PED 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 & Socrates faith, love, ideas - Emmanuel Kant 1  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 – different 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 different 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: 1. Teach learning skills 2. Motivation for class (intrinsic motivation) 4 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 different parts Different groups and Focus on social working together interests competing interaction Education equips people to perform for power and Individuals interpret and different 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 affect students: Respect/prestige of a teacher Understanding of the students Language used by the teacher Control of the physical environment Effective use of teaching strategies According to Global Teacher Status Index (2018), teachers have greatest respect from students: 1. China 2. Malaysia 3. Taiwan 5 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 official 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 Normal Schools Normal = norms of teaching/pedagogy Started by the Jesuists 7  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 8 iii. Commonwealth Period Tydings-McDuffie 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 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. Diffuse 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 9 vi. Martial Law 1965 Inaugurated Ferdinand Marcos Sr. as president 1972 Imposed Martial Law which ended in 1981 1981 4th Republic 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 Official 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) 10 Comparison: PD 1006 RA 7836 RA 9293 Decree Professionalizing Teachers Teachers Professionalization Act amends certain sections of RA 7836 (ex. Parateachers) 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 11 RA 10533 “Enhanced Basic Education Act of 2013” known as K-12 Curriculum Principles and Standards adhered by K-12: 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 Difficult 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 PED 2: The Teaching Profession 13 PED 3: DONE The Teacher and the School Curriculum and Building and Enhancing New Literacies Across the Curriculum Types of Curriculum (Glatthorn) TYPES OF CURRICULUM (Glatthorn) W Written Documents, syllabus, LPs, course study, manuals, books handed to schools for implementation A Assessed/ Quizzes, test, exams Evaluated/ Tested Mostly numerical S Supported Materials that support/help the implementation of the written curriculum (Ims, other resources) H Hidden/ Unexpected/ Not deliberately planned but may modify behavior or influence learning outcomes Unplanned/ Implicit/ Beyond written curriculum (values, routine, collaboration Unintended L Learned Achieved learning outcomes Something beyond the score (Ex. Skills) T Taught Different planned activities put into action in the classroom Implementation of actual curriculum R Recommended/ Comes from National Agency (DepEd, Ched, DOST) Prescribed/Mandated Institutionalized (Dos, EO, Memo) Ex. DO 70 s, 2012 (DLP-DLL) Teacher as Curricularist THE TEACHER AS CURRICULARIST Curricularist is a professional who is curriculum specialist ROLES OF TEACHERS AS CURRICULARIST K Knower Learning begins with knowing Mastery of content I Initiator Cases where the curriculum is recommended to the schools from educational agencies W Writer Writes books/modules/laboratory manuals/instructional guides and reference materials in paper/electronic data I Innovator Curriculum is always dynamic, hence keeps on changing Implementing curriculum that would perpetually fit students More on pedagogy P Planner Plan yearly, monthly, and daily plans aligned with curriculum I Implementor Where teaching, guiding and facilitating skills are expected to be the highest level E Evaluator Determined achieved learning outcomes Is curriculum working? 14 Definition, Nature, Scope of School Curriculum A. Curriculum “currere” = race course/runway on which one runs to reach a goal (latin) as a total learning: o C – content o E – experiences o R – resources B. Point of Views of Curriculum 1. Traditional View – scholars/philosophers as developers of curriculum (subject-centered) 2. Progressive View – child and life-centered DIFFERENT P.O.V ABOUT CURRICULUM Cunningham “Teaching is like an art.” C. Teachers = hands of artist D. Students = materials to mold E. Aims/objectives = artists’ ideas F. School = art studio Morroe Activities are provided WITHIN the school to attain aims of education Crow and Crow All activities/experiences are learned IN or OUTSIDE school T.P Nunn Curriculum as the GRANDEST expression of human sprit, and that are of the GREATEST and MOST permanent significane to the world Learnings must be obvious Explicit Lessons that arise from the culture of the school and the behaviors, attitudes, and expectations that characterize that culture EXPECTED Implicit Topics/perspectives that are specifically excluded from the curriculum UNINTENDED Null EXTRACURRICULAR activities intented to SUPPLEMENT the academic aspect of the school experience C. Levels of Curriculum 1. Societal – all learned from people and society 2. Institutional – all learned in the school 3. Instructional – all learned from the teacher 4. Experiential – all learned from direct experience 15  D. Approaches to School Curriculum Curriculum as: I. Content (WHAT) ▪ Comprises the body of knowledge ▪ The WHAT of teaching Ways of Presenting Curriculum Content Topical Approach Much content is based on knowledge and experience Concept Approach Fewer topics in clusters among major and subj concepts Thematic Approach Combination of topical and concept approach Modular Approach Leads to complete units of instruction Criteria in Selection of Content Self-Sufficiency Less teaching and learners’ effort but more results and effective learning outcomes Significance Content to achieve overall purpose of curriculum Aims to develop CAP skills Validity Authencity of the subject matter, should undergone process Theoretical foundations Interest Must based on learners’ interests Utility Usefulness of content Learnability Complexity of content must be within the rnge of learners Feasibility Can the subject be learned within the time allowed, resources available, teachers’ expertise and nature of learners BASIC PRINCIPLES OF CURRICULUM CONTENT B Balance Holistic goals (personal, social, intellectual) A Articulation Each level of subject matter is smoothly connected to the next level Transitions S Scope The breadth and depth of the content I Integration Relatedness/linkages of knowledge or subject matter C Continuity Vertical repetition of curriculum components Mastery of purposes S Sequence Order/arrangement which the content should be taught for the best learning Contents and experiences are arrange in hierarchical manner APPROACHES TO INTEGRATION Intradisciplinary Approach Intra = one Relate subject matter to one only or within one only Interdisciplinary Approach Inter = two or more (happen at the same time) Interconnectedness from two or more disciplines around a central theme or problem Prevent compartmentalization of subjects and integrated related content Multidisciplinary Approach Multi = many/various (happen in different time or scheduled subject) Integrates content from multiple disciplines, with each subject contributing independently to a common theme 16 Transdisciplinary Approach Trans= integration is personal Construct meaning in the context of real-world problems, blending disciplines seamlessly METHODS OF INTEGRATION Task-based Integration Learning around specific tasks that require applying knowledge from multiple subjects Project-based Integration Extented real-world projects that involve investigation, creation and problem-solving across subjects Theme-based Integration Explores broad themes or overaching concepts that out across various subject matter Focuses on the interplay between disciplines with the theme serving as a unifying thread. II. Process (HOW) ▪ The HOW of teaching ▪ Involves methodologies, strategies, approaches, techniques Curriculum Development Processes and Models Dynamic process, connotes changes which is systematic Change for the better: alteration, modification, improvement FOUR PHASES of Curriculum Development Curriculum Planning Philosophical foundations, strong educational belief Mission, vision, goals Curriculum Designing Selection and organization of the content, learning outcomes, experiences/activities, and assessment Curriculum Implementing Putting into, known as the Action Phase Curriculum Evaluating Determines the extent to which the desired outcomes have been achieved MODELS of Curriculum Development Ralph Tyler “Tyler’s Rationale” Emphasize the planning stage 1. Purpose of the school 2. Educational experiences related to the purposes 3. Organization of the experience 4. Evaluation of the experience Hilda Taba “Grassroot Approach” Improved Tyler’s model Teachers should participate in developing curriculum 1. Diagnosis of learners’ needs and expectations 2. Formulation of learning objectives 3. Selection of learning contents 4. Organization of learning contents 17  5. Selection of learning experiences 6. Organization of learning experiences 7. Determining what to evaluate and the means of doing it Galen Saylor & William 1. Goals, objectives and domains Alexander 2. Curriculum designing 3. Curriculum implementation 4. Curriculum evaluation Steps in Creating/Writing a Lesson Plan O - objectives O – Objectives S – subject matter A – assessment L – learning activities si E - evaluation L O – learning objectives A – assignment L O – learning outcomes C – cognitive H – head A – affective H – heart P – psychomotor H - hand Foundations of Curriculum a. Historical Foundations Franklin Bobbit Curriculum is a science that emphasizes students’ needs Werret Charters Assigned from students’ needs, curriculum should be aligned to subject matter William Kilpatrick Focus on child-centered curriculum introduced small group interaction project method in teacher and students plan together Harold Rugg Focus on whole child development Inclusion of Social Studies Importance of curriculum planning in advance Hollis Caswell Curriculum is a set of well-organized experiences which happen simultaneously with subject matter, developing social functions and students’ interests Ralph Tyler Curriculum is a science and on extension of school’s philosophy Deductive Model (general – specific = indirect – direct) 1. Curriculm planners decide on the curriculum objectives 2. Teachers design the instructional strategies Hilda Taba Inductive Model (specific – general = direct – indirect) Believed that students make generalizations only after data are organized Peter Olivia Curriculum change is a cooperative endeavor Teachers and curriculum specialist constitute the professional core of planners 18  b. Philosophical Foundations Perrenialism Plato, Aristotle Aquinas Classical subjects, literary analysis, forever/everlasting “Curriculum is enduring” Essentialis William Bagley 3Rs, back to basics, essential subjects Progressivism Opposite of Perrenialism Life-long learning, learning by doing, interdisciplinary subjects, learner-centered, outcome-based Reconstructivism Learner construct knowledge than just passively take information New knowledge is created in relation to learners’ pre-existing knowledge Social Emphasizing the addressing of social questions and a quest to create a better society Reconstructivism Idealism Reality consist of ideas, cultivate the mind and spirit Realism Reality, knowledge and value exist independent of the mind Existentialism Choice, freedom, individuality Pragmatism Practical application for life Utilitarianism Common good, greater good c. Pyschological Foundations Association and Behaviorism Ivan Pavlov Classical Conditioning The Stimuli-Response Theory = foundation of learning process Theory called indocrination Key learning is the early years of life is to train them what you want them to become Edward Connectionism Theory Laws of learning Thorndike Specific stimuli = specific response Learning should not be force Robert Gagne Hierarchical Learning Learning follows a hierarchy, behavior is based on prerequisite Theory conditions Constructive alignment Cognitive Information Processing Theory Jean Piaget Cognitive Development I. Sensory stage Theory II. Preoperational stage III. Concrete stage IV. Formal Operation stage Assimilation – incorporation of new experience Accomodation – learning modification and adaption Equilibrium – balance between previous and later learning Lev Vygotsky Socio-Cultural Theory Learning precedes development Cultural transmission and development Howard Multiple Intelligences Human have several different ways of processing information and Gardner these ways are relatively independent to one another Daniel Emotional Quotient Emotions contains the power to affect actions Goleman 19  Humanistic Psychology Max Gestalt Theory Gestalt = whole/ put together Wertheimer/ People process information by seeing things as a whole rather Kurt Koffka/ than as individual parts Wolfgang Learning is complex and abstract Köhler Learners’ analyze the problem, discriminate between essential and not essential data and perceive relationship Abraham Hierarchy of Human A child whose basic needs are not met will not be interested in Maslow Needs acquiring information Put importance to human emotions based on love and trust Self-Actualization Produce a healthy and happy learner who can accomplish, grow Theory and actualize his or her human self = self actualization Carl Rogers Self-Actualization Concerned with process, not product; personal needs, not Theory subject matter; psychological meaning, not cognitve scores d. Social Foundations Emile Durkheim School = social values Schools would play a central role in forming modern societies Alvin Toffler Future Shock Book Knowledge = prepare students for the future Involvement of parents in curriculum (ex. Home schooling) Paolo Freire Classroom = social change Specific – broad Active student rather than passive John Goodland Attention on teacher’s preparation Teachers’ personality and approach are keys to effective teaching-learning process William Pinar Teaching as a passionate participation Provide an autobiographical method for self-study Curriculum Designing Peter Oliva’s Axioms for Curriculum Changes in curriculum is not abrupt 1. Curriculum change is inevitable 2. Curriculum reflects as a product of its time 3. Curriculum changes made earlier can still exist 4. Curriculum is an ongoing process 5. Curriculum follows systematic process 6. Curriculum change starts from where the curriculum is Elements of Curriculum Design SMART Objectives/Learning Outcomes Content/Subject Matter References Teaching and Learning Methods Assessment/Evaluation + feedback 20  Types of Curriculum Design Model Subject-centered Design Teacher = stay on the stage (students adjust for the teacher) What needs to be studied and how it should be studied Learner-centered Design Teacher = guide on the side (teacher adjust for the student) Take individual’s needs, interests and goals into consideration Acknowledge diversity and differentiated curriculum Problem-centered Design Exploratory = practical, local, moral issues Exposed on real-life issues, develop skills that are transferrable to the real- world Curriculum Mapping Start = curriculum planning End = curriculum mapping o Conducted by committee of experts o Designing, refining, upgrading, reviewing curriculum that provides form, focus and function Benefits of Curriculum Mapping 1. Alignment of desired learing outcomes, learning activites, learning assessment 2. Addresses gaps and repetitions 3. Verifies/Clarifies and establish alignment 4. Visually show important elements 5. Connects all instructions, pedagogies, assessment and professional development 6. Facilitates the integration of cross-curricular skills Curriculum Quality Audit (CQA) o Form curriculum mapping o Process of mapping curriculum program against established standards o Ensures that standards are aligned with the course content, activities, and assessment Categories of Curriculum Change Substitution Replace the present with a new one Alteration Introduce minor changes or modification on the current one Restructuring Introduce major modification of the current curriculum Pertubation Changes happen within a fairly short time Value Orientation Respond to shift in emphasis within the vision/mission of the school The Teaching Plan A. Blooms Taxonomy 1. Remembering 4. Analyzing 2. Understanding 5. Evaluating 3. Applying 6. Creating 21  B. Levels of Knowledge 1. Factual – specific data or information 2. Conceptual – concepts and facts that interrelate with each other to function, hence support the factual knowledge 3. Procedural – stey-by-stey actions 4. Metacognitive – knowledge of cognition in general and beyond, awareness of knowledge of one’s own cognition, thinking about thinking Curriculum Implementing Stakeholders of Education Learners Teachers School Leaders Parents Community o Contextualization o Indigenization o Update National Agencies (DepEd, CHED, PRC) Curriculum Evaluating Curriculum development that responds to public accountability Looks into educational reforms and innovations Curriculum Program Evaluation Models Bradley Effectiveness Theory Program used to assess the effectiveness of an organizational development and improvement Tyler Objectives-centered Curriculum Elements Evaluation Process Action Taken Model Focuses curriculum content to specific objectives 1. Objectives/Intended Learning Outcomes 2. Situation/Context 3. Evaluation Instruments/Tools 4. Utilization of Tools 5. Analysis of Results 6. Utilization of Results Daniel Stufflebeam Model Context, Input, Process, Product (CIPP) Model Assessment of curricular and educational programs Stake Responsive Model Gathering and analyzing from multiple stakeholders 22  Steps in Conducting Curriculum Evaluation 1. Identify primary audiences 2. Identify critical audiences 3. Identify data source 4. Identify techniques for collecting data 5. Identify established standards and criteria 6. Identify data analysis 7. Identify evaluation report 8. Identify modes of display Curriculum Evaluation Through Learning Assessment o Philippine Qualification Framework (PQF) under RA 10968 ▪ Reference System of National Standards o Three domains of Competencies 1. Knowledge, skills, values 2. Application 3. Degree of independence in responsibility o Types of Test ▪ Pen and paper ▪ Matching types ▪ Recall ▪ Portfolio ▪ Alternative response test ▪ Checklist ▪ Multiple choice ▪ Rating scale ▪ Best answer test ▪ Rubric scale III. Product (OUTCOME) ▪ The OUTCOMES of teaching ▪ Achieving intented learning objectives and outcomes K-12 Basic Education Curriculum RA 10533 “Enhanced Basic Education Act of 2013” Signed into law by President Benigno Aquino III on May 15, 2013 ASEES = ALS, SPED, Elementary, Secondary 23 MATATAG Curriculum M – ake curriculum relevent to produce job-ready A – ctive and responsible citizens TA – ke steps to accelerate delivery of basic education services and facilities TA – ke good care of learners by promoting learners’ well-being, inclusiveness, and positive learning environment G – ive support for teachers to teach best Put into law on Aug 10, 2023 Revised curriculum for K-10 Take effect on SY 2024-2025 24 Core Principles: 1. Inclusive Education a. Gifted and talented b. Learners with disabilities c. Madrasah Education Program 2. Indigenous Peoples (Ips) Education Program 3. Programs for Learners under Difficullt Circumstances Key features: 1. Focus on foundational skills (numeracy, literacy) 2. Balanced cognitive demands 3. Emphasis on 21st century skills o 4Cs (Critical thinking, Creativity, Collaboration, Communication) o Literacies (Global, Multicultural, Social, Financial, Cyber/Digital, Eco Literacy) o Life Skills/ FLIPS (Flexibility, Leadership, Initiative, Productivity, Social Skills) 4. Integration of values formation and peace education 5. Alignment with international standards FOUR Pillars: 1. Makatao 2. Makabansa 3. Makakalikasan 4. Maka-Diyos Classroom Philippine Early Childhood Development Checklist (Phil ECD) Philippine Regional Reading Inventory (Phil-IRI)) – Grade 3 to 6 Assessment Classroom-based Reading Literacy Assessment (CRLA) Reading and Mathematiccs Assessment (RMA) Programs in support to Matatag Implementation 1. National Learning Recovery Program (NLRP) 2. Alternative Delivery Modes (ADMs) 3. Open High School Program (Homestudy) 4. MISOSA (in school/off school for crowded schools) 5. Radio-based Instruction Outcome-Based Education (OBE) 1. Clear learning objectives 2. Competency Development 3. Student-centered approach 4. Ongoing assessment 25  Stages of Skills to be learned 1. Foundational skills (K-G3) - Mother Tongue no longer required to use as medium of instruction 2. Advanced Literacy (G4-6) 3. Specialized Subjects (G7-10) 4. Career-focused Education (G11-12) SEVEN Survival Skills 1. Critical thinking and problem solving 2. Collaboration across networks and leading by influence 3. Agility and adaptability 4. Initiative and entrepreneurship 5. Effective oral and written communication 6. Accessing and analyzing information 7. Curiosity and imagination FIVE Frames of Thinking (Howard Gardner) 1. Disciplined method 2. Synthesizing method 3. Creating mind 4. Respectful mind 5. Ethical mind Education 4.0 Industrial Revolution 4.0 (IR 4.0) Technology enhanced education MELCs Most Essential Learning Compentencies Curriculum modifications/certain adjustments or change in the curriculum 26 PED 4: DONE Methods and Strategies of Teaching The Learner embodied spirit (Kelly, 1965) union of sentient body and a rational soul Fundamental Equipment of the Learner Ability application of learning/performances Aptitude innate talent/gift, natural capacity to learn certain skills Interest activities undertaken due to strong appeal/attraction Family and Cultural Background learner's diversity, socio-economic and cultural background Attitude way of thinking and reacting C - curiosity R - responsibility C - creativity P - persistence Multiple Intelligences Theory (Howard Gardner) Intelligence Type of Smart Verbal - linguistic language, words, recitation Logical-mathematical analytical, numbers, reasoning Visual - spatial mental images, puzzles Bodily - kinesthetic body movements and control, dancing, gymnastics Musical - rhythmic sounds, music, rhythm, tone Interpersonal communicating and interacting with others Intra personal self-knowledge and reflection Naturalistic understanding nature and environment Existential (newly added) deeper way of thinking, spirituality Learning Styles (Walter Burke Barbe) T Tactile Touch V Visual Sight A Auditory Hear K Kinesthetic Whole body movement The Teacher - Prime mover of education 27 Alber Bandura “Teacher is a role model” Personal Attributes 1. Passion 6. Humor 2. Compassionate 7. Knowledgeable 3. Patience 8. Positive 4. Communicative 9. Motivational 5. Create 10. Flexible The Professional Teacher Teaching Multi-faceted process Managing of teaching and learning situations Has different aspects of being a good teacher Metacognitve Process Build in Teacher focus on the content Break it apart Student breakdown ideas Understand it Ensure that student understand it Build on it Teacher’s presence in the class Kinds of Knowledge (Teacher) Content Knowledge Mastery of content (WHAT) Pedagogical Knowledge Approaches, methods, techniques (HOW) Strategies Research-based plans for actions Management Styles Negative Reactive React AFTER it arises Positive Proactive / Prevent BEFORE it arises Assertive – teacher’s quick response The Learning Environment (TLE) Physical Environment Physical condition (chairs, lighting, curtains, ventilation, temperature) Pyschological Climate Physical atmosphere/climate (safety, relationships, teacher-student) Facilitative Environment Encourage people to be active Teacher as Facilitator 28 Taxonomy of Objectives I. Cognitive Domain (Benjamin Bloom) Bloom’s Lorin & Anderson (Revised) K Knowledge (lowest) R Remembering (lowest) C Comprehension U Understanding Ap Application A Applying A Analysis A Analyzing S Synthesis E Evaluating E Evaluation (highest) C Creating (highest) II. Affective Domain (David Krathwohl) III. Psychomotor Domain (Elizabeth Simpson) 29 Psychomotor Domain (Anita Harrow) Kendall & Manzano’s New Taxonomy Self System – decides Metacognitive System – breakdown ideas (level 2-5) Cognitive System – reflection Guiding Principle in Selection and Organization of Content AVIC & SUSI A Alignment S Significance (Relevance) V Validity U Usefulness I Integration S Scope C Continuity I Interest Structure of Subject Matter Content 1. Facts 4. Principle 2. Concepts 5. Conceptual Theme 3. Generalization 30 Types of Teaching Approaches 1.Direct Approach o “Expository Method” o Teacher-centered o Directive, demonstrative o deductive (general-specific) 2.Indirect/Guided Approach o “Exploratory Method” o Student-centered o Inductive (specific-general) o Reflective, problem-solving, laboratory, inquiry, metacognitive o Constructivism ▪ Cognitive (Piaget) ▪ Social (Vygotsky) Principles in Selection and Use of Teaching Strategies 1. Learning is an active process 2. The more senses, the better the learning 3. Non-threatening atmosphere enhances learning 4. Emotion has the power to increase retention and learning 5. Learning is meaningful 6. Good teaching goes beyond recall 7. Integrated teaching is more effective 8. No such thing as best teaching method Understanding by Design (UDB) “Backward Design” Grant Wiggins & Jay Mc Tighe (2005) THREE Stages 1. Identify desired results 2. Determine assessment evidence 3. Plan learning activities SIX Facets of Understanding 1. Explain 4. Perspective 2. Interpret 5. Empathy 3. Apply 6. Self-knowledge 31 Principles in Selection of Learning Materials Thomas Nagel 1. Prepare yourself (teacher) 2. Prepare your student 3. Present your material 4. Follow up (Lesson Plan – OSLEA) Types of Instructional Materials Chalkboard Oldest equipment Most widely used instructional material next to book Bulletin Boards Display learners’ projects Charts Maps, graphs, phographs, cutouts Audio Recordings Tapes, records, speech rehearsal Overhead Projector/ Show pictures and other illustrations that can be projected on screen Transparencies Electronic Materials Read Only Memory (ROMs), Television Pictures Flat, opaque Books Includes pictures and information Film Whole movie Film Strips Series of pictures from the film Film Slides Individual series of the film Model Scaled replicas (fake) of real objects Mock-up Scaled replica but detachable Realia Real things Concrete-Abstract Continuum 1. Enactive – direct experience 2. Iconic – pictures, illustrations 3. Symbolic – words Cone of Experience (Edgar Dale) 32 Principles Underlying Instructions (PUI) James Mursell Principle of CONTEXT Content from different sources and references Principle of FOCUS Giving assignment Enhancing students’ learning from the discussed topic to the next Principle of SOCIALIZATION Grouping students Learning through collaboration Principle of INDIVIDUALIZATION Accepting/acknowledging students’ diversity Principle of SEQUENCE/METHOD Step-by-step teaching process, easy to abstract Principle of EVALUATION Judgement, evaluating students’ performance Approaches in Classroom Management Assertive Approach Quick response to students Business Management Approach Checking status of students and their responsibilities to them Behavior Modification Approach Skinner, Teacher’s role, reinforcement, reward/punishment Group Managerial Approach Jacob Kounin “ripple effect/domino effect” Withitness behaviors Importance of giving immediate response Group Guidance Approach Causes of disciplinary approach: Individual case history Group condition Individual/group causes Acceptance Approach Identifies 4 mistaken goals: 1. Attention getting 2. Power seeking 3. Revenge seeking 4. Withdrawal Success Approach Teacher change students’ life for the better, studentss’ improvements Handling Pupil’s Response/Behavior 1. Activity Reinforcement/Grandma 10. Interest bonding rule/Premack 11. Proximity Control 2. Antiseptic bouncing 12. Physical Interaction (patting student’s back) 3. Contingent Observation/Time Out Rule 13. Reinforcing the positive 4. Contract (win-win situation) between 14. Removal of Seductive Object student and teacher 15. Signal Interference 5. Direct Appeal and Reprimand 16. Planned Ignoring 6. Hurdle helping and Peer Mediation 17. Seclusion 7. I-Messages 18. In-school suspension 8. Monitor Sheet 19. Out-school suspension 9. Parent Conference 20. Expulsion 33 PED 5: DONE Technology for Teaching and Learning ICT Competency Standards for Philippine Pre-Service Teachers Implemented by CHED-UNESCO, 2017 Policy, Standards and Guidelines (PSG) for Pre-Service Teacher Education o Demonstrate profeciency in the development and utilization of ICT in the teaching and learning process Domain 1: Understanding ICT in Policies 1.1 Demonstrate awareness of policies affecting ICT in education 1.2 Comply with ICT policies 1.3 Contextualize ICT policies Domain 2: Curriculum Assessment 2.1 Demonstrate understanding of concepts, principles, and theories of ICT systems 2.2 Evaluate digital and non-digital learning resources to response to students’ diversity 2.3 Develop digital learning resources 2.4 Use ICT tools to develop 21st century skills Domain 3: Pedagogy 3.1 Apply relevant technology tools for classroom activities 3.2 Use ICT knowledge to solve complex problems and support collaborative activities 3.3 Model collaborative knowledge construction Domain 4: Technology Tools 4.1 Demonstrate competence in technical operations of technology tools and systems 4.2 Use technology tools to create new learning opportunities to support community and learners 4.3 Demonstrate proficiency in the use of technology tools More on teachers’ expertise Domain 5: Organization and Administration 5.1 Manage technology-assisted instruction in an inclusive classroom environment 5.2 Exhibit leadership in shared decision-making using technology tools Domain 6: Teacher Professional Training 6.1 Explore existing and emerging technology 6.2 Utilize technology tools in creating communities of practice 6.3 Collaborte with peers, colleagues, and stakeholders to access information in support of professional training Domain 7: Teacher Disposition 7.1 Demonstrate social, ethical, and legal responsibility in the use of technology tools 7.2 Show positive attitude towards the use of technology tools 34 DO 42, s. 2017 “shows skills in the selection, development and use of the variety of teaching and learning resources including ICT to address learning goals…” ISTE International Society for Technology in Education Created the standards and policies in ICT SIX Standards by ISTE 1 Technology operations and concepts 2 Planning and designing learning environment and experiences 3 Teaching, learning and curriculum 4 Assessment and evaluation 5 Productivity and professional practice 6 Social, ethical, legal and human issues Basic Concepts in ICT Technology “Techne” = art/craft (greek) “Logos” = word Methodss, systems, and devices which are the result of scientific knowledge being used for practical purposes ICT “Information and Communication Technology” A whole range of technologies associated with processing information and with sending and receiving messages ICT Literacy Ability to communicate information with the use of digital technology/internet Educational Utilization of technology in education (online/offline tools) Technology Has the broades concept of technology for the whole educative system Digital Literacy Ability to see information and media technology to find, ebvaluate, create and communicate information that require cognitve and technical skills Digital Learning Instructional practice that utilizes technology to reinforce students’ learning experience (online/offline, blended/virtual) Online Digital Tools Use internet connection to access the information and Apps Off-line Digital Tools Can still be use even without internet connection and Apps 1. Canary learning – enables teacher to hand-out materials, collect student assignment and grade all in one application 2. Pocket – application that makes you save, manage, and read articles you found on the internet Instructional The theory and practice of: Technology D – esign (planning phase) D – evelopment (production phase) (production of Ims) U – tilization (action phase) M – anagement (proper utilization phase) E – valuation (assessment phase) 35 Software Set of instructions, data or programs used to operate computers and execute specific tasks Hardware computer's tangible components or delivery systems that store and run the written instructions provided by the software Multimedia Use of variety of media formats Internet A massive network of networks Connects millions of computers globally Instructional Media Jean Piaget’s principle of Instructional Media where materials used are important in ICT integration WWW World Wide Web Way of accessing information over the medium of interpret Web Access Ability to access the internet at any point during the instruction Web quest Inquiry-oriented lesson format Can be created using various programs, including single world processing documents that include links to websites Productivity Tools Any type of software associated with computers and related technology that can be used as tools for personal, professional or classroom productivity Ex. Microsoft Office (computer management system) Technology Tools Anything that helps you accomplish you goal with the use of technology Characteristics of Technology Tools: a. Data/Calculation Tools (spreadsheets/excels) b. Design Tools (canva, puzzle maker) c. Discussion Tools (forum, zoom) d. Email Tools (gmail, yahoo) e. Handheld devices (digital cameras, mobile phones) Blog Online journal where posted information from both teachers and students is arranged Kinds of Blogs: 1. Blogs used for communication 2. Blogs used for instruction 3. Blogs used for both communication and instruction Flipped Classroom Teachers create courses, texts, or lectures that can be viewed or read at the students’ pace Student first study the topic by themselves, typically using video lessons prepared by the teacher Podcast Audio/video multi-media clips about a single topic typically in the format of radio talk show Google Apps Cloud-based teaching tool which is stored in the Google server and is available for students both at home and in school Internet E-safety - Safeguard users - Understand new technology in positive way - Educates about risks and benefits - Develop safer online behaviors Network Management Safety in the use of network in schools: 36  - Protects against cyber threats and unauthorized access by implementing security protocols (firewalls and content filtering) Password Policy Ensures strong, unique passwords and regular updates to prevent unauthorized access Personal Mobile Regulates usage to avoid distractions and ensure devices are used appropriately for Phones & Devices educational purposes Taking Pictures Establishes guidelines for capturing and sharing images of students Digital Learning Instructional practice that utilizes technology to reinforce students’ learning experience (online/offline, blended/virtual) Roles of ICT in Teaching and Learning THREE Domains of Educational Technology Technology as a Tutor Support the teachers to help students learn better Technology as a Teaching Tool Used as an instrument in teaching Technology as a Learning Tool Makes learning easier and more effective ICT Policies and Issues: Implication to Teaching and Learning ICT Policy Course of action, adopted and pursued by government party, ruler or stateman Planc of action to guide decision and outcomes THREE Main Areas of ICT Policies Information Technology Use of computers to process data and save time and effort Telecommunication Technology Broadcasting of radio and television Networking Technology Internet, mobile phone and other forms of communications DICT Roadmap “Department of Information and Communication Technology” Roadmap 1. National Framework Plan for ICTs in Basic Education 2. Content and Application Development through the Open Content in Education Initiative (OCEI) 3. PhedNET – only DepEd-approved multimedia applications, materials and mirrored internet sites accessible are included 4. Established Community e-Learning Centers (Eskwela for out-of-school youth) 5. eQualtiy Program for Tertiary Education through partnerships with SUCs, particularly outside Metro Manila 6. Digital Media Arts Program – builds digital media skills for government using open source technologies 7. ICT Skills Strategic Plan – develops an inter-agency approach to identifying strategic and policy and program recommendations to address ICT skills demand-supply type Some Issues on ICT and Internet Policy and Regulations 1. Freedom of Expression and Censorship 2. Privacy and Security 37  Internet Virus – complex Common Types of Hacker a. White hat (ethical hacker) b. Black hat (cybercriminal hacker) c. Gray hat (may sometimes violate laws / not) 3. Surveillance and Data Retention 4. E-pollutants from E-waste Implications to Teaching and Learning 1. Guide teachers on what they should teach that relate to ICT, and how to teach it 2. Technology should not replace the human teacher 3. There are rules and regulations that concern the use of technology 4. All issues and many more shall be part of the teaching content as each teacher will be encouraged to use technology in teaching Implications to Learners and Learning 1. Learners still need guidance 2. Should take advantage of the potential of learning support 3. Be mindful of the e-waste Non-Digital and Digital Skills and Tools in Delivering Technology-Enhanced Lessons I. Non-digital/Conventional Technology Tools Instructional Materials (IMs) Print/non-print items Writing Board Most common display surface in the classroom (chalkboard, blackboard, white board) Drawing Crude and simple lines with no illusion of depth which are effective in showing what needs to be shown with sufficient clarity, to make the meaning vivid Textback Contains comprehensive information about a course/subject Poster Combination of bold designs and color to catch attention on a significant fact, idea, message Magazine Printed published collection of texts (essays, articles, stories, poems) often illustrated, that is produced at regular intervals Newspaper Periodical publication about current events Diorama 3D designs that depicts similar concept/theme, usually displays historical time period, nature Flip Chart Typically fixed to the upper edge of a whiteboard, or supported on a tripod/four-legged easel Commonly used for presentations Board Display/Wall Display Collection of many different types of items and materials put up on a wall to make interesting and informative display Zigzag Board Multi-board series of 3-4 rectangular boards, joined together, easily folded and carried Rope & Pole Display Board Consists of two parallel, horizontal poles tied lousely together with rope/visuals aids can be pinned in the rope 38 Nature Table Attactive arrangement of plants, insects, animals and items contributed to the collection Diplay natural world Guidelines when Designing Conventional Instructional Materials Unity Use only one idea for each visual aid and include a headline Simplicity Make ideas and relationships simple and easy to recall Avoid cluttering a visual with too many words/numbers/graphics Able to grasp the concept in 10-15 seconds Legibility Make letters big and readable for all in the audience Consistency Use the same type style and art style Clarity Avoid type that is too small to read, avoid all caps Quality Make it neat and professional and remember to proofread II. Digital/Non-Conventional Instructional Support for Teaching and Learning Digital Resources Materials that require computer access Selection and Use of Tools and Apps in Teaching and Learning A. Using Mobile Phone and A type of 2D bar code that is used to provide easy access to information Quick Response (QR through a smartphone (ex. Mobile tagging) Code) B. Infographics Educational graphics that display complex information in an informative and entertaining way (Ex. Canva, google charts) Guide in the Development and Use of the Non-Conventional//Digital Tools Multimedia Creation of rich material, not just with pictures and text, but with movement, simulation and higher interactivity Interactive Can engage learners and motivate them to access and manipulate content more frequently Accessibility 3 Levels: 1. General for students with special needs 2. Functional for all students 3. Technological so that there is no special technology is needed to access them Flexibility Must be accessible in different context in the classroom, online/offline Divisibility Teachers must be able to divide content, assess its effectiveness, be able to reuse it. Portability Must be handy to increase students’ interaction on them. Creating Portfolio as Technology Tool Portfolio Collection of students’ work that exhibits their effort, progress, achievementss and competencies gained during the course Digital Portfolio/e-Portfolio Computer-based collection of student learning over time Example of Tools and Applications that can be used to work collaborately with others Skype Videoconferencing for free Wikispace Almost similar to Gdocs Blogging Journalizing your ideas Google Group/Form Collaborative documentation of ideas by members of the team 39 Criteria in Evaluating ICT Resources Accuracy Factual, grammar, spelling Clarity Clear and understandable Completeness Cover topics thoroughly Consistency Reliable, structured Appropriateness Suitability in levels and objectives Motivation Engaging elements to sustain interests Organization Logical structure for easy navigation Digital Literacy Skills in 21st Century Digital Literacy Capabilities to be able to effectively and responsibly function and perform in digital society Digital Media Literacy Ability to critically read information or content and utilize multimedia in creatively producing communication Information Literacy Locating information from web and interpreting and evaluating its validity in order that it can be shared (misinformation, disinformation) ICT Literacy Knowing how to select and use digital devices, applications or services to accomplish tasks requiring the use of the internet Communication and Are one’s capabilities in being able to participate in the digital networks in the Collaboration teaching and learning context Identity Management Being able to understand how to ensure safety and security in managing online identity and foster a positive digital reputation Learning Skills Knowing how to utilize technology in addressing the need to learn efficiently Digital Citizenship Being able to link and participate in professional and research practice Becoming Digitally Literate (Lynch, 2017) Coding Process of assigning a code to something for classification or identification Collaboration Action of working with someone to produce or create something Cloud Software Application software that is hosted in the cloud and that you access and use via web browser World Processing Google, MS Online Drop Box, available for storage and management solutions Software Screen Casting Video recording using the computer screen and usually includes audio Archiving Storing digital files secretely for long term access and freeing up active storage by moving data to a safe-organized location for futre use Information Evaluation Reliability, validity, accuracy, authenticity, timeliness Use of Social Media Serves difficult purposes depending on the user, the technology and the need 6Cs in the Context of ICT 6Cs of ICT Critical Thinking Creativity Communication 40  Collaboration Citizenship (netizenship) how one behaveves accordingly in the digital world Character Projecting a reputable digital identity Graham Gibb’s Reflective Cycle SIX Stages 1. Description Detailed account of the experience 2. Feelings Emotional response to the experience 3. Evaluation Positive and negative aspects of the experience 4. Analysis Examining the underlying factors, causes and influences 5. Conclusion Identify key learnings from the experience 6. Action Plan Future actions or changes Flexible Learning Environment Distance Learning Form of learning without a face-to-face contact with the teacher and delivere via telecommunications Online Distance Learning Allows flexibility in learning to a certain extent Delivered via computer-based media (CHI) A. Different Platforms (considered as Learning Management System/LMS) 1. Moodle 2. Google Classroom 3. Schoology 4. Edmodo 5. MOOC B. Types of Online Distance Education 1. Synchronous – real time 2. Asynchronous – learn at their own pace Blended Learning Learning approach that combines traditional face to face teaching method with online-based instructions Models of Blended Learning 1. Face to Face Driver – is the main mode of delivery, but technology is used to supplement learning 2. Rotation Model – students rotate between learning from a teacher in a physical classroom and learning online 3. Flexible Model – delivers most content online, but in a traditional school setting, with facilitator 41  4. Online Lab Model – students learn entirely online, but travel to a computer lab to complete their coursework 5. Self-Blended Model – students are allowed to choose to take classes in a traditional setting in a specific school 6. Online Driver Model – relies on technology as the primary means of delivering course materials Social Networking Examples Benefits Dangers 1. Facebook 1. Technology Literacy 1. Distraction 2. Twitter/X 2. Breadth of Knowledge 2. Relationship Problems 3. LinkIn 3. Bringing people together 3. Health Problems 4. Google + 4. Attracts Attention 4. Illegal Crimes and virus 5. Opportunity to widen attacks business 5. Negativity affecting workers’ productivity Other Online Resources and Educational Sites a. Educational Technology and Mobile Learning b. Animoto c. Canva d. Pixton e. Gslides f. Gforms g. Kahoot Theories and Principles in the use of Tech-Driven Lessons Direct Purposeful Experience “First Hand Experience” or “Concrete Experience” Make up the foundation of learning Example: o Realia (any real objects used in the classroom to bring the class to life) Contrived Experience Design to simulate a real-life situation Examples: o Models – show the totality of a thing/process but made of synthetic materials (globe) o Mark up – special types of models which are focused on a specific part of a whole obkect, intented to show essential parts which are made detachable o Specimens – part of some items that is a typical sample of characters of others in its same class/ groups o Simulation – imitation/enactment as of something anticipated/in testing 42 Dramatized Experience Process of communication in which both participants and spectators are engaged Examples: o Plays/role play o Pageants o Community dramas o Pantomine – voiceless but with movements o Tableau – voiceless and motionless o Puppets Demonstrations - Visualized of an important fact, idea or process By the use of: o Photographs o Drawings o Films o Guided motions Study Trips – watch people do things in real situations (field trips) Exhibits – “for your own eyes only” (museums) Television/Motion Pictures – bring immediate interactions with events from around the world Visual Symbolic – charts, maps, graphs and diagrams are used for abstract representations Verbal Symbolic – mostly the things involved in this level are words and ideas Cone of Experience (Edgar Dale) - Direct to indirect = Concrete to abstract 43 Technology Integration most desirable in the use of technology instructions Phases of TIP Technology Integration Planning Model (TIP) Phase 1 Determine Relative What is the problem I am addressing? Advantage Do technology-based methods offer a solution with sufficient relative advantages? Phase 2 Decidde on the Objectives What outcomes do I expect from using the new methods? and Assessments Phase 3 Design Integration Strategies HOW – pedagogies What kind of instructional methods to be used? Phase 4 Prepare the Instructional What actual equipment, software, media and materials to be used? Environment Phase 5 Evaluate and Revise Have I integrated technology well? Integration Strategies Need improvements? Levels of Tech-Integration Entry Teacher uses technology to deliver curriculum content to students “Teacher pa lang ang nag-uutilize” Adoption Teacher direct students in the conventional use of tool based software “Kung ano ang sinabi ni Teacher, iyon pa lang ang susundin/gagawin” Adaptation Teacher allow students to select a tool and modify its use to accomplish a task at hand “Pinapayagan na ni Teacher na gumamit ng iba pang technology basta same result/outcome pa rin ang kalalabasan.” Infusion Teacher constantly provides for the infusions of technology tools with understanding, applying, analyzing, and evaluating tasks “Still needs guidance