personal Growth and Professional Development
DIGNITY OF TEACHING as a profession
Domain 7: Personal Growth and Professional Development
PROFESSIONAL LINKS with colleagues
Domain 7: Personal Growth and Professional Development
PROFESSIONAL REFLECTION and learning to improve practice
Domain 7: Personal Growth and Professional Development
PROFESSIONAL DEVELOPMENT GOALS
Domain 7: Personal Growth and Professional Development
When a teacher makes his students feel that HE KNOWS WHAT HE IS TALKING ABOUT
*true and correct ka saimong ginaingon
*convincing ka
*BELIEVABILITY
Expert power
Giving students a SENSE OF BELONGING AND ACCEPTANCE
*affective
*emotional side
Referent power
Persons IN AUTHORITY
*“Loco Parentis” - instead of a parent
Legitimate power
have GAINED THE QUALIFICATIONS recognized FOR ENTRY into the teaching profession
Career Stage 1 or Beginning Teachers
They have a STRONG UNDERSTANDING of the subjects/areas in which they are trained in terms of content, knowledge, and pedagogy.
*theory based
*1-2 years
Career Stage 1 or Beginning Teachers
They possess the REQUISITE KNOWLEDGE, SKILLS, and VALUES that support the teaching and learning process.
*seek professional advice from your superiors
Career Stage 1 or Beginning Teachers
They manage learning programs and have STRATEGIES THAT PROMOTE LEARNING based on the learning needs of their students.
Career Stage 1 or Beginning Teachers
They SEEK ADVICE from experienced colleagues to consolidate their teaching practice.
Career Stage 1 or Beginning Teachers
are PROFESSIONALLY INDEPENDENT in the application skills vital to the teaching and learning process
*developed your own strategy
*focused teaching programs - grassroot approach (ma-apply na nimo with experience)
Career Stage 2 or Proficient Teachers
They PROVIDE FOCUSED TEACHING PROGRAMS THAT MEET CURRICULUM AND ASSESSMENT REQUIREMENTS.
Career Stage 2 or Proficient Teachers
They display skills in PLANNING, IMPLEMENTING, and MANAGING LEARNING PROGRAMS.
Career Stage 2 or Proficient Teachers
They actively engage in COLLABORATIVE LEARNING with the professional community and other stakeholders for mutual growth and advancement.
Career Stage 2 or Proficient Teachers
They are REFLECTIVE PRACTITIONERS who continually consolidate the knowledge, skills, and practices of Career Stage 1 teachers.
Career Stage 2 or Proficient Teachers
consistently display a HIGH LEVEL OF PERFORMANCE IN THEIR TEACHING PRACTICE
*hawd naka pirminte
Career Stage 3 or Highly Proficient Teachers
They manifest an IN-DEPTH AND SOPHISTICATED UNDERSTANDING of the teaching and learning process.
*deep understanding
Career Stage 3 or Highly Proficient Teachers
They have high education-focused situation cognition, are MORE ADEPT IN PROBLEM SOLVING AND OPTIMIZE OPPORTUNITIES GAINED FROM EXPERIENCE.
Career Stage 3 or Highly Proficient Teachers
Teachers WORK COLLABORATIVELY WITH COLLEAGUES and provide them support and mentoring to enhance their learning and practice.
Career Stage 3 or Highly Proficient Teachers
They continually seek to DEVELOP THEIR PROFESSIONAL KNOWLEDGE AND PRACTICE by reflecting on their own needs and those of their colleagues and students.
Career Stage 3 or Highly Proficient Teachers
embody the HIGHEST STANDARD FOR TEACHING grounded in global best practices
Career Stage 4 or Distinguished Teachers
exhibit exceptional capacity to improve their own teaching practice and that of others.
*expert
Career Stage 4 or Distinguished Teachers
recognized as LEADERS IN EDUCATION, contributors to the profession and initiators of collaborations and partnerships.
*influencer (naa theory, book, or framework na gibuhat)
Career Stage 4 or Distinguished Teachers
create LIFELONG IMPACT IN THE LIVES OF COLLEAGUES, students, and others.
Career Stage 4 or Distinguished Teachers
CONSISTENTLY SEEK PROFESSIONAL ADVANCEMENT and relevance in pursuit of teaching quality and excellence.
Career Stage 4 or Distinguished Teachers
exhibit COMMITMENT TO INSPIRE THE EDUCATION COMMUNITY and stakeholders for the improvement of education provision in the Philippines.
Career Stage 4 or Distinguished Teachers
preferred way an individual processes information
Learning style
Sensory Preferences
- Visual Learners
2 types
1.1 Visual-Iconic
1.2 Visual Symbolic - Auditory Learners
2 types
2.1 Listeners
2.2 Talkers - Tactile Learners
uses sense of sight in processing learning
Visual Learners
These learners must see their teacher’s actions and facial expressions to fully understand the content of a lesson.
Visual Learners
They tend to prefer sitting in front so no one would block their view.
Visual Learners
They may think in pictures and learn best from visual aids including: diagrams, illustrated textbooks, overhead transparencies, videos, flip charts, and handouts.
Visual Learners
During a lecture or classroom discussion, visual learners prefer to take detailed notes to absorb information.
Visual Learners
more interested in VISUAL IMAGERY such as film, graphic displays, or pictures in order to solidify learning
Visual-Iconic
usually have good “picture memory” a.k.a. iconic memory and attend to pictorial detail
Visual-Iconic
They would like to READ A MAP better than to read a book.
Visual-Iconic
Feel comfortable with ABSTRACT SYMBOLISM such as MATHEMATICAL FORMULA or the written word
Visual Symbolic
Prefer to read a book than a map
Visual Symbolic
Read about things than hear about them
Visual Symbolic
Tend to be good abstract thinkers who do not require practical means for learning
Visual Symbolic
uses sense of hearing in processing learning
Auditory Learners
Learn best through verbal lectures, discussions, talking things through, listening to what others have to say
Auditory Learners
Interpret the underlying meanings of speech through listening to the tone of voice, speed, and other nuances
Auditory Learners
written information may have little meaning until it is heard
Auditory Learners
often benefit from reading text aloud and using a tape recorder
Auditory Learners
They REMEMBER THINGS SAID TO THEM and make information their own.
Listeners
They even carry on mental conversations and figure out how to extend what they learned by REVIEWING IN THEIR HEADS WHAT THEY HEARD OTHERS SAY.
Listeners
Prefer to talk and discuss
Talkers
Find themselves talking to those around them
Talkers
In a class setting, when the instructor is not asking questions, auditory-verbal processors (talkers) tend to whisper comments to themselves.
Talkers
learns through touch
*hands-on learners
*learn by doing
*ganahan physical actiivites
*prefer to touch, move, build, or draw what they learn
Tactile Learners
Global-Analytic Continuum
ANALYTIC (left)
GLOBAL (right)
Tend toward the linear, step-by-step processing of learning
*organized manner
*detail oriented
Analytic (left)
Tend to see finite elements of patterns rather than the whole
Analytic (left)
They are the “tree seers”.
Analytic (left)
More comfortable in a world of details and hierarchies of information
Analytic (left)
Lean toward non-linear thought
*creative individuals
Global (right)
Tend to see the WHOLE PATTERN rather than the particle elements
*visionaries
Global (right)
They are the “forest seekers” who give attention only to the overall structure and sometimes ignore details
*see the entire picture
Global (right)
*word smart
*enjoys reading, writing, and discussing
Verbal-Linguistic Skills
*numbers or logic smart (concept of time)
Logical-Mathematical Skills
*body smart (manipulate what is to be learned)
Bodily-Kinesthetic Skills
*body smart (manipulate what is to be learned)
Bodily-Kinesthetic Skills
*picture smart
*good when it comes to visual design
*photography, painting, drawing
*thinks in picture, graphic organizer
Visual-Spatial Skills
*people smart (effective interaction with others)
*group work and team work
Interpersonal Abilities
*self-smart (self-regulation, good at handling themselves, work independently)
Intrapersonal Abilities
*interest to a variety of sounds
Musical Abilities
*nature smart (love for nature, adventure, field trips)
Naturalistic Abilities
*spirit smart (who am I?, knowing what their purpose in life is, they always ask why)
Existential Intelligence (Existentialist)
is a teaching theory based on the premise that INSTRUCTIONAL APPROACHES SHOULD VARY and be adapted in relation to individual and diverse students in classrooms
Differentiated Instruction (DI)
basis on how our students learn
Principles of Learning
Principles of Learning
- Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
- Learning is the DISCOVERY OF THE PERSONAL MEANING AND RELEVANCE OF IDEAS.
- Learning (behavioral change) is a CONSEQUENCE OF EXPERIENCE.
- Learning is a COOPERATIVE AND COLLABORATIVE PROCESS.
- Learning is an evolutionary process.
- Learning is sometimes a painful process.
- One of the RICHEST RESOURCE FOR LEARNING is the LEARNER HIMSELF.
- The process of learning is EMOTIONAL AS WELL AS INTELLECTUAL.
- The process of problem solving and learning is HIGHLY UNIQUE AND INDIVIDUAL.
Also known as learning is an active process
- Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
*learning by doing
*bida and students
*active learner ang students
*passive learners (nakikinig lang sa sasabihin mo)
*constant lecture (sage on the stage - dispenser of knowledge)
*guide on the side (facilitator of learning)
- Learning is an experience which OCCURS INSIDE THE LEARNER and is ACTIVATED BY THE LEARNER.
*relatable to our students
*related to their life, experiences, and the real world application
- Learning is the DISCOVERY OF THE PERSONAL MEANING AND RELEVANCE OF IDEAS.
*experience is the best teacher
*simulation and authentic learning
- Learning (behavioral change) is a CONSEQUENCE OF EXPERIENCE.
*group work dealing with different behaviors
- Learning is a COOPERATIVE AND COLLABORATIVE PROCESS.
*gradual
*pace
*not something you can do overnight
*patient (wait for the students
- Learning is an evolutionary process.
*sometimes there is a need to be hurt in order to learn
- Learning is sometimes a painful process.
*“tap”
*you need to discover the potential of your students (tap their potential)
- One of the RICHEST RESOURCE FOR LEARNING is the LEARNER HIMSELF.
*affective
*CPA (cognitive, psychomotor, affective)
*dapat hindi mawala ang value/s or attitude towards learning
*minimum of two ang malagay but dapat hindi mawala ang affective
*maximum of three
- The process of learning is EMOTIONAL AS WELL AS INTELLECTUAL.
*multiple strategies that will cater to learning styles and multiple intelligences
- The process of problem solving and learning is HIGHLY UNIQUE AND INDIVIDUAL.
*learning is strengthened when accompanied by a pleasant or satisfying feeling
*if the feeling is good, you go back
Law of Effect
*things most often repeated are best remembered
*repitition
Law of Exercise
*things most often repeated are best remembered
*repitition
Law of Exercise
*individuals learn best when they are physically, mentally, and emotionally ready to learn, and they don’t learn well if they see no reason for learning
*PREPARED, READY, MOTIVATED
Law of Readiness
*things learned first create a strong impression
*what is taught first must be right
Law of Primacy
Things most recently learned are best remembered
Law of Recency
The more intense the material taught, the more it is likely learned
Law of Intensity
Things freely learned are best learned
Law of Freedom
Taxonomy of objectives
SMART
SMART
S - Specific
M - Measurable
A - Attainable
R - Relevant/Result Oriented
T - Time-Bounded/Terminal
*klaro
*bawal broad/general
Specific
*behavioral terms (dapat mameasure)
*to identify, explain, enumerate, solve (bawal non-behavioral terms)
Measurable
*feasible (kaya buhaton)
Attainable
*connected (aligned lahat)
Relevant/Result Oriented
*dapat naay deadline
Time-bounded/Terminal
Bloom’s Taxonomy
KCAASE
Knowledge
Comprehension
Application
Analyzation
Synthesis
Evaluation
Bloom’s Taxonomy under LOTS
Knowledge, Comprehension, Application
Bloom’s Taxonomy under HOTS
Analyzation, Synthesis, Evaluation
Revised Bloom’s Taxonomy
RUApAnEC
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Revised Bloom’s Taxonomy under LOTS
Remembering, Understanding, Applying
Revised Bloom’s Taxonomy under HOTS
Analyzing, Evaluating, Creating
*the focus of the Revised Bloom’s Taxonomy
cognitive
The students can RECALL, DEFINE, RECOGNIZE, or IDENTIFY specific information during instruction.
*MEMORIZATION
Remembering
The student can demonstrate understanding of information by translating it into a different form or by recognizing it in a translated form
Understanding
*to transform
translation
4 objectives of understanding
- translation
- interpretation
- extrapolation
- paraphrase
*to interpret
*to explain
*to express (explaining what the learner understood)
interpretation
*to estimate
*to infer
*to predict (PREDICT IN THE SAME PATTERN)
extrapolation
*to state in one’s own words
paraphrase
The student can apply the information in performing concrete actions. These actions may involve FIGURING, WRITING, READING, HANDLING EQUIPMENT, IMPLEMENTING, CARRYING OUT, EXECUTING, USING, etc.
Applying
*from theory to practice
Applying
*predicting in a NEW PATTERN
Applying
*to apply, to generalize, to use, to employ
Applying
*breakdown
*FROM WHOLE TO PARTS
Analyzing
*classify, segregate/discriminate, categorize
Analyzing
*classify, segregate/discriminate, categorize
Analyzing
Comparing, organizing, deconstructing, interrogating, finding
Example: Deduce facts from a hypothesis
Analyzing
*Judge
*CRITICAL THINKING
*rate
*checking, hypothesizing, experimenting, critiquing, judging
Evaluating
Student can apply a standard in making a judgment on the worth of something - an essay, an action, or a design.
Evaluating
Judging in terms of internal evidence or logical consistency
Evaluating
Justifying a decision or course of action
Evaluating
*CREATIVE THINKING
*PARTS INTO WHOLE
*original
*create a product, innovating, making something new
Creating
Putting parts together in a new form
Creating
The student can bring information from various sources to CREATE A PRODUCT uniquely his or her own.
Creating
Generating new ideas, products, or ways of viewing things
Creating
Example: To produce an original piece of art
Creating
Example: Designing, constructing, planning, producing, inventing, formulating
Creating
Example: Predict the probable effect of a change in temperature on a chemical
Applying
Example: Recognize fallacies in an argument
Evaluating
Bloom’s 3 Domains of Knowledge
CPA
Cognitive
Psychomotor
Affective
Cognitive is about?
Knowledge
Skills is about?
Psychomotor
Values and attitudes is about?
Affective
What will the students know?
Cognitive
What will the students be able to do?
Psychomotor
What will the students value or care about?
Affective
Kendall and Marzano’s (2007) Three Domains of Knowledge
IMP
- Information (Declarative Knowledge)
- Mental Procedure (Procedural Knowledge)
- Psychomotor/Physical Procedure (Motor Skills)
*the WHAT
Example: facts, concepts, generalizations, principles, and laws
- Information (Declarative Knowledge)
*HOW
*Steps
Example: Writing a term paper, reading map, algorithms like computing long division
- Mental Procedure (Procedural Knowledge)
*DOING
Specific example: CONSTRUCTING a right triangle with a compass and a ruler. PLAYING basketball, BUILDING furniture
- Psychomotor/Physical Procedure (Motor Skills)
6 levels of knowledge (Kendall and Marzano, 2007)
- Retrieval (Cognitive System)
- Comprehension (Cognitive System)
- Analysis (Cognitive System)
- Knowledge Utilization (Cognitive System)
- Metacognitive System
- Self-System
*Remembering
*retrieve all the information that you know
Retrieval
*Filtering (filter the most important - what to comprehend and what not to comprehend)
Comprehension
*whole to pieces
*error analysis (why there is an error)
Analysis
*applying + creating
*develop, innovate, create, apply
Knowledge Utilization
*PME
Planning
Monitoring
Evaluation
Metacognitive System
*IMPORTANCE and MOTIVATION (emotional response)
Self-System
David Krathwol’s Affective Domain
RRVOC
- Receiving
- Responding
- Valuing
- Organization
- Characterization
The student shows WILLINGNESS to attend to particular classroom stimuli or phenomenon in the environment
Example: to LISTEN ATTENTIVELY to group discussion
Receiving
The student is required ACTIVE PARTICIPATION based on the stimuli.
Example: to contribute to group discussion by ASKING QUESTIONS
Responding
The student displays DEFINITE INVOLVEMENT OR COMMITMENT toward some experience.
Example: to argue over an issue involving health care
*to support, to debate
Valuing
The student has INTEGRATED A NEW VALUE INTO HIS GENERAL SET OF VALUES and can give it its proper place in a priority system.
Examples are: to discuss, to theorize, to formulate, to balance, to examine.
Example: To organize a meeting concerning a neighborhood’s housing integration.
Organization
The student ACTS CONSISTENTLY according to the value and is firmly committed to the experience.
Example: To display a professional commitment to ethical practice on a daily basis.
Characterization
Anita Harrow’s Psychomotor Domain
- Reflex movements
- Basic fundamental movement
- Perceptual abilities
- Physical abilities
- Skilled movements
- Non-discursive communication
*how do we develop our actions
*INVOLUNTARY (nagamove unconsciously)
-Student’s actions can occur involuntarily in response to some stimuli
-Examples include: flexion, extension, stretch, postural adjustments
Reflex movements
*reflex movements + reflex movements
*conscious effort
-Students have innate movement pattern formed from a combination of reflex movements.
-Examples are: walking, running, pushing, twisting, gripping, grasping, manipulating
Basic fundamental movement
*movement + senses
-Students can translate stimulus received through the senses into appropriate desired movements.
-Examples include: coordinated movements such as WRITING, jumping rope, punting, or catching
Perceptual abilities
