FS 1 PDF

FS 1 Lesson 1. Pedagogical Content Knowledge and Its Application across Curriculum Mastery of content and pedagogical content knowledge (PCK) of the subject area is one of the competencies expected in a teacher education graduate (CHED, 2017). Shulman introduced the PC...

FS 1 Lesson 1. Pedagogical Content Knowledge and Its Application across Curriculum Mastery of content and pedagogical content knowledge (PCK) of the subject area is one of the competencies expected in a teacher education graduate (CHED, 2017). Shulman introduced the PCK three categories of teacher’s knowledge: a. Content Knowledge - Knowledge of subject area b. Pedagogical Knowledge - Knowledge in teaching c. Curricular Knowledge - Knowledge of curriculum PCK is the blending of Content Knowledge and Pedagogical Knowledge that is unique among teachers. Teacher relates to her PK to the COK to make her lesson relevant and comprehensible. CUK is a tool to explore how teachers to develop and connect PCK. Pedagogical knowledge of technology requires the development of a complex situated form of knowledge called technological pedagogical content knowledge (TPACK). Lesson 2. Research-based Instruction and Principle of Teaching and Learning K to 12 Curriculum shall be learner-centered, relevant, responsive, and research based. K-12 Curriculum shall promote the use of pedagogical approaches that are constructivist, inquiry-based reflective, collaborative, and integrative. Lesson 3. Positive Use of Information and Communications Technology Literacy Skill comprises information, media literacy, and technology literacy Mishra and Koehler (2006) define technological knowledge (TK) as knowledge of different technologies from traditional materials such as books, chalk and blackboard to more advanced technologies like digital technologies that involve skills required to operate hardware and software and the ability to adapt to new technologies regardless of type. The TPACK framework describes the teacher’s knowledge of technology integration, which adds technological knowledge to Shulman’s concept of PCK. UNESCO ICT Competency Framework for Teachers ( ICT-CFT) was created to help countries develop a comprehensive national ICT competency policy and standard UNESCO ICT Competency Framework for Teachers ( ICT-CFT) was created to help countries develop a comprehensive national ICT competency policy and standard  UNESCO ICT Competency Framework for Teachers ( ICT-CFT) was created to help countries develop a comprehensive national ICT competency policy and standard UNESCO ICT Competency Framework for Teachers (ICT-CFT) was created to help countries develop a comprehensive national ICT competency policy and standard UNESCO Bangkok in partnership with the Commission on Higher Education (CHED) addressed this vision by integrating the ICT competency standards for teachers in the revised undergraduate teacher education program of 2017 DepEd Computerization Program (DCP) in 2010 by virtue of DepED Order No. 78 o To provide public school teachers with appropriate technologies to enhance the teaching and learning process and meet the challenges of the 21 st century, the DepEd. Lesson 4. Strategies for Promoting Literacy and Numeracy Global Goals 4.6 - is to ensure that all youth and a sustainable proportion of adults, both men and women, achieve literacy and numeracy by 2030 Literacy and numeracy skills are the foundational skills that learners need to develop to succeed in life. According to Wyatt-Smith et al. (2011), literacy and numeracy education are core in quality learning across all phases of schooling and all curriculum areas. DepEd Order No. 12 - In 2015, the DepEd issues guidelines on the Early Language, Literacy, and Numeracy Program: Professional Development Component. President Benigno S. Aquino III’s ten-point agenda that “every child should be a reader by Grade 1.” Lesson 5. Strategies for Developing Critical and Creative Thinking, as well as High-Order Thinking Skills Higher order thinking skills (HOTS) is a concept of learning based on cognitive processes that are beyond the basic thinking skills classified in Bloom’s Taxonomy. Proponent of Bloom’s Taxonomy - BENJAMIN BLOOM REVISED – ANDERSON AND KRATWOHL BLOOMS REVISED BY ANDERSON, KRATWOHL EVALUATE CREATE SYTHESIS EVALUATE ANALYSIS ANALYZE APPLICATION APPLY COMPREHENSION UNDERSTAND  KNOWLEDGE REMEMBER K CAASE RUAAEC Blooms Taxonomy of Learning Domain Cognitive Affective Psychomotor Lesson 6. Mother Tongue, Filipino, and English in Teaching and Learning DepEd order no. 79 s. 2009 – institutionalization of MTB-MLE DepEd order no. 16 s. 2012 – 12 major languages specified DepEd order no. 31 s. 2013 – MTB-MLE as separate learning area for Grades 1 and 2 DepEd order no. 28 s. 2013 – Added seven identified language per region Lesson 7. Classroom Communication Strategies 2 type of communication – VERBAL AND NON-VERBAL COMMUNICATION VERBAL – The most pervasive form of communication. o Oral o Written Non-verbal – non use of oral or written o Facial expression o Gesture FS 2 CHAPTER 2 Lesson 1 – Learner Safety and Security Learning environment refer to any context in which learning is supposed to take place. Refer to any space where the needs of learners are addressed, interaction occurs, relationship are established in order for learning to effectively take place. Lesson 2 – Fair Learning environment does not espouse teaching that uses same mode of delivery for all lesson or topic. It provides lessons that will address their individual needs. Lesson 5 – Promotion of Purposive Learning – a behaviorist Edward Chance Tollman did not believe in introspection He believed that humans are goal-oriented – CONSTANTLY LEARNING WITH OR WTHOUT REINFORCEMENT HE USE RATS FOR THE EXPERIMENT Latent learning – learning is only manifested when the right condition is given.  Learning is purposive and that student are constantly learning when they observe and learn. Learning should provide a venue for the students to observe. Lesson 6 – Management of Learners Behavior Classroom management is essential in ensuring an effective learning environment. Glasser’s Choice Theory suggest that student behavior according on how their needs will be fulfilled and satisfied. BF. Skinner suggests that the teacher manage the student behavior through rewards and punishment Alfie Kohn believed that the student behavior can be managed if we let the students satisfy their curiosity. FS 1 CHAPTER 3 Lesson 1 – Learner’s Gender, Needs, Strengths, Interest, and Experiences Aniekee Ezekiel quoted that the ability to recognize and respect individual difference is the beginning of a successful relationship. Students – the heart and the center of teaching and learning DepEd order no. 32 s. 2017 – institutionalization of gender responsive teaching-learning; to promote gender sensitive classroom Lesson 2 – Learners’ Linguistic, Cultural, Socio-economic, and religious background Differentiated means tailoring instruction to meet individual needs. Lesson 3 – Learners with Disabilities, Giftedness, and Talents Common tagline of inclusive education – No learners should be left behind. Teachers used the term “Student with disability to highlight the person, not the disability In the past, they use handicapped student. Lesson 4 – Learners in Difficult Circumstances Victor Hugo quoted that he Who opens school doors, closes a prison. Lesson 5 – Learners from Indigenous Group One of the seven 7Cs is cross-cultural understanding. According to the United Nations Development Program, Philippines is a culturally diverse country with about 14-17 million indigenous people (IPs) belonging to 110 ethno-linguistic groups. Republic Act 8371 of 1997, the law was enacted to promote and recognize all the rights of indigenous cultural communities/indigenous (ICC and IPs). DepEd order no.32 s. 2015 – entitled Adopting the Indigenous People Education (IPED) Curriculum Framework. DepEd order recognizes the right of Ips to basic education that is culturally rooted and responsive. DepEd order no. 62 s. 2011 – DepEd is mandate to provide inclusive basic education for all. FS 1 CHAPTER IV Lesson 1 – Planning and Management of the Teaching and Learning Process - R.A. 10533 – The Enhance Basic Education Act of 2012 – K to 12 Curriculum Program - Ralph Tyler – emphasizes that understanding the learners is one of the important sources of curriculum. Lesson 2 – Aligning Learning Outcomes with Learning Competencies - K-12 BASIC EDUCATION CURRICULUM is a standard-based curriculum. - Set of Curriculum Standards:  ✓ Content Standard – Identify and set the essential knowledge and understanding that student should learn ✓ Performance Standard – describe the abilities and skills that students expected to demonstrate. ✓ Learning Competencies – refer to the knowledge, understanding, skills, and attitude that learners need to demonstrate in every lesson. - Curriculum alignment is important to ensure an efficient and effective implementation of the curriculum. o MACRO LEVEL – alignment that ensure that curriculum standards are relevant and responsive to the need of the students. o MICRO LEVEL – alignment that ensure that the learning outcomes are aligned with the learning competencies prescribed by the curriculum. o Learning outcomes are specific knowledge, skills that each students needs to master – IT IS THE LEARNING OBJECTIVE OR LAYUNIN. Lesson 3 – Relevance and Responsiveness of Learning Programs - Learning Programs are designed to help the students reach the desired curriculum goals and objectives. - Learner-Centered Education is one of the promising products of the progressive movement in education - It refers to the kind of education that considers the knowledge and everything to the students that learners bring into the classroom. Lesson 4 – Enriching Teaching Practices through Profession Collaboration - Profession Collaboration is important to empower teachers in shaping society’s young minds. - Teachers need to commit themselves to continuous improvement that requires professional collaboration. Lesson 5 – Utilizing Teaching and Learning Resources and ICT - Teaching and Learning Resources are materials used by the teachers to support the implementation of curriculum and instruction. - They significantly improve the learning and teaching process. - Learner-centered – address the needs of the student. - Values-oriented – enforce the importance of learning. - Process and outcome driven – contains activities that engage students - Differentiated learning – addresses different learning needs. - ICT Integrated – allows student to utilize technology. - Excellent contents – provides valid and update CHAPTER 5 FS1 Lesson 1 – Design, Selection, Organization, and Utilization of Assessment Strategies - Assessment is as old as education itself - DepEd Order no. 8, s. 2015 - as defined, assessment is a continuous process of identifying, gathering, organizing, and-interpreting quantitative and qualitative information about what learners know and can do. - Diagnostic assessment - is given at the beginning of the school year or at the beginning of a new unit of study. This assessment strategy attempts to quantify what students already know about a topic.  - Formative assessment is given throughout the learning process. - Summative assessment is given at the end of the year or unit. Lesson 2 – Monitoring and Evaluation of Learner Progress and Achievement - Monitoring – Is viewed by Cotton as activities pursued by the teacher to keep track of student learning for purposes of making instructional decisions and providing feedback to students on their progress. - Gutierrez (2007) believes that if the instruction is satisfactory and acceptable, the teacher can proceed to the next instructional objective. - Goal-oriented instructional model (GOIM) that teachers use as a reference in monitoring the students' learning. - DepEd Order No. 36, series of 2016 – recognizes that all students have their unique strengths that need to be identified, strengthened, and publicly acknowledged. Lesson 3 – Feedback to Improve Learning - Learning is a two-way process. The teacher and the students both learn during and after the instruction through feedback. - Feedback can be given as a mark or grade, comments, or a mixture of the two. - The comments take time to write, but should be of much greater benefit to the student in terms of future improvements (Reece and Walker 2003). - Feedback must be specific. - Lack of time is one of the biggest challenges that teachers face on a regular basis and this especially impacts feedback opportunities. Lesson 4 – Communication of Learners' Needs, Progress, and Achievement to the Key Stakeholders - Effective communication of assessment results is one of the essential components of assessment principles. - According to the Code of Ethics for Professional Teachers, every teacher shall inform the parents, through proper authorities, about the progress and deficiencies of the learners under him, exercising utmost candor and tact in pointing out the learners' deficiencies and in seeking the parents' cooperation for the proper guidance and improvement of the learners. - DepEd Order 8, series of 2015 – the summary of the learner's progress is shown quarterly to the parents or guardians through a parent-teacher conference, in which the report card is being discussed. - A parent-teacher conference (PTC) – is conducted every grading period to ensure the effective communication of the learners' needs and progress to the key stakeholders. Lesson 5 – Use of Assessment Data to Enhance Teaching and Learning Practices and Programs - The effectiveness of the teacher's classroom instruction reflects on the students' performance. CHAPTER 6 FS1 Lesson 1 – Establishment of Learning Environments that are Responsive to Community Contexts - Community is considered an important resource for learning. - Community can be a great source of knowledge. - Meaningful learning happens in an environment that adapts to the context of the community. Lesson 2 – Engagement of Parents and the wider Community in the Educative Process - The school-community partnership plays a very important role in developing and implementing school policies, programs, and projects.  - In the Philippines, the partnership between teachers and parents is established through the organization of a parent teachers association (PTA). - A PTA is organized to provide a forum to discuss issues and solutions relating to the total school program, and ensure full cooperation of parents in the implementation of such program. Lesson 3 – Professional Ethics - Professional ethics serves as a guide in practicing one's profession. - As role models, teachers are expected to embody good ethics, which is a fundamental requirement of a profession. - Pursuant to Section 6 of RA 7836, the Code of Ethics for Professional Teachers, was promulgated by virtue of PRC Board Resolution No. 435, s. 1997 ▪ In accordance with the preamble of the Code of Ethics for Professional Teachers, teachers are referred to as duly licensed professionals who possess dignity and high moral values as well as technical and professional competence in the practice of their noble profession - The Code of Ethics covers all public and private school teachers in basic education, technical- vocational education, as well as non-formal education. Lesson 4 – School Policies and Procedures - School policies and procedures serve as the operational guidelines of a school. - The whole operation of a school lies in school policies and procedures. - School policies and procedures help schools in establishing rules and guidelines in the operation and implementation of school programs and projects - School policies and procedures are developed at the institutional level. - DepEd order no. 88, s. 2010 – for private schools in basic education, a set of minimum requirements is provided in the manual of regulations or compliance. CHAPTER 7 FS1 Lesson 1 – Philosophy of Teaching - Teaching philosophies can be categorized into two: teacher-centered, and learner-centered. o Teacher-centered philosophy underscores the relevance of teachers in education. ✓ an emphasis on the teachers' role in transmitting knowledge, skills, values and attitudes. ✓ Teachers who believe in this philosophy use tests to determine if the objectives are met. ✓ Essentialism and Perennialism are two examples of a teacher-centered philosophy. Essentialism advocates the teaching of basic skills in order to train the mind. These skills gradually become complex as learners ‘progress to the next level. Core knowledge in different disciplines is essential and the teachers should use lectures, memorization, drills, and assessment Perennialism, on the other hand, focuses on developing critical thinking skills, mastery of content in a sequential order and reasoning skills. Perennialist believe that the focus of education should be the ideas that have lasted over centuries. An educational philosophy that supports the teaching of universal truths, or principles that stand the test of time.  ✓ Learner-centered philosophy puts emphasis on how learners learn. Teachers focus on individual needs of learners to make sure that they will benefit from the teaching-learning process. Teachers who adhere to this philosophy focuses on maximizing the potential of the learners in order to equip them with knowledge, skills, values, and attitudes that will help them face and overcome the challenges of the real world. classes are less structured and are more focused on problem-solving skills Progressivism, existentialism, and social reconstructionism are examples of a student-centered philosophy. ✓ Progressivism believes in equipping learners with the ability to learn through hands-on engagement ✓ Existentialism, on the other hand, believes in giving the learners opportunities to learn concepts that interest them. ▪ who believe in existentialism believe that learners should be able to find meaning in whatever it is that they are learning. ▪ the classroom is equipped with things that are of interest to the learners. ▪ Since they learn better when they have interest in the subject matter, a typical existentialist classroom will have them learning different topics at different rates. ✓ Social reconstructionism believes that schools can contribute to solving social problems. ▪ Teachers who believe in social reconstructionism will engage students in projects or activities that will enable them to address a social issue and create an impact in society - In responding to the needs of the 21st century learners, a learner-centered philosophy is essential so that communication, creativity, collaboration, critical thinking, and problem-solving skills will be developed. Lesson 2 – Dignity of Teaching as a Profession - Based on this study, students aged 15-19 cite the following characteristics of effective teachers: relates well with students; nurturing, understanding. Lesson 3: Professional Links with Colleagues - Collaboration among teachers means working together to reflect on practices and improve teaching (DuFour, 2005). Lesson 4 – Professional Reflection and Learning Improve Practice - People do not learn from experiences unless they reflect on these experiences. - Reflective practice is a term used when teachers study their own experiences to improve the way they teach. - Autobiography is a way of documenting practices. This can be done in the form of journal writing, portfolio, and other forms of writing that teachers can use to reflect on their practices in class  Lesson 5: Professional Development Goals - Teachers need to be life-long learners because of the constant changes in the education landscape brought about by development in the field of research. - It was found that teachers focus on different objectives at each level of their career. ✓ Early and mid-career teachers are interested in knowing more about curriculum and instruction and becoming a specialist in the subject or area that they are currently teaching. ✓ Teachers who are in the late career stage are no longer interested in improving their teaching skills. Rather, their goals are focused on learning more about technological innovations and how these changes can be applied in the classroom ✓ - The study only revealed that a standardized continuing professional degree program will not work with all teachers. - Thus, for this reason, the Philippine Professional Standards for Teachers (PPST) was developed. The PPST is composed of seven domains, each of which is composed of different strands where teachers in different stages of their career are guided to develop themselves professionally.