PED 1 Notes PDF

PED 1: DONE Foundations of the Teaching Learning Process and The Teacher, School Culture and Organizational Leadership Types of Multiple Choice Questions: 1. Direct Questions 2. Negative Statement 3. Group Options Perspectives of Curriculum 1. Traditional – list of subjects, courses, d...

PED 1: DONE Foundations of the Teaching Learning Process and The Teacher, School Culture and Organizational Leadership Types of Multiple Choice Questions: 1. Direct Questions 2. Negative Statement 3. Group Options Perspectives of Curriculum 1. Traditional – list of subjects, courses, disciplines, teacher on stage (teacher-centered) 2. Progressive – experience of students, real-life application, enriched definition, teacher as guide on side (student-centered), learning takes anywhere, anytime Foundations of Teaching and Learning Process I. Philosophical - School’s mission and vision - How we SEE/PERCEIVE the world viewpoint - WHAT to teach/learn FIVE MAJOR EDUCATIONAL PHILOSOPHIES Teacher-Centered Learner-Centered Essentialism Existentialism  essentials, back to basics, 3Rs, core  individuality, freedom, choice, own existence information  Self is more important than the subject matter Perrenialism Progressivism  everlasting, classics, great books (Bible,  real-life application, student’s needs and Koran), humanities, universal truths interests, multi-disciplinary, every day life associated with reason and faith experiences  “Strike the iron while its hot.”  Democratic and cooperative learning (John Dewey – Father of Progressive Education) Social Reconstructivism  change society, reformation, students as social agents, solving social problems OTHER PHILOSOPHIES THAT INFLUENCED THE FIVE Idealism  the only time reality is that of ideas - Plato  faith, love, ideas - Socrates 1  - Emmanuel Kant Realism  to see is to believe - Aristotle  learning through senses - John Locke  related to Empiricism (experience is the best teacher) Neo-Thomism  Reason must be used in understanding the - St. Thomas Aquinas existence of God  Influenced by Perrenialism Pragmatism  Learn best through experience - John Dewey  Practical application  Related to Progressivism OTHER RELATED PHILOSOPHIES Hedonism  Epicurial Philosophy - Epicurus  Pleasure or enjoyment of human Utilitarianism  Utility = useful - Spencer  Greater good/ common good Naturalism  Learn at their own pace - Rosseau  Follow the nature / dev’t order of a child II. Psychological - HOW to teach/learn LEARNING THEORIES Teacher-Centered I. Behaviorism - Behavior is influenced by environment or external forces  PAVLOV – Classical Conditioning - association with neutral stimuli Principles – response is… 1. Acquisition – happening 2. Generalization – the same 3. Discrimination – di erent 4. Extinction – disappearing 5. Spontaneous recovery - reappearing  SKINNER – Operant Conditioning Reinforcement (strengthens behavior) Punishment (weakens behavior) Positive Positive  you give something to encourage desirable  you give something to stop negative behavior behavior  (ex. Giving rewards, candies, chips)  (ex. Failed the exam, so you give additional assignments) 2  Negative Negative  you take out something to encourage  you take out something to stop negative desirable behavior behavior  (ex. Not giving quiz because of good group  (ex. Confiscating phone by not studying) performance) Note:  Give reinforcement when the behavior is active  Scheduled reinforcement (givining list of honors every quarter) Schedules of Reinforcement Ratio (Behavior) Interval (Time) Fixed (specific, consistent) After a specific number of After a specific length of time response Variable (varrying , changing) After a varrying number of After a varrying length of time responses II. Connectionism - Thorndike’s Law of Learning 1. Law of READINESS  learn best when prepared/adjusted 2. Law of EXERCISE  repetition is needed to dev’t adequate response 3. Law of EFFECT  satisfaction/rewards 4. Law of PRIMACY  state of being first creates a story 5. Law of RECENCY  most newly/recently learned are best remembered 6. Law of CONTINUITY  occur close to each other in time/place tends to get linked together 7. Law of INTENSITY  vivids, dramatic, exciting experience teaches more than a routine or boring experience Learner-centered Cognitivism - Information Processing Theory - cognitive/mental process as an active participant in the learning process - Address the use of how information is received, organized, stored, and retrived by the mind. Four Main Types/Stages of Memory Sensory  remember sensory information after stimulation 1. iconic – sight 2. echoic – auditory 3. haptic – touch Short term  merely recalling information for 15-30 seconds Working  include temporary storage and active processing Long term  information last for more than 30 seconds 3  1. explicit a. episodic – specific episodes in life (fieldtrip, graduation) b. semantic – specific/general facts (names, places) 2. implicit - focus on motor skills (walking) Forgeting – inability to retrieve information  two reasons: 1. decay (forget overtime) 2. interference (remember other things related to the topic to be recalled) Chunking – grouping di erent bits of information together into more manageable/meaningful chunks Constructivism - learners are active constructors of meaningful knowledge - related to progressivism & one of the principles of K-12 - knowledge is best gained through a process of “reflection” and active construction in the mind  Foundational Psychologists of Constructivism 1. Jean Piaget – Cognitive Development Theory 2. Lev Vygotsky – Sociocultural Theory 3. John Dewey – Progressivism DO #8, s.2015  Classroom Assessment in K-12 Purposes of Assessment FOR (before/during) SCAFFOLDING OF (after)  Diagnostic/pre- Steps:  Summative/Posttest test A – ako  Asking questions T – tayo during discussion I – ikaw I. I do, you watch II. I do, you help III. You do, I help IV. You do, I watch ZPD – Zone Proximal Dev’t MKO – More Knowledgeable Other Humanism - “students are inherently good and will make good decisions when all their needs are met” - Abraham Maslow & Carl Rogers - Total development of self - Ultimate goal of self-actualization  Roles of Teachers: 4  1. Teach learning skills 2. Motivation for class (intrinsic motivation) III. Social  Multiple Functions of Schools 1. Technical/Economic – acquire skills to survive, supply quality labor forces 2. Human/Social - contribute to human dev’t and social relationships 3. Political – develop civic responsibility 4. Cultural – develop creativity and aesthetic, cultural transmission 5. Education - education itself as an important goal SOCIOLOGICAL PERSPECTIVES OF EDUCATION Macro Level Symbolic Interactionalism Functionalism Conflict Theory  Society is composed of di erent parts  Di erent groups and  Focus on social working together interests competing interaction  Education equips people to perform for power and  Individuals interpret and di erent functional roles in society resources give meaning to symbols  Education is a means (gestures, objects, words) of widening the gap  Clear message of Functionalist Theory: in social inequity symbols a. Manifest Function - Intented and recognized by the participants of the system - (ex. School – education) b. Latent Function - Unintended and unrecognized by the participants of the system - (ex. School – protect students from child labor, addiction) Teacher-Student Relationship Aspects of teacher which a ect students:  Respect/prestige of a teacher  Understanding of the students  Language used by the teacher  Control of the physical environment  E ective use of teaching strategies According to Global Teacher Status Index (2018), teachers have greatest respect from students: 5  1. China 2. Malaysia 3. Taiwan According to Global Teacher Status Index (most recent data), highest salary to teachers: 1. Switzerland 2. Germany 3. Singapore (Top 1 in Asia, 2013) 4. Spain 5. United States School Climate School Culture  process and style of organizational life rather than  reflection of shared values, beliefs, and its context and sustances commitments of school members  give a school qualities beyond its structures, resources and practices IV. Historical A. Ancient Western Education Roman Education Greek Education  develop ideal citizen-soldier 2 types:  civic responsibility 1. Spartan  taught practical lessons for everyday living  transform boys into soldiers loyal to the state  preparation for war  agoge = military education 2. Athenian  well-rounded citizen  preparation for war and peace  didaskaleion = where students learn during leisure/free time  schole = origin of school  paidagogas (mentor) = origin of pedagogy B. Types of Education Formal Informal Non-formal  Structured (has curriculum,  Unstructured  Structured goals, lesson plans)  Classroom-based  Community-based (cooking  Community-based class) (ALS) 6  C. Philippine Education SUMMARY Pre-Spanish Informal, survival, unstructured Parents and tribal leaders as teachers Spanish Christianity (RD 1555) Primary Schools (RD/Educational Decree of 1863) American Free Public Education (Act 34) Commonwealth Nationalism Remove Grade 7 (Act 586) Japanese Love of work and dignity of labor Banned use of English 3rd Republic Restore Grade 7 (RA 896) Martial Law Professionalized Teaching (PD 1006) 1987 Constitution High Quality Education and Human Rights i. Spanish Period  start of Formal Education Royal Decree of 1555 Established the Spanish education system in the PH Three Main Goals 1. Indocrination of Christianity 2. Promotion of Spanish Language 3. Imposition of Spanish Culture Methods: Authoritarian, teacher-dominated, subject-centered Includes dictation, memorization and theatrical performances Scopes: Reading, syllable method, learning of sacred songs and a little music Doctrina Christiana (as instutionalized material) considered the 1st book printed in PH Parochial Schools “church schools” Teachers friars/priests Santo Nino of Cebu School 1ST o icial centre of learning in the PH led by Augustinians in 1565 Private schools 1st schools in the PH Before the education reform of elementary training was left entirely in the hands of priests or curates of the 1863 parish. Royal Decree of 1863 “Educational Decree of 1863” Spanish decree that reformed the education system in the PH Focus/Goals: Established complete education system: elementary schools and normal schools Methods: Standardized the curriculum Rote memorization, subjected to verbal and physical forms of disciplines and punishnments Scopes: 3Rs, geography, Christian Doctrine, Spanish grammar and music Schools 1 primary schools for girls + 1 primary schools for boys in every town under the municipa gov’t Teacher Trainings Demanded that there be qualified teachers and places for training of prospective teachers 7 Normal Schools Normal = norms of teaching/pedagogy Started by the Jesuists Place for Training Teacher Normal School for Men Escuela Normal de Maestros de Manila (1863) Normal School for Women Colegio-Escuela de Sta. Isabel de Nueva Caceres (1875) Escuela Normal de Maestras de Manila (1892) Women during Spanish Period Kirche (church) Kuche (kitchen) Kinder (children) = Teacher and Nun (mostly upper-class women) ii. American Period Teachers Soldiers as 1st teachers Followed by Thomasites Primary Schools Within 3 weeks of military occupation (1898), 7 primary schools are established Goals: Saw the power use of education to manage unrest communities in PH English Language in public school instruction Education is not religious oriented, hence not allowed to teach religion but prohibited to critize religion Department of Public Now as DepEd Institution General Superintendent Appointed as the one who get teachers in America (now as DepEd Secretary To address massive shortage 1. Train native Filipino Teachers of teachers due to highly 2. Import US teachers (Thomasites = came from a name of a ship) centralized free public school  1st Batch – 2 teachers (June 1901) on board Lawtoon and Sheldon system  2nd Batch – 765 teachers (August 1901) on board Thomas Specialized Schools 1. Normal School (Manila) – now as PNU 2. Trade School (Manila) – now as TUP 3. Agricultural School (Negros) RELEVANT LAWS ACT 74 (1901) Centralized free public education system, free primary instruction, Normal School (PNU) ACT 372 (1902) Provincial High Schools ACT 1801 (1907) Gabaldon Law; Concrete School Buidings ACT 1870 (1908) University of the Philippines ACT 2666 (1916) Filipinization of all department secretaries except the Secretary of Public Instruction ACT 2957 (1921) Board on Text Books ACT 3377 (1927) Vocational Act iii. Commonwealth Period Tydings-McDu ie Act (1934) US Law that provided for PH the Independence, after a 10-year transition period of Commonwealth Period Manuel L. Quezon President during Commonwealth Period and was inaugurated in Nov. 1935 8  RELEVANT LAWS E.O 19 (1936) National Council of Education (advises education department) E.O 134 (1937) Tagalog as national language ACT 586 (1940) “Education Act of 1940” Remove Grade 7 Double Single Session (shifting classes) due to:  overpopulated classrooms  lack of classrooms iv. Japanese Period 1942 Japanese Empire occupied the PH Interupted the 10-year transition period, which was supposed to end on 1946 Military Order #2 Educational policies 6 Basic Principles: 1. Friendly relations between PH and Japan 2. Eradicate western influence 3. Elevate morals, no to materialism 4. Di use Japanese language, eradicate English 5. Promotion of vocational courses 6. Inspire people with spirit to love neighbor 7. Teaching Tagalog, Philosophy etc. Ginintuang Panahon ng Writers turned their writings in Filipino as English was banned Panitikang Pilipino Teachers and Nurses Respected jobs/careers but least economically profitable What led to the surrender of Japan? August of 1945 End of World War II  August 6 Hiroshima Bombing  August 8 USSR declared war against Japan  August 9 Nagasaki Bombing  August 10 Japan surrendered v. 3rd Republic 1946 3rd Republic was inaugurated 1949 Philippine Normal School to Philippine Normal College 1953 (RA 896) Restore Grade 7 - wasn’t successfully restored due to lack of budget 1966 (RA 4670) Magna Carta for Public School Teachers vi. Martial Law 1965 Inaugurated Ferdinand Marcos Sr. as president 1972 Imposed Martial Law which ended in 1981 1981 4th Republic 9 1986 EDSA Revolution; end of 4th Republic Education during Martial Law PD 6-A Education Development Decree of 1972 1973-1982 10-Year Education Development Program NCEE “National College Entrance Examination” - Interabolised in 1994 through RA 7731 as it decreases access to free education PD 1006 (1977) “Decree Professionalizing Teaching” 1st formal and legal recognition of teaching as a profession vii. 1987 Constitution 5th Republic Current republic due to 1987 Constitution Fundamental State Policies 1. Prioritize Education (highest budget) on Education  CHED  DEPED  TESDA 2. Accessible Quality of Education 3. Compulsory Education + free primary/elementary 4. Student Subsidiaries  RA 8545 (amending RA 6728) known as E-GASTPE - ESC = for private JHS where specific/limited vouchers are assigned to the schools - TSS = Teacher Salary Subsidy, for JHS teachers of ESC - SHS Voucher Program = primary K-12 vouchers 5. Optional Religious Instruction  Religion can be taught during class hour as long as there’s a consent/permit from parents  Religious class can only be taught by religious authority  Should not have additional cost to the gov’t 6. Study of Philippine Constitution 7. Academic Freedom of State Universities and Colleges 8. Filipino as National Language 9. Filipino and English as O icial Language RELEVANT LAWS RA 6655 (1988) Free Public Secondary Education 1991 EDCOM 1 submittedd its report RA 7722 Commission on Higher Education (CHED) RA 7836 Teachers Professionalization Act RA 7784 Center of Excellence (COE) and Teacher Education Council (TEC) RA 7796 Technical Education and Skills Development Authority (TESDA) Comparison: PD 1006 RA 7836 RA 9293 Decree Professionalizing Teachers Teachers Professionalization Act amends certain sections of RA 7836 (ex. Parateachers) 10  PBET LET/BLEPT --- 70% passing rate No specific % but now follows --- 75% Certificate Valid License and Certificate --- 18 units 10 units 18 units V. Legal DEFINITION OF TEACHERS As used in RA 7836 (1994)  All persons engaged in teaching (full time/ part time)  Other persons performing supervisory and/or administrative functions in all schools (not included in RA 11713) As used in RA 4670 (1966)  Colleges and Universities operated by the gov’t or its political subdivision  Guidace counselors, school libraries (not included in RA 7836)  Other persons performing supervisory and/or administrative functions in all schools (not included in RA 11713) As used in RA 11713  “This may include teachers who may not actually be employ as such.” (not clear in RA 7836)  Those who perform managerial and supervisory roles are referred as “school leaders” RELEVANT LAWS RA 9155 “Governance of Basic Education Act of 2001”  Decentralized the Managerial Agencies  Department of Education, Culture and Sports (DECS) to Department of Education (DEPED)  Sports Commission to PSC  Cultural Agencies to NCCA  School = heart of education  Teacher = prime mover of education  Learner = center of education Ways community can collaborate 1.Adapt a School Program (RA 8525) – year long program with DepEd  All levels, at least two years of MOA, Tax incentives for adopting entities 2. Brigada Eskwela (DO 100, s.2019) RA 10157 “Kindergarten Education Act”  1 year of preparatory education for children at least 5 years old as a prerequisite for Grade 1  No numerical grade, more on checklist and anecdotal RA 10533 “Enhanced Basic Education Act of 2013” known as K-12 Curriculum Principles and Standards adhered by K-12: 11 Learner-centered, Inclusive and Learner-centered Developmentally Appropriate  Focus on the needs and interests  Recognize individuality Inclusiveness of K-12 Programs for Gifted and Talented Learners (DO 43, section 8, s. 2013) Programs for Learners with Disabilities Madrasah Program (for Muslim)  ALIVE (Arabic Language and Islamic Values Education) Indigenous People Education Programs for Learners under Di icult Circumstances Relevant, Responsive and Relate curriculum to real-life application and research-based data Research-Based Culture-sensitive Cultural Relativism – view other’s culture from their perspective Ethnocentrism – view own culture as superior Xenocentrism – view other’s culture as superior Contextualized 1. Localization – relate learning content to local information 2. Indigenization – enhance curriculum in relation to local context Globalized SDG 2030 – People, Planet, Prosperity, Peace, and Partnership Pedagogical Approaches Constructivist Inquiry-based Reflective Collaborative and Integrative MTB – MLE related to Mother Tongue Update: RA 12027 (Act Discontinuing the Use of Mother Tongue as Medium of Instruction makes the use of regional language optional in monolingual classes) Spiral Progression Approach Deepening, broadeing, widening Flexible enough to allow schools to localize, indigenize and enhance 12