FS1 - PEC Midterm Reviewer PDF

**FS1 -- PEC Midterm** **Chapter III: Diversity of Learners** ***Lesson 1: Learner's Gender, Needs, Strengths, Interests, and Experiences*** Aniekee Ezekiel once quoted that the ability to recognize and respect individual differences is the beginning of a successful relationship. Student-teacher...

**FS1 -- PEC Midterm** **Chapter III: Diversity of Learners** ***Lesson 1: Learner's Gender, Needs, Strengths, Interests, and Experiences*** Aniekee Ezekiel once quoted that the ability to recognize and respect individual differences is the beginning of a successful relationship. Student-teacher relationship is very important to promote a more effective instruction. However, this will be impossible without knowing the uniqueness and differences of your students-the heart and center of teaching and learning. To promote gender-sensitive classrooms, the DepEd Order 32, series of 2017. This policy ensures a gender-responsive physical and social environment that promotes respect for all people and has a zero tolerance for all forms of discrimination, violence, and abuse. It also promotes the institutionalization of gender-responsive teaching-learning plans, guides, processes, activities, mechanisms, and measures. With this policy, we can assure that gender stereotyping which ignores individual differences in basic education will be prevented. To ensure that classroom learning is fun and enjoyable, the needs and interests of the students should be the priority of every school. RA 10533 adheres to this principle by making the curriculum learner-centered, inclusive, and developmentally appropriate. Moreover, this policy makes education learner-oriented and responsive to the needs, cognitive and cultural capacity, as well as the circumstances and diversity of learners, schools, and communities. Through these policies, schools can follow a learner-centered curriculum that is anchored in the learners' needs and interests. Barnes (2013) outlines five steps to create a progressive, student-centered classroom: 1. Create ongoing projects; 2. Integrate technology; 3. Replace homework with engaging in-class activities; 4. Eliminated rules and consequences; and 5. Involve students in evaluation ***Lesson 2: Learners' Linguistic, Cultural, Socio-economic, and Religious Backgrounds*** Brown-Martin (2017) mentions in is article entitled *Education and the Fourth Industrial Revolution* that we are on the precipice of what the World Economic Forum calls the Fourth Industrial Revolution. The artificial intelligence, automation, mobile supercomputing, intelligent robots, self-driving cars, and neuro-technological brain enhancements are some of the products of this revolution. Evidence of dramatic change is all around us and it is happening at an exponential rate. Almost everything has been replaced by robots through artificial intelligence. However, teachers with a heart will never be replaced by a machine. John C. Maxwell, an American author, speaker, and pastor, quoted that students do not care how much you know until they know how much you care. Teachers who show care to their students will earn respect and trust from their students, which will later lead to successful teaching and learning. Knowing your learners' linguistic, cultural, socio-economics, and religious backgrounds and adjusting the instruction based on their differences will direct you to differentiated instruction. Differentiated means tailoring instruction to meet individual needs. Whether teachers differentiated content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping make this a successful approach to instruction (Tomlinson 200). ***Lesson 3: Learners with Disabilities, Giftedness, and Talents*** No learner should be left behind. This is a common tagline in promoting inclusive education, which is being implemented nationwide. In every instruction, there are students who can easily cope with the lessons and there are students who have difficulty in understanding a simple lesson. The latter are considered exceptional learners. Integrating exceptional learners into the regular classroom adds further challenge to the job of teaching diverse students. Sadker et al. (2008) categorize exceptional learners into the following: 1. Students with mental retardation; 2. Students with learning disabilities; 3. Students with emotional disturbance or behavior disorders; 4. Students with hearing and language impairments; 5. Students with visual impairments; 6. Students with attention deficit hyperactivity disorders; 7. Students with other health and physical impairments; 8. Students with severe and multiple disabilities; and 9. Gifted and talented students. Teaching exceptional learners offers teachers the opportunity to stretch their imagination and creativity. Teachers use the term "students with disabilities" to highlight the person, not the disability. In the past, the term "handicapped students" was used. On the other hand, "gifted talented" refers to students with the ability to learn fast with ease. They may also possess exemplary ability in arts and music, sports, leadership, and the like. ***Lesson 4: Learners in Difficult Circumstances*** Every student is like a runner in a race. Learners often encounter obstacles on their way to the finish line. However, it is important to note that learning should not be hindered by any difficult circumstances. Hence, 21st century teachers should design special educational lessons and strategies to make responsive classrooms that are ready to address these difficult circumstances. Victor Hugo quoted that he who opens a school door, closes a prison. This just shows how teachers change the life of a person. The teachers are the students' second parents, and the future of the students lies in the hand of their teachers. The most heroic task of the teacher is to shape good citizens. There are different difficult circumstances that the students may face while in school. Here are some examples: 1. Geographic isolation 2. Chronic illness 3. Displacement due to armed conflict 4. Urban resettlement 5. Abuse (physical, psychological, emotional) Addressing these difficulties is key for more productive and more meaningful student learning. ***Lesson 5: Learners from Indigenous Groups*** Classrooms in the 21st century are extremely different from the classrooms of the past. One of the seven Cs in teaching and learning in the 21st century is cross-cultural understanding. Tracing where our students came from and anticipating this in preparing the lessons is an essential ingredient toward a successful and effective classroom instruction. There are different indigenous groups in the country. According to the United Nations Development Program, the Philippines is a culturally diverse country with about 14-17 million indigenous people (IPs) belonging to 110 ethno-linguistic groups. They are mainly concentrated in Northern Luzon (Cordillera Administrative Region, 33%) and Mindanao (61%), with some groups in the Visayas area. In 1997, Republic Act 8371, also known as Indigenous Peoples Right Act, was enacted. This law recognizes and promotes all the rights of indigenous cultural communities/indigenous people (ICCs and IPs). IPs remain to be the most vulnerable and marginalized members of society. Many IP communities continue to lack access to decent basic social services, have limited opportunities to engage in the mainstream economy, and suffer social, economic, and political exclusion (DepEd Order 62, series of 2011). As a result, the DepEd issued DepEd Order 32, series of 2015, entitled Adopting the Indigenous Peoples Education (IPED) Curriculum Framework. The DepEd order recognizes the right of IPs to basic education that is culturally rooted and responsive. The IPED Curriculum Framework seeks to provide guidance to schools and other education programs, both public and private, as they engage with indigenous communities in localizing, indigenizing, and enhancing the K to 12 curriculum based on their respective educational and social contexts. Moreover, according to DepEd Order 62, series of 2011, the department is mandated to provide inclusive basic education for all, and shall: 1. Ensure the provision of universal and equitable access of all IPs to quality and relevant basic education services towards functional literacy for all; 2. Adopt appropriate basic education pedagogy, content, and assessment through the integration of indigenous knowledge systems and practices (IKSPs) in all learning areas and process; 3. Provide adequate and culturally-appropriate learning resources and environment to IP learners; 4. Strengthen the hiring, deployment, and continuous development of teachers and learning facilitators in the implementation of the IP education Program; 5. Establish and strengthen appropriate multi-level units responsible for planning, implementing, and monitoring IP education interventions; 6. Expand and strengthen institutional and civil society linkages to ensure proper coordination, knowledge-sharing, and sustainability of the IP Education Program; and 7. Implement stronger affirmative action to eradicate all forms of discrimination against IPs in the Philippines educational system. **Chapter IV: Curriculum and Planning** ***Lesson 1: Planning and Management of the Teaching and Learning Process*** Using developmentally appropriate learning principles and strategies is one of the instructional demands for the implementation of the K to 12 curriculum as stated in Republic Act 10533, otherwise known as the Enhanced Education Act of 2012. Developmentally appropriate learning principles and strategies are based on the philosophy of learner-centered education that focuses on responding to the nature, needs, and interests of the learners. In the first model of curriculum development, Ralph Tyler (1949) emphasizes that understanding the learners is one of the important sources of curriculum. Since learning is designed for the learners, it is imperative for teachers to examine their needs, interests, learning styles, thinking styles, abilities, exceptionalities, cultural background, socio-economic status, and other factors. Copple and Bredekamp (2006) identify two things that teachers need to do to successfully engage in developmentally appropriate practice in their classes: (1) meet learners where they are, as individuals and as a group; and (2) help learners attain challenging and achievable goals that contribute to their ongoing development and learning. For Filipino children, the following principles of developmentally appropriate learning may be considered by the teacher when planning and implementing instruction: - each learner has different learning styles, thinking preferences, abilities, strengths, and weaknesses; - experience have profound influence in learning; - learning should address all areas of development; - learning must be holistic; - earning happens when the learner feels emotionally and physically secured and mentally engaged; - the cultural background and the family and social values of the learner influence learning; - affective learning and motivation are important in promoting affective learning. ***Lesson 2: Aligning Learning Outcomes With Learning Competencies*** The K to 12 basic education curriculum is a standards-based curriculum. This means that it includes content standards, performance standards, and learning competencies. The DepEd defines this set of curriculum standards as: 1. *Content standards* -- identify and set the essential knowledge and understanding that students should learn. 2. *Performance standards* -- describe the abilities and skills that students are expected to demonstrate in relation to the content standards and integration of 21st century skills. 3. *Learning competencies* -- refer to the knowledge, understanding, skills, and attitudes that the learners need to demonstrate in every lesson. Curriculum alignment is important to ensure an efficient and effective implementation of the curriculum. Alignment is done at two levels: 1. At the *macro level*, curriculum alignment ensures that the curriculum standards are relevant and responsive to the needs of the students, demands and needs of the society, and the nature of the discipline. 2. At the *micro level*, curriculum alignment ensures that the learning outcomes are aligned with learning competencies prescribed in the curriculum. Learning competencies are the basis of the teachers in developing learning outcomes, selecting topics and strategies, and designing assessment tools. Learning outcomes are specific knowledge, skills, and values that each students needs to master or demonstrate as a result of learning. Learning outcomes are traditionally known as learning objectives or instructional objectives. ***Lesson 3: Relevance and Responsiveness of Learning Programs*** Learning programs are designed to help the students reach the desired curriculum goals and objectives. Each learning program is planned and implemented within the framework of learner-centered philosophy in education. Learner-centered education is one of the promising products of the progressive movement in education (Ornstein and Hunkins 1993). It refers to a kind of education that considers the knowledge, skills, abilities, attitudes, interests, and beliefs that learners bring into the classroom (Curtis and Carter 1996, Ornstein and Hunkins 1993). It also pays attention to the needs, concerns, expectations, and the natural environment of the learners (Dewey 2001, Gandini 1997). Since its inception in 2012, the K to 12 basic education curriculum myriad of curricular and instructional programs were introduced to the whole education system. These learning programs aim to support the implementation of the curriculum toward the development of a functionally literate and holistically developed Filipinos. The following are learning programs planned and implemented by the DepEd: - Special Program for the Arts and Sports - Special Program for Foreign Language - Special Science Education Project - Curriculum for the Gifted - Transition Curriculum for Learners with Special Education Needs - Special Education Program - Indigenous Peoples' Education - Inclusion Program - Homeroom Guidance Program Private schools are encouraged to implement these learning programs of DepEd. In many cases, private schools also have various programs that reflect the philosophy, mission, and goals of the school. Some examples are: - Service learning - Project-based learning - Literacy Program - Robotics and ICT Programs - Performing Arts Programs ***Lesson 4: Enriching Teaching Practices through Professional Collaboration*** Teachers need to reflect on their teaching practices. (Danielson 2007). They need to commit themselves to continuous improvement that requires professional collaboration with colleagues. Implementing a curriculum is a collaborative task of whole school. It is never an individual task. Teachers need to share their experiences and expertise to improve the implementation of the curriculum. In ensuring the proper implementation of the K to 12 basic education curriculum, based on RA 10533, the following instructional approaches need to be applied by the teachers: - Learner-centered, inclusive, and developmentally appropriate - relevant, responsive, and research-based - Culture sensitive - Contextualized and Global - Constructivist, inquiry-based, reflective, collaborative, and integrative pedagogical approaches. These approaches demands greater collaboration and cooperation among teachers and stakeholders. There are so many things that a teacher needs to learn for the K to 12 curriculum. ***Lesson 5: Utilizing and Learning Resources and ICT*** Teaching and learning resources are materials used by teachers to support the implementation of curriculum and instruction. These teaching and learning resources are in the form of print, audio-visual materials, databases, online resources, visual aids, real-objects, ICT tools, and other educational materials available. Teaching and learning resources are important because they can significantly improve the learning of the students and enhance the teaching and learning process. Teaching and learning resources support the implementation of specific learning objectives in the lesson plan. Since the millennial students are born into the Information Age, they have wide access to different technologies. Thru technology particularly the Internet, they gather, learn, and analyze information. This means that education should take advantage of ICT tools to provide more meaningful and relevant teaching and learning experiences for the learners. Some important features of an excellent teaching and learning resources are the following: 1. Learner-centered -- addresses the needs, interests, styles of the learners; learning styles, and thinking 2. Values-oriented -- enforces the importance of learning, sharing, and creating knowledge to improve peoples' lives and develop communities; 3. Process and outcomes-driven- contains activities that engage students in meaningful and challenging learning; 4. Differentiated learning -- addresses different learning needs, learning styles, and thinking styles; 5. ICT-integrated -- allows the learners to utilize technology as a learning tool (blended learning); and 6. Excellent content -- provides valid and updated content (this is for print materials like textbooks and other references). **Chapter V: Assessment and Reporting** ***Lesson 1: Design, Selection, Organization, and Utilization of Assessment Strategies*** As defined in DepEd Order No. 8, series of 2015, assessment is a continuous process of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do. Indeed, the objective and subjective information accumulated from various assessments is valuable. In designing and utilizing an assessment strategy, the teacher must know the purpose of assessment. There are three ways to assess students' learning according to purpose of (edudemic.com): 1. *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. 2. *Formative assessment* is given throughout the learning process. This assessment strategy seeks to determine how students are progressing through a certain learning goal. 3. *Summative assessment* is given at the end of the year or unit. This assessment strategy assesses the students' mastery of a topic after instruction. Through the use of various assessment strategies in our learning episodes, we can ensure that we hone not only the cognitive domain but also the effective and psychomotor domains, which will result in the holistic learning and development of the students. ***Lesson 2: Monitoring and Evaluation of Learner Progress and Achievement*** Continuous monitoring of the students' progress inside the classroom has many benefits. By doing this, teachers collect useful data, improve instruction, ensure achievement of every learner, and identify student at risk. "Monitoring" is viewed by Cotto (1988) 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. Teachers carefully monitor the students' learning and progress through the following: - Questioning students during classroom discussions to check their understanding of the material being taught; - Going around the classroom during seatwork and engaging in one-on-one contact with students about their work; - Assigning, collecting, and correcting homework and recording grades; - Conducting periodic reviews with students to confirm their grasp of the learning material and identify gaps in their knowledge and understanding; - Administering and correcting tests and recording scores; and - Reviewing students performance data and using these data to make the needed adjustments in instruction. In addition, Gutierrez (2007) believes that if the instruction is satisfactory and acceptable, the teacher can proceed to the next instructional objective. If the result of instruction is unsatisfactory or unacceptable, he or she has to reteach the same lesson using different strategies and materials. The goal-oriented instructional model (GOIM) that teachers use as a reference in monitoring the students' learning. A paper with text and a computer mouse Description automatically generated Every learner's achievement should be given worth and value. The 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*** Indeed, it is important that the teacher encourages each student by giving constructive feedback. Feedback can be given as a mark or grade, comments, or a mixture of the two. You will know that if a mark is given, then it is perhaps the first and only thing that is looked at. 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). Moreover, the learners must be given feedback about their performance. Feedback must be specific. "Good work!" is a positive feedback and is welcome but actually is not a very good feedback since it is not specific (Corpuz 2015). A better and more specific feedback includes written observations and comments of the teacher on how the learners can improve their works. The following is a checklist for giving feedback to students (Gibbs et al. 1986): 1. Keep the time short between the student writing and the feedback. Where possible, make feedback instantaneous. 2. Substantiate a grade or mark with comments both in the text for specific aspects and with a summary at the end. 3. Balance negative comments with positive ones and ensure that negative ones are constructive. 4. Follow-up written comments with oral feedback and aim for a dialogue. 5. Make the criteria clear to students when setting the work and give them written criteria where possible. 6. Make further suggestions to further develop ideas. 7. Give periodic oral feedback on rough drafts. Lack of time is one of the biggest challenges that teachers face on a regular basis and this especially impacts feedback opportunities. You may know exactly what you want to tell your students about their work, but with time constraints and a potentially high volume of students, it can be difficult to give them the feedback they need. With this in mind, make it your goal to work smarter, not harder. Do not try to spend more time than you already do on feedback. Instead, make the effort to optimize your time.