LET ProfEd - (OUTLINE).pdf

ProfEd SUMMARY!!! 3. Highly Proficient Teachers RA 10912 -5-10 years P...

ProfEd SUMMARY!!! 3. Highly Proficient Teachers RA 10912 -5-10 years Profession -CPD law -mentor those Beginning Teachers -those with long specialized training -Trillanes 4. Distinguished Teachers -now, it’s mandatory for all professions -most experienced ELEMENTS: -45 units for teachers but was reduced to 15 units 1. Initial Professional Education -NO CPD required for first time renewal of license The PQF Standards: 2. Skills Development “Philippine Qualifications Framework” 3. Certification & Licensing QUALIFICATIONS FOR LET: Level I: NCI (National Certificate I) Before Marcos era 1. Citizenship -all Gr10 finishers -no board exam for teachers -Filipino citizen Level II: NCII -teachers were not considered -Reciprocity (ASEAN) -Gr12 finishers who took TVL track but were professionals because of no license -Naturalization assessed by TESDA 4. Professional Development 2. Good Moral Character Level III: NCIII 5. Professional Organization -not convicted of any crime Level IV: NCIV 6. Code of Ethics -“pwedeng magtake ng LET habang may Level V: Diploma (2-year courses) kaso” (innocent until proven guilty) Level VI: Bachelor’s Degree *Before K-12, license was required for teaching 3. Bachelor’s/Units Level VII: Masteral Degree *Now (K-12), it is okay to teach but should get license -for Unit Earners, ProfEd units requirement is Level VIII: Doctoral & Post-doctoral programs within 5 years ASAP from the time of hiring. 18 units or above. -called “probationary teachers” ARTICLE XIV of the Philippine Constitution -should get license to be regularized SPLE (Special Professional Licensure Exam) “quality education accessible for all” *Probationary teachers only teach in Senior High -LET for Filipinos working abroad 1. Free Public Education *License has a validity period – expires on your 2. Types of Learning Systems birthday (so you won’t forget it) Is an alien (foreigner) allowed to take LET? a. Formal learning system (for all) *License is a privilege, not a right. -Yes, provided that his/her country has b. Informal (home, parents, experiences, etc.) *It can be revoked (forever) or suspended (temporary) reciprocity with the Philippines in the practice of the c. Non-formal teaching profession. -ALS (Alternative Learning System) LAWS ON PROFESSIONALIZATION OF -pinaikling formal TEACHERS 7 DOMAINS OF PPST: -for OSY & adults who did not learn PD 1006 “Philippine Professional Standards for Teachers” -mga napag-iwanan, para makahabol -Marcos era 1. Content Knowledge & Pedagogy 3. Optional Religious Instruction in Public Schools -PBET (Professional Board Exam for Teachers) –most important; core of PPST -with written permission by parents -no license, only certificate 2. Learning Environment -taught within school hours 3. Diversity of Learners -not taught during breaks, only borrows RA 7836 4. Curriculum & Planning Values Ed subject period or any subject. -LET 5. Assessment & Reporting -public school teachers cannot teach -license and certificate 6. Community Linkages & Professional Engagement religion; only representatives of the religion *certificate is more valid than license because it has no 7. Personal Growth & Professional Development (priest, catechist, pastor etc.) expiration. 4. Ownership of Educational Institutions RA 9293 LEVELS of TEACHERS: -For foreigner-shared institutions… -para-teachers 1. Beginning Teachers Foreigners: 40% maximum, Filipino: 60% (minimum) -those who failed the LET but with rating of 70 or above -new, needs mentoring -no 41% or above foreigner-owned schools -maximum of 2 years being a para-teacher 2. Proficient Teachers -sent to remote areas or the ARMM -2-3 years   Special Hardship allowance RA 10931 -hazard pay (school location is dangerous to -Free Tertiary Education reach such as mountains, war conflicts, etc.) RA 10533 -25% of salary -K-12 5. Number of foreigners in schools  Overtime pay -called “Enhanced Basic Education Act of 2012” -for non-international schools, only 33% (one-third) of -25% of salary *ALS is only covered until Gr1; every graduate of ALS the Filipino population of the school is allowed.  Study Leave & Indefinite Leave should enter Senior High before going to college. 6. Academic Freedom for Tertiary schools/institutions -7 consecutive years in teaching is equivalent to -Basic education school cannot choose their students 1 year Study Leave with 60% only to get from ***The Professional Code of Ethics for Teachers does because education is for all. your usual monthly salary. Additional year of not cover college/tertiary teachers. Only basic education -But universities/colleges can choose their Study Leave has no salary, only the first year. teachers including principals and superintendents, enrollees/students. -Indefinite Leave is for those who are ill and except librarians and nurses because they have their -They can choose WHAT to teach, WHO to teach, & needs more than a year of treatment (cancer, own Code of Ethics for their profession. WHOM to teach (courses-teachers-students). etc.) It is NOT A SICK LEAVE. They are not 7. Highest Budgetary Allocation sure when to come back. WESTERN PHILOSOPHIES: 8. National Language & Medium of Instruction  Free Medical Exam & Treatment Classical: Filipino – national language -once a year is mandatory P-ragmatism – practice, hands-on experience – based on many languages mainly Tagalog  Married Teachers R-ealism – “too see is to believe”, ex. science Constitution – bilingual (English, Filipino) -pag may mag-asawang teachers, pwedeng I-dealism – thoughts, mind, ex. religion, philosophies K-12 –> MTB-MLE (Mother-Tounge-Based irequest na magsama sa isang locality/lugar. N-aturalism – learning comes naturally Multilingual Education) Modern: –>19 mother tounge, 2 bilingual (Eng & Fil) GLOBAL TEACHER STATUS INDEX 2018: P-erennialism – eternal truths, unchanging, history, bible INDEX RANKING: (teachers are most respected) E-ssentialism –essentials, basic needs; teacher-centered RA 4670 Rank 1 – China P-rogressivism – progress, develop -“Magna Carta for Public School Teachers” Rank 2 – Malaysia E-xistentialism – freewill, choice, students decide  Rights & Benefits Rank 3 – Taiwan S-ocial Reconstructionism – for betterment of society  Recruitment qualifications  RQA (Registry of Qualified Applicants) SALARY RANKING: -ranking, chance to get the vacant item Rank 1 – Switzerland (67,000 USD) HISTORICAL FOUNDATIONS of EDUCATION: -minimum of 70% Rank 2 – Germany (65k USD, highest paid profession in 1. Primitive Education – survival skills  Teaching load Germany) 2. Chinese Education – civil service exam, Golden Rule -8 hrs duty: 6 hrs teaching, 2 hrs non-teaching Rank 3 – Singapore (50k USD, highest in ASEAN) 3. Athenian Education – formal education -8 hrs pure teaching is Overtime (with pay) 4. Spartan Education – military education  Regular Salary Increment STATUTORY BASIS OF PHIL. EDUCATION SYSTEM ***both Athenian and Spartan are under Greek education -only 100+ pesos added every 3 years “Trifocalization” –DepEd, TESDA, & CHED separated 5. Roman Education – both military and formal -hindi lalagpas ng 10 years RA 9155 – DepEd education (so it’s better to rely on promotion to increase RA 7796 – CHED – combined idea of Athenian & Spartan your salary) RA 7722 – TESDA  Salary increment upon retirement *synchronization – when these 3 help each other PERIODS IN THE HISTORY OF PHILIPPINE -salary is added 1k during retirement year RA 8980 EDUCATION SYSTEM:  Cost of Living allowance -early childhood care and development (0-6 yrs. old) 1. Pre-Spanish/Primitive period – survival skills -teachers living in more urban areas are given, RA 10157 2. Spanish period – religion-based education due to higher cost of living -mandatory Kindergarten (Kindergarten Act) 3. American period – formal education -called “Universal Kindergarten” (for all) 4. Commonwealth – nationalism -one year 5. Japanese – techvoc, labor  The K-12 Curriculum (2012) BASIC CONCEPTS “Enhanced Basic Education Curriculum” IN THE K-12 GRADING SYSTEM: Salient Features: 1. Kindergarten Grading  International Recognition -no numerical grades; qualitative CURRICULUM DEVELOPMENT  Compulsory Kindergarten -checklist, portfolio LEVELS:  Junior & Senior High -walang bagsak 1. Societal – widest (ex. government)  Fixed Entrance Age 2. Institutional – school-based (principal, etc.) Kinder – 5 yrs. Old 2. Promotion & Retention for Gr1-Gr10 3. Instructional – teacher Gr1 – 6 yrs. old a. Initial Grade (class record) 4. Experiential – student, most specific Graduates of Senior High are already of legal -dadaan sa transmutation table (ex. 6075) age because they’re 18. -round off decimals to become Quarterly grade MAJOR TYPES of CURRICULUM:  Mother tongue b. Quarterly Grade (card) 1. Subject-centered curriculum – lecture Gr1-Gr3 – mother tongue is a subject -1st to 4th grading (4 quarters) 2. Learner-centered curriculum – more on activities K-Gr3 – mother tongue is a medium of c. Final grade (card) 3. Problem-based curriculum – still learner-centered instruction -average of Quarterly grades but focused on problems/needs of society Gr4 & up – bilingual (English & Filipino) No failed subjects – promote to higher grade level  Scholarship Programs 3 failed subjects – retain grade level Subject-centered… 1. ESC scheme (Education Service Contract) 1 or 2 failed subjects – remedial; promote if passed 1. Subject Design -Junior High -general (pare-pareho) -subsidy for private schools given by d. Remedial Class Mark -Elementary, Junior High the government -grade of remedial 2. Discipline Design 2. Voucher program e. Recomputed Final Grade -major, track, specialization (iba-iba) -voucher with a cash value given to -remedial grade is added -Senior High Gr10 public students, to be used for 3. Correlated Design enrollment in private Senior High 3. Promotion & Retention for Senior High -there is solving (Math) in Science lesson school of their choice. 1 semester = 2 quarters (Physics, Chemistry)  Changes in teaching TLE in Secondary -only two quarters in Senior High -History of Literatures (English) *synchronization of TESDA & DepEd -subjects failed will become back subjects 4. Fused Subjects Design For Gr7-8, there are 8 areas of TLE. -choice of student to take remedial or not -combined and taught at the same time -exploratory -student will become irregular if failed the -Social Studies subjects: Economics, Sociology, For Gr9-10, they will choose only 4. remedial or did not get remedial Anthropology, Philippine History, Asian History -specialization -English: Literature, Reading, Writing, Listening, -assessed by TESDA to give their NCI SPECIAL TYPES OF K-12 ASSESSMENT TOOLS: Speaking, Grammar If student will choose TVL track in Senior High, 1. School Readiness Assessment 5. Broadfield Design he/she should continue his/her TLE 2. Multi-factored Assessment Tool -combined but taught separately specialization from Junior High -advanced or delayed -MAPEH: Music, Arts, PE, Health -assessed by TESDA to give their NCII 2 types of SPED: 6. Spiral Design  Science & Health  now “Science” a. advanced – high level -Biology, Physics, & Chemistry are not -there is no Science subject in Gr1 & Gr2 b. delayed – low level separated subjects anymore. Instead they are  MSEP  now “MAPEH” 3. Early Language Literacy and Numeracy Assessment all taught together from lower grades as simple,  College Readiness Standards 4. Exit Assessment (Gr6, Gr10, Gr12) then continue to next grade levels as complex. 5. Career Assessment (NCAE of Gr9) -pahirap nang pahirap every grade level 6. Accreditation and Equivalency Assessment -Exit Assessment of ALS 7. Grade Level Placement Assessment  MASLOW’S HEIRARCHY OF NEEDS: -ikaw ay taxi driver at naiwan ng pasahero ang 5 kanyang wallet. Ibabalik mo ito dahil ito ang tama, at iniisip mo ang kapakanan ng 4 pasahero. PARENTING STYLES: 3 1. Authoritative (best parenting style) 2 -high demanding, high responsiveness 1 2. Authoritative ECOLOGICAL SYSTEMS THEORY: (Bronfenbrenner) -high demanding, low responsiveness 1. Physiological -“You follow because I said so!” -most important needs 3. Permissive -what the body needs: food, water, air, sex (for -low demandingness, high responsiveness reproduction) -child will become spoiled 2. Safety & Security 4. Neglectful -another basic needs -low demandingness, low responsiveness -clothes, shelter, etc. -children will be prone to addiction 3. Love & Belongingness -family, friends, social life 4. Self-esteem TYPES/STAGES OF CHILD PLAY: -rewards, self-confidence 1. Unoccupied 5. Self-actualization -the random movements that infants make with -contentment; wala ka nang mahihiling pa no clear purpose. 2. Solitary/Independent COGNITIVE DEVELOPMENT THEORY: (Jean Piaget) -when a child starts to play on their own. S-ensorimotor (0-2) – reflexes, di-nagiisip Children do not seem to notice other children P-reoperational (2-7) nagiisip pero pwedeng lokohin playing nearby during this type of play C-oncrete operational (7-12) – can solve but should 3. Onlooker see what he solves *Microsystem -when a child just watch others play without the F-ormal operational (12 up) – can budget -direct impact intention to join. -family, teacher, friends 4. Parallel Play MORAL DEVELOPMENT THEORY: (Kohlberg) -me & teacher, me & mother, father & his boss -when children play side-by-side with other PRE-CONVENTIONAL *Mesosystem children without any interaction with each other. -para sa sarili, reward -my teacher & my mother 5. Associative Play -ikaw ay taxi driver at naiwan ng pasahero ang -always two or more people involved -when children play with each other with same kanyang wallet. Ibabalik mo ito dahil iniisip *Exosystem goals but no set rules. mong bibigyan ka ng reward. -my father’s boss fired my father 6. Cooperative Play CONVENTIONAL -me & my father’s boss (we do not know each -when children begin to share ideas and toys, -ikaw ay taxi driver at naiwan ng pasahero ang other but I am affected by the decision) and followed established rules and guidelines. kanyang wallet. Ibabalik mo ito dahil iniisip *Macrosystem mong ito rin ang gagawin ng kapwa mo -culture, religion taxi driver. *Chronosystem -fulfilling duties and upholding laws -timeline, events in your life: wedding, birthday, POST CONVENTIONAL etc. -highest level -you do it because it is right for you and for other people  4. Social Learning Theory (Bandura) -modelling PARTS OF A LESSON PLAN: -we learn by imitating O-bjectives – most important a. Live model – teacher S-ubject matter – materials, references LAWS OF LEARNING: (Thorndike) b. Symbolic – videos, YouTube, pictures L-esson proper/Learning Activities – actual teaching 1. Effect – consequence, will you practice it again or not? c. Verbal instruction E-valuation – to know if objectives are achieved 2. Exercise – practice makes perfect A-ssignment – can be removed depending on the result 3. Readiness – preparedness COGNITIVE THEORIES: of the evaluation 4. Contiguity – the nearer to your personal experience, Schema Theory – stock knowledge about something -remedial the more effective the learning a. assimilation – the process of fitting a new 5. Primacy – “first impression lasts” experience into an existing created schema 4A’s LESSON PLAN (DepEd ranking format) 6. Recency – the more recent it is, the more it is – pasok information 1. Activity (formerly “motivation”) remembered – batang nakakita ng apat ang paa, -mood setting “anak, pusa yan” -Law of readiness - nakakita ng aso, apat ang paa, “pusa 2. Analysis BEHAVIORIST THEORIES: observable din yan” -give specific ideas “Learning is a change in behavior.” -“anak, hindi lahat ng apat ang paa ay 3. Abstraction (formerly “generalization”) 1. Classical Conditioning (Ivan Pavlov) pusa” 4. Application – relate to real life -bell, dog, food, naglaway b. accommodation – the process of creating a. acquisition – hinabol ng aso, “nakakatakot pala ang a new schema BLOOMS COGNITIVE TAXONOMY: (Bloom) aso” – realized information K-nowledge (lowest) b. extinction – “ang cute naman ng aso, hindi siya - nakakita ng aso, “ah aso yan, hindi C-omprehension nakakatakot” pusa” Ap-plication c. spontaneous recovery – “hindi naman pala c. equilibrium – achieving proper balance between An-alysis nakakatakot ang aso” assimilation & accommodation S-ynthesis d. generalization – “lahat ng aso nangangagat kaya E-valuation (highest) nakakatakot” CONSTRUCTIVIES THEORIES: e. discrimination – “hindi nangangagat ang aso pag Social Development Theory (Vygotzky) REVISED COGNITIVE TAXONOMY: (Anderson) nakatali kaya hindi ko kaylangang matakot” *actual – kayang gawin mag-isa R-emembering (lowest) *potential – kaylangan ng tulong kasi mahirap U-nderstanding 2. Operant Conditioning (B.F. Skinner) *ZPD (zone of proximal devolopment) Ap-plying a. reinforcement – rewards, positive -gitna ng actual at potential An-alysis - enhances behavior -kaylangan mo lang ng tulong sa una, E-valuating b. punishment – negative ang tawag dito ay “scaffolding” C-reating (highest) - restricts behavior MULTIPLE INTELLIGENCES THEORY: (Gardner) KENDALL & MARZANO NEW TAXONOMY: 3. Connectionism Theory (Thorndike) 1. Visual-spatial – drawing, painting, etc. Re-trieval (lowest) -Laws of Learning: 2. Bodily Kinesthetic – dancing, calisthenics, etc. C-omprehension a. Law of Effect – result, consequence 3. Naturalistic – nature A-nalysis b. Law of Exercise – practice 4. Interpersonal – people smart, good in socializing K-nowledge Utilization c. Law of Readiness – preparedness 5. Intrapersonal – self-smart, good in emotions Me-tacognization 6. Logical-mathematical – logic, mathematics S-elf System (highest) ***Always remember PCSO as pneumonic: 7. Verbal-linguistic – language *** Re-C-AK cognitive system PC (PavlovClassical), SO (SkinnerOperant) 8. Musical – music *** Me  metacognitive system 9. Existential – questions life, existence, and the world *** S  use of thinking for yourself  MANAGEMENT STYLES: Enculturation – learning your own culture  Reactive Accommodation – learning others’ culture -reacting to a problem after it arises  Proactive AFFECTIVE TAXONOMY: (Krathwol) -preventing a problems before they arise TYPES OF CONSCIENCE: Re-ceiving (lowest) – senses/awareness -example: setting rules at the first day of school 1. Certain Res-ponding – reaction -ginawa mo ang gusto mo V-aluing – worth DEVELOPMENTAL READING… 2. Doubtful O-rganization – other people -ginawa mo pero hindi mo gusto C-haracterization (highest) – personality STRUCTURE OF LANGUAGE: -example: your parents asked you to marry 1. Phonology – sounds of languages someone you do not love PSYCHOMOTOR TAXONOMY: 2. Morphology – word formation 3. Callous P-erception – senses 3. Semantics – meaning formation -criminal thinking S-et – ready 4. Syntax – grammar -alam mong mali pero ginawa mo G-uided Response – imitation 5. Pragmatics – how to use language 4. Pharisaical M-echanism – repetition -hypocrite, self-righteous, plastik C-omplex Overt Response – skilled but can’t modify Noam Chomsky A-daptation – skilled and can modify -LAD (Language Acquisition Device) 5. Lax O-rigination – new movement/new skills -language is innate, natural -you are not aware that you did something -natututo tayo mag-isa (if we are exposed to a language) wrong. You lack awareness of your wrongdoing TYPES OF EDUCATIONAL TIME: -feeling mo wala kang kasalanan pero meron 1. Mandated Time Grace Goodell’s READING SKILLS LADDER: 6. Scrupulous -school calendar days 1. Basic Sight Words -kabaliktaran ng Lax -total minimum number of school days 2. Phonetic Analysis -feeling mo may kasalanan ka pero wala -by DepEd 3. Structural Analysis 2. Allocated Time 4. Contextual Clues -the schedule/hour of teaching a subject 5. Vocabulary Max Scheler’s HEIRARCHY OF VALUES: 3. Instructional Time 6. Main Idea 4 -teaching time (within the allocated time) 7. Supporting Details 3 4. Engaged Time 8. Conclusion 5. Time-on-Task 9. Facts 2 6. Academic Learning Time 10. Book 1 -total learning from teacher 11. Dictionary 1. Pleasure – “masarap ba o hindi?” 7. Transition time 12. Encyclopedia 2. Vital value – “healthy ba?” -recess, break 13. Library 3. Spiritual values – “tama ba o mali?” 14. Private Library 4. Values of the holy – values thought by religion TYPES OF QUESTIONING TECHIQUES: 15. Mass Media “Ask a questionPauseCall a student” 16. Internet 1. Wait time – pause 2. Prompting – giving clues as guide to answer question 3. Redirection – ask the same question to another SOCIAL DIMENSIONS OF EDUCATION… student Cultural relativism – understanding others’ culture 4. Probing – follow-up questions without judging them 5. Rephrasing – revise/translate the question Ethnocentrism – your culture is superior than others Xenocentrism – others’ culture is superior than yours  BASIC CONCEPTS IN ASSESSMENT: MEASUREMENT ASSESSMENT EVALUATION Criterion-referenced vs. Norm-referenced Test -create data -record data -interpret data CRITERION NORM FUNDAMENTALS OF RESEARCH: -scores -collect data -qualitative -there is a standard or -there is a competition -quantitative -organize data -remarks, percentage to beat with other students -numbers descriptions -compared with self -compared with others POPULATION Assessment FOR, OF, AS Learning: Example: passing the Example: topping the FOR OF AS LET is a criterion- LET is a norm-referenced -before/during -after -self- referenced because you because you are sample examples: examples: assessment are beating a standard of competing with other LET Fomative/quiz, Summative, (realization) 75% to pass it. takers top to board. Diagnostic test Unit, Weekly, Quarterly Test Objective vs. Subjective Test Because we cannot get the data of the whole -recorded but -recorded and -not recorded OBJECTIVE SUBECTIVE population, we only narrow it to a sample population not graded graded and not graded -prone to guessing -prone to bluffing to represent the whole population. (students telling lies) -prone to bias when TYPES OF SAMPLE/SAMPLING: (according to TIME) Traditional vs. Authentic Assessment checking 1. Cross-sectional TRADITIONAL AUTHENTIC Examples: Examples: -maraming groups, pero isang beses silang inaral -pen and paper -performance, real-life Multiple choice, Matching Essays, Reaction paper -to determine differences type, True or False 2. Longitudinal Formal vs. Informal Assessment -isang grupo, pero maraming beses inaral FORMAL INFORMAL Selection Type vs. Supply Type Test -to determine changes -standardize tests: -teacher-made tests SELECTION TYPE SUPPLY TYPE 3. Cross-sequential examples: examples: -choosing answers -giving answers -combination of cross-sectional and longitudinal LET, CS, board exams, formative/quiz, unit test, -Multiple choice, -Identification, -provides best results National Achievement quarterly test, summative Matching type, True or Enumeration, Fill-in the -but consumes a lot more time & money Test, NCAE test, midterm/final exams false blanks, Analogy, Essays TYPES OF LONGITUDINAL: Process vs. Outcome Assessment 1. Trend studies – different sample population every PROCESS OUTCOME TYPES OF PORTFOLIO: testing 1. Developmental portfolio -during teaching -after teaching 2. Panel studies – same sample every testing; consistent -determines progress/changes in time -formative test(quiz) -summative test 3. Cohort Studies – group of people who experienced 2. Showcase portfolio the same thing at the same time -contains best outputs Validity vs. Reliability examples: people who joined the EDSA, 3. Documentary portfolio VALIDITY RELIABILITY victims of typhoon Yolanda, KSU Graduates of 2019 -all of the students’ output -measures what it intends -scores are consistent to measure -scores are getting higher 4. Assessment portfolio if the test is retaken -to determine if objectives are achieved *** A test should be valid first before it becomes reliable. 5. Evaluation portfolio Meaning, not all valid tests are reliable tests. -for grading purposes Or, all reliable tests are valid tests.  LEVELS OF TECHNOLOGY INTEGRATION: Detailed CONE OF LEARNING EXPERIENCE: ***Technological Tools (tech tools) 11 1. Entry -used by teacher for instruction Analytic vs. Holistic rubrics... 2. Adoption ANALYTIC rubrics HOLISTIC rubrics -learners use the tech tool, guided by the teacher -one-dimensional -two-dimensional... 3. Adaptation -written in full sentences -written in table form 2 -learners use tech tool by themselves -less specific -more detailed/specific independently -doesn’t take too much -time-consuming to make 1 4. Infusion time to make -learners use tech tool to help them make 1. Direct purposeful experiences assignments/projects 2. Contrived experiences 5. Transformation 3. Dramatized experiences -uses many tech tools 4. Demos (demonstrations) Standard Deviation (SD) 5. Field trip -how tight or loose the scores ATTRIBUTES OF LEARNING ENVIRONMENT: 6. Exhibits -magkakalapit ba ang mga scores or magkakalapit 1. Active 7. Television * Higher SD – more scattered scores, kala tang scores -audience (listening, watching, responding) 8. Motion pictures (movies) * Lower SD – tighter/bunched scores, magkakalapit 2. Collaborative 9. Recordings, radio, still pictures * Zero SD – same scores (this is not good because the -group work 10. Visual symbols students might have cheated or copied each other) 3. Constructive 11. Verbal symbols -relate new lesson to schema 4. Authentic -uses technology in real-life situations 5. Goal-directed Other kinds of Instructional Materials (IMs): Educational Technology… -uses technology with goal/purpose * realia CONE OF LEARNING EXPERIENCE: (Edgar Dale) The SMAR Model for Technology Integration: -the real thing We remember/learn __% of what we ____… S-ubstitution – substitute tool ex: bringing a real gumamela flower in class 10% A-ugmentation – support to improve, make it easier to show the parts of the flower READ M-odification – tech tool to make twist on task * replica 20% R-edefinition – use tech tool to create something new of what we HEAR -the exact copy, imitation -same size with the real thing 30% COMPUTER AS TEACHER’S TOOL: of what we SEE * model 1. Informative Tool 50% -a copy but scaled up or scaled down, not the of what we HEAR & SEE -Google, Wikipedia same size (smaller or bigger than the real thing) 2. Communicative Tool 70% ex: globe – the best model! of what we SAY & WRITE -email, messenger, GC, etc. * mock-up 90% 3. Productivity Tool of what we DO -manipulative, detachable -Microsoft Office: Word, Excel, PowerPoint, etc. * specimen *This means that we learn best when we do things in a 4. Situating Tool -a part of the real thing more actual way. “Experience is the best learning.” -for simulation  Hedonism – pleasure Confucianism – Golden rule Taoism – balance (Yin Yang) Shintoism – Japan LEGAL BASES OF THE TEACHING PROFESSION Hinduism – moral, caste system IN THE PHILIPPINES: Buddhism – eightfold path, medication RA 1006 – PBET RA 7836 – Teacher’s Professionalization Act RA 9293 – Amendment of RA 7836 RA 4670 – Magna Carta for Public School Teachers RA 10533 – K-12 (Enhanced Basic Ed) RA 9155 – DepEd RA 7722 – CHED RA 7796 – TESDA RA 7784 – Centers of Excellence in Teacher Education RA 10627 – Anti-Bullying Act RA 7610 – Anti Child Abuse & Exploitation RA 8980 – Early Childhood & Care Act RA 10912 – CPD Act of 2016 RA 6713 – Code of Conduct and Ethical Standards for Public Officials & Employees PHILOSOPHIES OF EDUCATION: Idealism – mind Realism – tangible Essentialism – basic/important Existentialism – choice/opinion Perennialism – forever Pragmatism – practice Progressivism – LBD (learning by doing) Developmentalism – experience Experientialism – hands-on Rationalism – reason Constructivism – meaningful learning Reconstructionism – change the society Behaviorism – environment Humanism – holistic/beauty, whole, total human development Humanitarianism – brotherly love Naturalism – nature/natural Nationalism – country Empiricism – senses Epicureanism – enjoy Utilitarianism – use/usage/utility