LET ProfEd - (SUMMARIZED).pdf

ORIENTAL EDUCATION Influence on education:  PERSIAN EDUCATION...

ORIENTAL EDUCATION Influence on education:  PERSIAN EDUCATION Written exam for Civil Service  EGYPTIAN EDUCATION Development of hierarchal education THE TEACHING PROFESSION  CHINA High regard for familial and social ethics Historical, Philosophical, Sociological, and Anthropological Foundations of Education  INDIA INDIA 3Rs – reading, writing, arithmetic PERSIAN EDUCATION ( Iran ) Aim: moral discipline HISTORICAL FOUNDATIONS Aim: military traditions Students: common & nobility -belief in KARMA & REINCARNATION OF EDUCATION: Method: memorization, military training, values P-O-G-R-E: indoctrination (ages 5-17) CASTE SYSTEM:  Primitive Education Curriculum: 3Rs, weaponry & warfare, imperial  Brahmins – priests, religious person, learned  Oriental laws, virtues learned through combat individuals  Greek Agents: home, court schools, special military  Kshatriya – soldiers  Roman schools  Vaisyas – businessmen  Early Christian Influence on modern education:  Sudras – land owners, workers, laborers Values formation & integration  Panchama – “untouchables”, criminal, dayo PRIMITIVE EDUCATION Teaching of good leadership values Aim: survival & security Students: boys of the Castes Students: children EGYPTIAN EDUCATION Method: memorization & interpretation of sacred Curriculum: practical skills & theoretical Aim: religious traditions texts knowledge Students: boys Curriculum: 3Rs, trainings relevant to Caste conformity – same behavior Method: specialized education (noble people) The Vedas & other religious texts Method: informal, vocational Curriculum: training of priests, scribes, doctors, Agents: Brahmin priests & scholars “show me, tell me” and other technical career Agents: parents, tribal leaders, religious Method: home education (common people) GREEK EDUCATION leaders Curriculum: father’s trade -education of the individual Influence on modern education: Agents: temple priests, scribes -beginning of logical & creative thinking Transmission of skill Influence on education: -cultivate high culture & artistic refinements Culture was passed & preserved Restriction of educational control to  Athenian Education priest/elite  Spartan Education SUMERIAN EDUCATION Early discoveries in agriculture and Aim: training of scribes, book keepers, teacher, astronomy Athenian Education farmers Developments in the written form Aim: Liberal education Students: children (hieroglyphics & papyrus) Appreciation of beauty & wisdom Method: imitation, copying, clay tablet Students: boys (6-20) preparation, CHINA Method: memorization & recitation Curriculum: 3Rs Aim: ancestral traditions (based on Confucian lecture discussion & dialogue Agents: home school, temple/apprentice school beliefs) Curriculum: Influence on modern education: Students: boys of upper classes Basic (7-14): 3Rs, Music & Poetry, Cuneiform writing Method: 3Rs, memorization, recitation, Gymnastics translation of texts Vocational (14-16): trade – sons of common Curriculum: Confucian doctrine, classical citizens Agents: village masters, temple government Higher Ed (rich/noble 14-20): philosophy, officials rhetoric, arts, army/navy trainings  Curriculum: MEDEVIAL PERIOD: Basic (7-12): 3Rs with emphasis on -to restore social order pronunciation -after bumagsak ng Roman Empire, nagkagulo: Secondary (12-16): Laguage, Poetry & -Dark Ages of human civilization Agents: private teachers, philosophers Music, History, Oratory, Influence on education: and Philosophy  MONASTICISM All human capabilities should be developed Higher Education: Career based on talents  SCHOLASTICISM freely. Military  CHIVALRY Socrates Politics, Law, Oratory  GUILD SYSTEM -Q&A/dialogue type of teaching Agriculture, Trades Plato Agents: private teachers, schools MONASTICISM -student of Socrates military officers, senate, orators Aim: spiritual & moral perfection, religious -Father of idealism Influence on education: discipline -development of academic mind Utilitarianism Students: age 10 (monastic schools) – male -“The Republic” – document about ideal government Relation of education to civic responsibility age 18 (monastic order – to take -“The Academy” – school (for both male & female) and good citizenship. religious vows) Aristotle religious vows: vow of obedience, -Father of realism EARLY CHRISTIAN EDUCATION vow of poverty, vow of chastity/purity -first real scientist in history -Hebrew education Method: catechetical, dictation, meditation, -adviser of Alexander the Great -Old Testament… contemplation, languages -“The Lyceum” – school for logical thinking Aim: moral, holiness, religion, preparation for Curriculum: 7 Liberal Arts destiny Trivium (dialectic, grammar, Spartan Education Students: compulsory elementary education for rhetoric) Aim: military discipline & physical training males (6-15) Quadrivium Courage & strength of a soldier higher education for lay prophets, priest Agents: monastic schools, religious monks Students: males (6/7 to 30) Method: memorization, AV aids, exposition, Influence on education: Method: training, harsh discipline, & motivation worship Opposed corruption/vices Curriculum: military tactics & weaponry Curriculum: history, religion, foreign languages Support for industrial skills moral training for a warrior Agents: home, public school, temple, scribe Dignity of manual labor gymnastics & wrestling Influence on education: music (playing the lyre) 10 commandments of the Bible SCHOLASTICISM Agents: military teachers Monotheism Aim: intellectual discipline, faith with reason Influence on education: Students: age 14 (university) –bachelor’s degree Military education, patriotism, discipline -Teachings of Jesus Christ continued studying for 4-7yrs- Masters Physical Education -New Testament… Method: lecture, disputation (debate), exam, Training & education for women Method: lectures, discussions, use of parables, scholastic (Aquinas – “Suma Theologica”) informal settings Aristotelian logic ROMAN EDUCATION Influence on education: Curriculum: theology, religious philosophy Aim: military training & civic duty for the good of Development of Humanitarianism Influence on education: the empire (brotherly love) University Students: boys (6-20) Intellectual learning Method: memorization & recitation Logic lecture discussion declamation & oration  Method: analysis of Greek & Roman classics, literature, poetry & arts, memorization, translation HISTORY of the PHILIPPINE CHIVALRY Curriculum: Greek & Latin classical literature, poetry & art EDUCATIONAL SYSTEM Aim: morality, horsemanship, gallantry, responsibility, Agents: lyceum, gymnasium, Latin  PRE-SPANISH PERIOD social grace, religiosity Influence on education:  SPANISH PERIOD Students: boys of noble birth Literary knowledge, style in classical  AMERICAN PERIOD Birth to 7 (stays with mother) literature, humanism  COMMONWEALTH PERIOD 14-21 (squire of a knight) Humanism – total human development  JAPANESE PERIOD 21 (inducted as knight)  William Shakespeare  PERIOD OF THE REPUBLIC Method: instruction, imitation, practice  Michelangelo  PERIOD OF NEW SOCIETY Curriculum: boys (horse riding, good manners,  MODERN ERA weaponry) girls (religion, music, dancing, PRE-SPANISH period: chores, good manners) REFORMATION PERIOD -survival and conformity Agents: home, castle, court, tournament, battle Martin Luther King -informal, parents were the teachers field -indulgence -enculturation Influence on education: -disagreed when church is monetized Learning of social grace; etiquette -“95 thesis” SPANISH period: -protestant faith/religion -propagation of Christianity GUILD SYSTEM -Missionary educators Aim: vocational preparation (industrial life) Aim: commitment to a particular religious -vernacular & Spanish Students: middle class denomination general literacy Primary Education apprenticejourneymanmaster craftsman Students: boys & girls (7-12) in vernacular -Royal Decree 1863 schools -one primary school in every town Method: observation, imitation, practice young elite men in humanist schools Curriculum: 3Rs, vocational, craft/skills, religion Method: indoctrination, catechetical instruction in Mucavolaryo de la Lengua Agents: Bhurger school (supported by city) vernacular schools, translation, -first dictionary published in the Philippines Charity schools analysis of classical Influence on education: Curriculum: 3Rs, catechism, religious concepts & Doctrina Christiana Vocational training rituals, Latin/Greek Theology -first book published in Phil Apprenticeship Agents: school for public use Influence on education: First 5 groups of Evangelizers in the Philippines: Vernacular Augustinians Dominicans MODERN PERIOD: Universal education access Franciscans Recollects Commitment to universal education to Jesuits RENAISSANCE PERIOD provide literacy -rebirth of human society Origins of school systems AMERICAN period: Aim: cultivate humanist expert in Greek & Latin Dual track school system -democracy classics -Free public education (Educational Act of 1901) prepare to serve dynastic leaders Soldiers – first teachers Thomasites – teacher recruits from America via USS Thomas ship  -Greater East Asia Co-Prosperity Sphere ESTRADA administration -Love for manual labor -Presidential Commission on Educational Reform -Health and Physical Education (EO 46) -Vocational Philippine Normal University -Termination of English ARROYO administration -first normal school established to train 1942 – Military Order No. 2 -DECS to DepEd Filipino teachers -Commission on Education, Health, and Public Welfare Trifocalization of Education: -English as a medium of instruction  DepEd – RA 9155 Period of the REPUBLIC:  CHED – RA 7722 1902 – Act no. 372 – provincial High School (arts, -Gen. McArthur came back  TESDA – RA 7796 trade, agriculture, commerce, -full realization of democracy marine) Educational Act of 1953 PNoy & DUTERTE administration 1908 – Act no. 1870 – University of the Philippines -restored Grade 7 but not implemented due -Kindergarten Education Act 1925 – Monroe Survey Commission to funds -Enhanced Basic Education Act (K-12) -abolished DOUBLE-SINGLE session (became whole day) CPD Law – professionals gather CPD units to COMMONWEALTH period: -maintained 7 year-old Grade 1 entry renew license. (now it is 45 units for -still under American period but the government officials -compulsory completion for elementary teachers, but 15 units is okay) are Filipinos -President Manuel L. Quezon Period of the NEW SOCIETY: -Free Tertiary Education AIM: Nationalism -early 1970s-1980s -Tertiary Education Subsidy for those -National Development enrolling in private colleges/universities Educational Act of 1940 -Educational Act of 1982 -Commonwealth Act of 1940 -back to basic (3Rs) -abolished Grade 7 -basis of 6-year elementary education PHILOSOPHICAL MODERN period: -DOUBLE-SINGLE session (AM & PM class  Aquino Admin FOUNDATIONS combined in one room) EO  Executive Order  Ramos Admin OF EDUCATION:  Estrada Admin EO 134 in 1936 – Tagalog as a basis of national  Arroyo Admin  Buddhism laguage  PNoy & DU30 Admin  Islam EO 263 in 1940 – teaching of national language in AQUINO administration  Taoism senior high and all years in normal schools. -1987 Philippine Constitution  Confucianism CA 117 – placed all public school teachers under civic service rules -Highest budget for education  Hinduism CA 1 – “National Defense Act of December 21, -MECS to DECS (EO 117)  Zen Buddhism 1935” (Ministry of Education, Culture, & Sports to  Shintoism -preparatory military training Department of Education, Culture, & Sports) PD 1706 of 1980 – “National Service Law” HINDUISM – required civic welfare RAMOS administration -vedas (sacred texts) -Congressional Commission on Education -reincarnation (EDCOM) -morality-based education JAPANESE period: -yoga -Creation of CHED (RA 7796) & TESDA (RA 7722) -Gen. Arthur McArthur still leads the Philippines  -BALANCE/harmony with tao -with proof INFLUENCE: -reality, material manifestation, what you see is what you -spontaneous education get -Yin-Yang 4 aims of Human Life: IDEALISM -Dharma (moral) ZEN BUDDHISM -“I think” -Artha (financial) -reflection, calmness -ideas, thoughts, values -Kama (love/pleasure) -opening of third eye -exists in mind -Moksha (spiritual) -CHAN (intense meditation) -GATHAS (prayers/hymns) NATURALISM BUDDHISM -SUTRAS (sermons of Buddha) -natural process, nature -Siddharta Gautama (Buddha) – from India -may mga bagay na hindi kaylangang ituro, sadyang -SIMPLE WAY of Life ISLAM natututunan -Dukkha (suffering) to Nirvana (enlightenment) -Prophet Muhammad -example: when a child starts to speak 4 Noble Truths: -Koran/Quran -Life is full of suffering. RATIONALISM -Source of suffering is self-desire 5 PILLARS: -based on reason, logic -You can remove the source of suffering 1. Shahada (confessions) -End of suffering 2. Salat (prayers) MODERN WESTERN 8-fold path (FASA LET C): 3. Zakat (alms giving) -Right Faith 4. Fasting during Ramadan PHILOSOPHIES: -Right Aspiration 5. Hajj (pilgrimage to Mecca)  Perennialism -forever, eternal -Right Speech  Essentialism -basic -Right Action SHINTOISM  Progressivism -improve, develop -Right Living -sacred spirits of nature  Existentialism -choice/responsibility -Right Effort -ancestral spirits (kami)  Social Reconstructionism -society -Right Thought INFLUENCE: Harmony of the PAST, PRESENT, &  Behaviorism -change/environment -Right Concentration FUTURE INFLUENCE: PERENNIALISM -Basic/Simple way of living CLASSICAL WESTERN -constant, truth is eternal -promotion of peace in education -wisdom of the ages PHILOSOPHIES: -classical literature CONFUCIANISM  Pragmatism -Kung Fu Tzu (Confucius)  Realism ESSENTIALISM -Family and social harmony  Idealism -basic knowledge -VIRTUES & FAITH  Naturalism -hindi pwedeng mawala (3Rs) -Analects  Rationalism -teacher-based, subject-based -Golden Rule: Do not do unto others what you don’t want -If you are the teacher, you are the source of knowledge others do to you. PRAGMATISM -learners are passive -Everyone is born with potentials -“I use” -Everyone is teachable -use/application PROGRESSIVISM -skills -towards development/progress TAOISM -strike when the iron is hot -tao/dao – power REALISM -lifelong learning -WU WEI (Let things come naturally) -“I touch”  Culture SOCIOLOGICAL & -shared products of human learning Material culture – cloths ANTHROPOLOGICAL Non-material – songs, literature EXISTENTIALISM -choice & responsibility Foundations of Education Elements of Culture: -students’ preference are prioritized 1. Language – A system of communication, -self-discovery on the learners Society verbal/non-verbal -organized group, same territory, same goal 2. Values – things considered desirable SOCIAL RECONSTRUCTIONISM Values Classification -construct Social status Value Ranking -social issues -ascribed status – at birth (race, ethnicity) Values system (patakaran sa buhay) -good of society -achieved status – accomplishment (lawyer, Value confict teacher, criminal) Transcendent values BEHAVIORISM Social stratification -universal values -change of behavior because of environment -social classes -values that are accepted everywhere -categorization of society (wealth, income, race, -love, care, kindness, concern for others Ivan Pavlov education) 3. Norms – standards of proper acceptable -Classical Conditioning (Behaviorist approach) -results to social status behavior 1. unconditional stimulus 4. Sanctions – penalties & rewards for actions -if there is food given to a dog, naglalaway Social Discrimination ang aso. -experience of inequality CONCEPTS RELATING TO CULTURE: 2. conditioned stimulus Enculturation – inside (learning your own culture) -if a bell is rang every time there is food Social inequality Acculturation – outside (from other cultures) given to a dog, maglalaway ang aso pag Elements of Social Inequality: Assimilation – losing one’s culture narinig ang bell kahit walang food na -Income/Wealth Accommodation – adjust ibibigay dahil nacondition ito ng ringing of -Prestige Indoctrination – full acceptance the bell. -Power Culture shock Ethnocentrism – your culture is superior SOCIAL MOBILITY: Xenocentrism – your culture is inferior OTHER PHILOSOPHIES: 1. Horizontal mobility – change in location Cultural relativism – understanding others’ cultures 2. Vertical mobility – promoted Philippine Cultural Values: HUMANISM – total/whole 3. Intergenerational mobility – change in 1. Close-knit Family Values – total human development generation of parents to offspring 2. Personalism – putting personal emotions first HUMANITARIANISM – brotherly love -(mayamang pamilya na naging mahirap) 3. Non-rationalism – nakatadhana ang mga bagay UTILITARIANISM – greater good, good of many 4. Intradenerational mobility – self-made – fate CONSTRUCTIVISM – create knowledge based on 4. Hospitality prior learning SOCIAL NORMS 5. Bayanihan spirit HEDONISM – pleasure seekers -acceptable behavior, it depends on location EPICUREANISM – fear & pain avoiders Folkways – routine, tradition BRANCHES OF PHILOSOPHY: SKEPTICISM – doubtful (needs evidence) Mores – basis of morality 1. EPISTOMOLOGY – nature of knowlege CYNICISM – distrustful (expects the worst) Taboos – highly immoral acts, disgusting 2. LOGIC – reasoning STOICISM – not complaining/not showing emotion Laws – based from the first three 3. METAPHYSICS – reality & existing ALTRUISM – selfless – has penalty 4. AESTHETICS – beauty 5. AXIOLOGY – values  -formal, informal, non-formal (ALS,  As persons of authority seminars)  Choose alternative career lines *Establishment of schools *Voluntary accreditation *Special Rights of School Administrators -goal is to prove that the (Sec. 12) LEGAL BASES of the quality of the school is  Power of authority maintained or higher Philippine Educational System *Rights of Schools (Sec. 13) THE EDUCATIONAL COMMUNITY: A. CONSTITUTIONAL *Duties of Parents (Sec. 14) 1987 Philippine Constitution (Article XIV) *Rights of Parents (Sec. 8)  Help carry out educational objectives *Free public education (may also be not biological parents)  Elementary (obligation) *System of scholarships/loans for  Organizations (PTA)  Cooperate with school programs deserving but underprivileged.  Access to official school records *Non-formal, informal, vocational *Rights of Students in School (Sec. 9) *Duties & Responsibilities of Students *Highest budgetary for education  Receive quality education through (Sec. 15) *Study of the Constitution competent instruction  Study to their full potential *Religion instruction/subject  Choose their fields freely  Follow the rules & regulations of the -written permission  Guidance and counselling school -within regular hours  Access to school records -no expense from the government  Issuance of documents and *TEACHERS’ OBLIGATIONS (Sec. 16) *Ownership, Exclusivity of schools credentials  Perform duties and responsibilities in -Academic freedom for IHL (Institute for  Publish student newspaper accordance with school’s PGD Higher Learning) / College schools  Freedom of expression  Accountability for efficiency 1. what to teach (programs)  Form/join organizations  Render regular performance reports 2. who to teach  Free from involuntary contributions  Responsibility for professional growth -(non-LPTs can teach) (BSP/GSP, Red Cross, Anti-TB & professionalism 3. whom to teach -these are only authorized by law  Refrain from deductions on scholastic -(students/entrance exam) but not for a threat to hold ratings *Language of instruction documents)  Participate as agent of constructive -Filipino is primary language in teaching *Rights of School Personnel (Sec. 10) change -English is secondary 1. Teaching/Academic Staff Optional/Voluntary: Arabic, Spanish 2. Academic Non-teaching *School Admin’s Obligations (Sec. 17) Auxillary/Helping: mother tongue -librarian, registrar, guidance *Foster Arts, Culture, & Sports 4. Non-Academic *Obligations of Academic Non-Teaching -nurse, maintenance, canteen Personnel (Sec. 18) B. STATUTORY BASES  Freedom of expression EO/PD – direct from president  Free legal service 2. RA 9155 -(Executive Order/Presidential Decree)  Form/join organizations -DECS  DepEd (Sec. 6) RA – congress  senate  president  Free from involuntary contributions -Governace of Basic Education Act of 2001 -Purpose & Objectives 1. BP/RA 232 *Special Rights and/or Privileges of -Transfer of Cultural Agencies to NCCA (Sec. 9) Educational Act of 1982 Teaching or Academic Staff (Sec. 11) -Abolition of the Bureau of PE & School Sports to PSC *Integrated Educational System  Free from compulsory assignments (Philippine Sports Commission) (Sec. 10) (pinagko-connect)  Intellectual property  (constructivist, inquiry-based, reflective, collaborative, integrative) 3. RA 7877 -Spiral Progression (seamless) Anti-Sexual Harassment Act of 1995 -Expansion of E-GASTPE (voucher for Senior High) 3. RA 7722 4. RA 10627 -Higher Education Act of 1994 TEACHER QUALIFICATIONS & HIRING FOR -Anti-Bullying Act of 2013 -Creating CHED SENIOR HIGH (K-12 Curriculum)  Graduate of Bachelor’s Degree ELEMENTS OF A PROFESSION: 4. RA 7796 Courses 1. Initial Professional Education -Creating TESDA (Technical Education & Skills  Graduate of Tech-Voc Courses 2. Accreditation Development Authority) Act of 1994  Faculty of HEIs 3. Skills development  Practitioners or Experts 4. Certification 5. RA 8491 -doctors, CPA, etc. 5. Licensing -Flag & Heraldic Code of the Philippines 6. Professional Development -Color & Design -Alternative Delivery Modes (ADMs) 7. Professional Societies -Proper hoisting & display *Marginalized students (high drop-off risk) 8. Code of Ethics -Disposal of worn flag MISOSA – Modified In-School Off-School 9. Organizational Certification Approach 6. RA 8545 E-IMPACT – Enhanced Instructional -Amending RA6728 Management by Parents, GASTPE Act of 1989 Community, & Teachers (Gov’t Assistance for Students & Teachers in OHSP – Open High School Program PD 1006 (1976) Private schols) EASE – Effective & Affordable Secondary “Decree Professionalizing Teaching” -ESC (Education Service Grant) Education -First Legal Basis -E-GASTPE Act of 1998 (Expanded) *Mobile Teachers -Recognition of vital role of teachers 7. RA 10157 *Multi-grade Teachers -as incentive to raise moral -Kindergarten Education Act of 2012 -Ferdinand Marcos -Compulsory Kindergarten 9. RA 10931 -Definition of a Teacher -MTB-MLE -Universal access to quality tertiary (Mother-tongue-based Multilingual education) -TES (Tertiary Education Subsidy) -Free tuition PBET – Philippine Board Exam for Teachers 8. RA 10533 -given by CSC (Civil Service Commission) -Enhanced Basic Education Act of 2013 -at least 70% general average -Benigno S. Aquino III LEGAL OBLIGATIONS of Schools -No rating below 50% -Enhanced & compulsory basic education -Results WITHIN 150 days K-12 & Teachers and other Special -Professional Teacher Certificate ALS (Alternative Learning System) for OSY -National Board for Teachers (Out-of-School Youth) Laws -2 chairpersons Kinder – 5 (entry age) 1. Family Code of the Philippines -3 members Elementary – 6-11 Chapter 2, Article 218 -Registration (CSC) Junior High – 12-15 -Parental Authority -Reissuance of Replacement of Certificate Senior High – 16-17 -Parental Responsibility -No certificate – no practice -Curriculum changes (decongested) -Medium of Instruction (MTB-MLE) 2. RA 7610 -Pedagogical Approaches (CIRCI) Anti-Child Abuse of 1992  (National Org of Professional Teachers Inc.) *5 years inactive teachers need to take refresher course -term: 3 years; maximum: 2 terms of 12 units (6 pedagogy, 6 content units) -at least 35 years old -LPT RA 10912 RA 7836 -BSE/BEE graduate -CPD Act of 2016 “Philippine Teachers Professionalization Act of 1994” – -member of APO (Accredited Professional *CPD units – 45 units December 16, 1994 Organizations) -to comply with PQF and ARQF -Act strengthening regulation -10 years active teaching (years of being a PQF (national) – Philippine Qualifications 1. Who is defined as Teacher? principal not included) Framework 2. BLEPT (LET) -3 years no involvement in schools AQRF (international) – ASEAN Board Licensure for Licensure Exam for -proven integrity & high moral values Qualifications Reference Framework Professional Teachers *15 units – new implanted rules (March 1, 2019) SCOPE: BEE – 60% (ProfEd), POWERS OF THE BOARD: *First renewal does not require CPD units 40% (GenEd) 1. Executive BSE – 40% (ProfEd) 2. Legislative 40% (Major) 3. Quasi-Judicial 20% (GenEd) TEDP (Teacher Education & Development Plan) 3. Who will take the exam? APO & NOPTI membership -Filipino citizen -High moral values -not mandatory, but encouraged TEI  PT LET  Ranking -At least 18 -Not convicted of any crime ↓ -Good health CPD & CPE Retire  InSeT  Orientation PASSING RATE OF LET: 75% (Continuing Professional Development) -no lower than 50% on all areas (Continuing Professional Education) TEI – Teacher Education Institutions -PRC -required PT – Pre-service Teaching (practice teaching) -results within 120 days InSeT – In-service Training -40-50 days Periodic Merit Exam -grounds for promotion, salary increase, NCBTS(2004)  PPST(2017) AFTER YOU PASS: scholarship *Initial registration -once every 5 years NCBTS – National Competency-based Teacher’s -Professional Registration Fees -free Standard -Certificate of Registration -oral & written PPST – Philippine Professional Standards for Teachers -Roster of Professional Teachers -maximum of 2 takes -Oath Taking -refresher course if failed CAREER STAGES OF TEACHERS (PPST): -voluntary A. Beginning Teachers RA 7836 (Sec. 18) 0-1 year, needs mentor -every registrant is required of Ooath Taking RA 9293 B. Proficient -Amendment of RA 7836 (April 2004) 1-2 years PIC (Professional ID Card) *Special Permits: C. Highly Proficient Validity: 3 years -Para-teachers 3-5 years, able to mentor -expires 3 years on the birthdate of holder -got a failed LET percentage of 70- D. Distinguished Teacher 74% 5 years & above Board for Professional Teachers (former PBET) -valid to teach for 2 years -notable achievements 5 members: -International Recognition -expert -appointed by President -(Lea Salonga & Many Pacquiao -recommended by PRC, APO (NOPTI) can teach singing & boxing)  NCBTS 7 Domains: Domain 1: Social Regard for Learning Resilience – bounce back from challenges Domain 2: Learning Environment Tolerance – acceptance of differences Domain 3: Diversity of Learners The PQF Standards: Emotional Stability – calm under pressure, control Domain 4: Curriculum  Level 1 – NCI Drive – desire & determination Domain 5: Planning, Assessing, & Reporting  Level 2 – NCII Motivation – inspiration & enthusiasm Domain 6: Community Linkages  Level 3 – NCIII Fairness – objective, equal, unbiased Domain 7: Personal Growth & Professional  Level 4 – NCIV Buoyancy – positive attitude Development  Level 5 – Diploma Intelligence – competence to teach  Level 6 – Bachelors Compassion – caring, concern, considerate NCBTS was revised to PPST  Level 7 – Masters Self-confidence – belief in one’s capabilities Innovativeness – make things better PPST 7 Domains:  Level 8 – Doctoral Reliability – trustworthiness Domain 1: Content Knowledge & Pedagogy Cooperativeness – work with others Domain 2: Learning Environment Attractiveness – pleasing Domain 3: Diversity of Learners ETHICAL STANDARDS OF THE TEACHING Domain 4: Curriculum & Planning PROFESSION Domain 5: Assessment & Reporting *RA 6713 – Code of Conduct of Ethical Standards GRADE 1-6 (Elementary) Domain 6: Community Linkages & Professional for public officials & employees Core subjects: Engagement – uphold public interest over personal *Grade 1-3: MTB-MLE Domain 7: Personal Growth & Professional interest *Grade 3-6: English, Filipino, AP, ESP, Math, Development Science, MAPEH Code of Ethics for Professional Teachers: *Grade 4-6: EPP GENERAL PRINCIPLES & METHODS OF ARTICLE I: Scope & Limitations ARTICLE II: The Teacher & the State TEACHING: GRADE 7-8 (Junior High) ARTICLE III: The Teacher & the Community Core subjects: *Learning to Teach ARTICLE IV: The Teacher & the Profession *English, Filipino, AP, EsP, Math, Science, -management of teaching-learning stimulus ARTICLE V: The Teacher & the Teaching MAPEH Traditional – paper & pencil Community *Exploratory Technology and Livelihood Education ARTICLE VI: The Teacher & Higher Authorities in the Philippines TLC: Elements of Teaching GRADE 9-10 (Junior High) T-eacher – key factor ARTICLE VII: School Officials, Teachers, & Other Core subjects: L-earner – most important element Personnel *English, Filipino, AP, EsP, Math, Science, C-ontent – subject thought ARTICLE VIII: The Teacher & the Learners MAPEH (for mutual attraction, practice utmost *Elective Technology and Livelihood Education Professional Teacher professional discretion. Hindi bawal ang magkarelasyon ang student at teacher 1. finished the studies SENIOR HIGH SCHOOL TRACKS: 2. passed the board exams basta walang threat or favor factor sa academic performance ng student.)  Academic 3. acquired license ARTICLE IX: The Teacher & the Parents  Technical-Vocational-Livelihood 4. abiding code of ethics ARTICLE X: The Teacher & Business  Sports How can you consider a person professional? ARTICLE XI: The Teacher as a Person  Arts & Design a. graduate of university ARTICLE XII: Disciplinary Action b. having ethical competence ARTICLE XIII: Effectivity c. abide code of ethics d. skilled  PERSONAL VIRTUES OF A TEACHER: DOMAINS & LEVELS OF OBJECTIVES… 1. Passion – love for children/learners, energy 2. Humor – magnet BLOOM’S COGNITIVE TAXONOMY: (Bloom) 3. Patience – uncomplaining nature, self-control, K-nowledge (lowest) Different kinds of knowledge require of a teacher: persistence C-omprehension * Content Knowledge 4. Enthusiasm – excitement & eagerness Ap-plication -knows the nature of the subject 5. Commitment – solemn promise An-alysis * Pedagogical Knowledge 6. Optimism – positivity S-ynthesis -arts & signs of teaching 7. Inclusive – without bias E-valuation (highest) * Strategy 8. Focus – without confusion -art of planning 9. Tolerance – endurance REVISED COGNITIVE TAXONOMY: (Anderson) * Method 10. Compassion – merciful R-emembering (lowest) -systematic, step-by-step 11. Emotional Stable – remain stable & balance U-nderstanding * Technological 12. Drive – physical vigor Ap-plying -computer literacy An-alysis LEARNING STRATEGIES: (Weinstein & Mayer) E-valuating When is teaching good? (John Dewey) 1. Basic Rehearsal strategies C-reating (highest) 1. well-planned -repeating learning material 2. child is the center of education process 2. Complex Rehearsal strategies KENDALL & MARZANO NEWEST COGNITIVE 3. meets provision of individual differences -copying, underlining, shadowing TAXONOMY: 3. Basic Elaboration strategies Re-trieval (lowest) Principles of Underlying Instruction -forming a mental image C-omprehension (James Mursell) 4. Complex Elaboration strategies A-nalysis *Principle of Context -paraphrasing or summarizing K-nowledge Utilization -setting & appropriate use of materials 5. Basic Organizational strategies Me-tacognization *Principle of Focus -grouping or ordering S-elf System (highest) -subject matter & the lesson course 6. Complex Organizational strategies *** Re-C-AK cognitive system *Principle of Socialization -outlining a passage *** Me  metacognitive system -social setting in the classroom 7. Comprehension Monitoring strategies *** S  use of thinking for yourself *Principle of Individualization -checking for comprehension failures -individual characteristics of students 8. Affective & Motivational strategies AFFECTIVE TAXONOMY: (Krathwol) *Principle of Sequence -being alert & relaxed Re-ceiving (lowest) – senses/awareness -order & arrangement of learning task Res-ponding – reaction *Principle of Evaluation INSTRUCTIONAL PLANNING: V-aluing – worth -appraisal -Lesson Planning (LP) O-rganization – other people OSLEA – components/parts of LP C-haracterization (highest) – personality 5 KEY BEHAVIORS O-bjectives – most important CONTRIBUTING TO EFFECTIVE TEACHING: S-ubject Matter – IM’s, lesson, etc. PSYCHOMOTOR TAXONOMY: 1. Lesson Clarity – audible & clear L-earning Activities/Lesson Proper P-erception – senses 2. Instructional Variety – different learning equipment E-valuation S-et – ready 3. Teacher task orientation – amount of time the A-ssignment – independent practice G-uided Response – imitation teachers are engaged in teaching M-echanism – repetition 4. Engagement – amount of time the students are Motivation – mood setting (under Lesson Proper) C-omplex Overt Response – skilled but can’t modify engaged in learning A-daptation – skilled and can modify 5. Student success rate - students learned the lesson O-rigination – new movement/new skills  TYPES OF Instructional Materials (IMs) PRIOR TO INSTRUCTION: pre-assessment PROJECTED NON-PROJECTED PRINTED DURING INSTRUCTION: formative/quiz media media media AFTER INSTRUCTION: unit test, summative, exam -LCD projector a. display -pictures PRINCIPLES IN DETERMINING -Overhead -chalkboard -books PURPOSES OF ASSESSMENT: LEARNING ACTIVITIES: projector (OHP) -chart 1. Assessment FOR Learning 1. Learning is a discovery of personal meaning and -films, films -bulletin board -before or during instruction relevant ideas. strips, film b. object Examples: Problem Interest Needs Experience (PINE) slides -model * Placement test – to determine the section of 2. Learning is an active process. -electronic -mock-up (before) the student 3. Clear and high expectations and learning outcomes. materials -realia * Diagnostic test – to determine the 4. Learning is a cooperative and collaborative process. -audio -replica (before) strengths/weaknesses recordings -specimen * Formative(quiz) – to monitor progress (during) GUIDING PRINCIPLES IN realia – real/natural objects (only when feasible; this ***quizzes are recorded but not graded DETERMINING/FORMULATING means we cannot bring a realia of a carabao LEARNING OBJECTIVES: inside the classroom) 2. Assessment OF Learning 1. Begin with the end in mind replica – same size copy of the real/realia -after instruction -clear & defined objective model – scaled replica (either bigger or smaller than the -most integral 2. Share lesson objective with students real/realia) Examples: -make your students own the lesson objective mock up – detachable, manipulative * Summative test – recorded and graded 3. Lesson objective must be in the two or three specimen – only a part of the real/realia * Unit Tests, Quarterly Exams, Midterms, Finals domains -everyday lives Dale’s CONE OF EXPERIENCE: 3. Assessment AS Learning 4. Work on significant & relevant lesson objectives We remember/learn __% of what we ____… -self-assessment -PINE 10% -peer assessment -focus on the important points of objectives READ -self-evaluation 5. Aligned with the aims of education as embodied in 20% the Philippine Constitution and other laws. of what we HEAR CONCEPTS: -align activities to Vision/Mission of the school 30% Approach – viewpoint of what we SEE 6. Critical & Creative Thinking Strategy – planning -HOTS (higher order thinking skills) 50% – general design of how the lesson will be of what we HEAR & SEE 7. Lesson objectives must be SMART delivered 70% -Specific, Measurable, Attainable, of what we SAY & WRITE Method – step-by-step, systematic Reliable/Result-oriented, Time-bound 90% Technique – style (of the teacher) of what we DO *This means that we learn best when we do things in a GENERAL APPROACHES IN TEACHING: PRINCIPLES OF SELECTION OF LEARNING more actual way. “Experience is the best learning.” MATERIALS: (Smith & Nagel) *From top to bottom, it is indirect learning to direct A. DIRECT INSTRUCTION – focus is knowledge learning. 1. Deductive method – general to specific Prepare yourself 2. Demonstrative method – show & tell, Prepare your students The Concrete-Abstract Continuum: (Bruner) imitation, observation Present the material 1. enactive – actions 3. Lecture method – clarifying Follow up (objectives) 2. iconic – images 3. symbolic – words  h. Role playing SPECIAL TECHNIQUES: -act out, portrayal * Seminar – lecture driven i. Simulation * Workshop – output B. INDIRECT INSTRUCTION – focus is experience -imitating real life scenario * Forum – a speaker lectures on a topic, then Q&A from 1. Inductive method – specific to general j. Small group discussion audience 2. Discovery method –students are organizing * homogeneous grouping – same kind * Think-pair share (TPS) ideas and process it by themselves of students – students think to themselves on a topic 3. Laboratory method – hands-on use of * heterogeneous grouping – different provided by the teacher and get a pair apparatus kind of student; no basis of grouping 4. Problem-solving – solution k. Socratic method 5. Project method (performance) -Q&A method QUESTIONING TECHNIQUES: - can be tangible or intangible -learner-centered ask question – pause – call a student l. Symposium  this is to involve as many students as possible OTHER INDIRECT MODELS: -2 to 5 persons discussing in front of 1. Low-level questions * Problem-Based Instruction (PBI) an audience -also called “Convergent questions” -meaningful context to real problem -needs an advance & extensive -close-ended questions; one answer * Metacognitive strategy preparation -What, Who, When, Where? -thinking above thinking 2. High-level questions * Reflective teaching method -also called “Divergent questions” -past experience -open-ended questions; different answers * Jigsaw method MULTIPLE INTELLIGENCES: (Howard Gardner) -Why, How, Explain, etc. -leaders of each group will discuss, then return 1. Verbal-linguistic – language, words to their groups to share what they discussed 2. Logical-mathematical – logic, math * Brainstorming 3. Spatial-visual – drawing, painting, etc. TYPES OF QUESTIONS: (Brooksfield) -sharing of ideas 4. Bodily kinesthetic – dancing, sports, etc. 1. Epistemological – questions about beliefs -tool to foster creativity 5. Musical – music Ex. Why does the author believe…? * Student Teams Achievement Strategy (STAS) 6. Naturalist – nature, environment 2. Experiential – encountered a. Constructivist teaching 7. Interpersonal – people oriented, sociable 3. Communicative – to convey -constructing meaning according to 8. Intrapersonal – good in self-reflection 4. Political – government issues prior knowledge 9. Existentialist – questions about life b. Cooperative learning -interdependently *** This means that every learner has their own kind of GUIDELINES IN ABSORBING QUESTIONS: *cooperative – same task, one goal intelligence. 1. Wait time –3-5 seconds (extend for difficult questions) *collaborative – different tasks, one goal 2. Prompting – using hints c. Distance learning 3. Redirection – involve others -no physical attendance but with STRUCTURES IN COOPERATIVE LEARNING: 4. Probing – elaborate more access to education (online) 1. Debate d. Field trips -two opposing arguments -outside the traditional setting 2. Round Table MODES OF INSTRUCTIONAL DELIVERY: e. Multiple Intelligence (Gardner) -7 or above members * Formal Education – institutionalized, face-to-face f. Panel 3. Buzz session * Non-formal Education – ALS, module -various perspectives, pros & cons -5 or below members * Informal Education – home, no diploma g. Peer tutoring 4. Philips 66 -students are working on a one-to-one -6 members (6 minutes each) basis or small group discussion  PITFALLS IN TEACHING: 7. Business Academic Approach 1. Dangling -engaging students in academic approach -bitin ang pagtuturo 8. Acceptance Approach -iniwan ang topic na hanging -feel accepted & felling of belongingness 4 TYPES OF MISBEHAVIOR -left unfinished 1. Attention-getting - estudyanteng papansin * Truncation TYPES OF POWER: 2. Power-seeking - arguing, bida-bida -jumps to another topic without going back 1. Legitimate Power – locus parentis 3. Revenge-seeking - siga, bully * Flip-flop – power of the teacher as a parent 4. Withdrawal - walang pakialam -jumps to another topic then go back again to 2. Reward Power – compensation - isolate themselves the previous topic 3. Expert Power – mastery of content - display of inadequacy 2. Overdwelling 4. Referent Power – strongly liked & admired teacher -staying too long on a topic 5. Coercive Power – compliance after a misbehavior TIME MANAGEMENT -giving too much time on a topic 1. Mandated time – school calendar 3. Fragmentation CLASSROOM MANAGEMENT STRATEGIES: 2. Allocated time – schedule/period -breaks down an activity 1. Withitness 3. Instructional time – oras na nagturo ka (excluding 4. Jerkiness -“eyes at the back of your head” attendance, prayer, etc.) -lack of smoothness & momentum -awareness of the whole classroom happenings 4. Engaged time – time when students actively 5. Thrust 2. Planned Ignoring participate in activities -burst, binigla ang klase -ignore a behavior, it will eventually disappear 5. Academic learning time – time when the students -ex: surprise quiz 3. Signal Interference are learning 6. Stimulus-bound -ex: “ssshhhhhhh!” -affected by external stimuli -ex: staring at a misbehaving student 3 C’s OF CLASSROOM CONTROL: -nadistorbo ka dahil may dumaan sa labas ng 4. Antiseptic bouncing * Content – delivery of instruction classroom -asking misbehaving student to go out of the * Conduct – promotion of safe & orderly learning classroom so it won’t affect the others. This environment only applies for extreme misbehaviors. * Context – communication APPROACHES TO CLASSROOM MANAGEMENT: 5. Proximity Control 1. Behavioral-Modification Approach -lalapit sa estudyanteng nagmi-misbehave 5 S’s OF CLASSROOM CONTROL: -reinforcement & punishment 6. Hurdle Help * Sort – properly tagged 2. Socio-economic Climate Approach (Rogers) -encouragement; “kaya mo yan” * Set to order/Straighten -interpersonal relationship 7. Removal of seductive objects * Shine – cleanliness 3. Success Approach -confiscating things * Standardize – quality & acceptable -not excusing bad behavior 8. Direct Appeal * Sustain – heart of 5S, maintain the first 4S -wag palampasin ang bad behavior -tinawag mismo ang batang nagmi-misbehave 4. Assertive Approach (Lee & Canter) PARENTING STYLES: -specifying rules ADDITIONAL KEY TERMS: LOW limits & HIGH limits & * proactive – specify rules on Day 1 of school * Routine – normal procedure boundaries boundaries * reactive – attending to situations as it comes * Consistency – password for effective management HIGH love & 5. Group-Process Approach * Review Lesson – previous learning experience PERMISSIVE AUTHORITATIVE -group dynamics * Drill Lesson – repetition to master warmth LOW love & 6. Group Managerial Approach * Development Lesson – understanding, analysis, & NEGLECTFUL AUTHORITARIAN -“ripple effect” generalization warmth *** Among these 4 parenting styles, Authoritative is the -escalating behavior * Cumulative Review – sum total best because it maintains both high discipline & high -pag pinagalitan ang isa, magtitino na * Constructivism – creating using prior knowledge care for the child. rin ang iba  * Social Stratification – rank or order in the society TYPES OF FAMILY: 1. According to STRUCTURE SOCIAL SCIENCE THEORIES ON EDUCATION a. Single Parent – reasons: divorce, death, 1. Consensus Theory abandonment * Integrative approach – connection, teams up, -widespread agreement b. Nuclear/Conjugal – composed of mother, father, and thematic approach -social order, social regulation, stability child/children * Collaborative – different tasks, one goal 2. Conflict Theory (Karl Marx) c. Extended/Consanguineous – nuclear + relatives * Inquiry based – exploration/examination -disagreement or competition d. Communal – community family, friends, school, etc. * Heuristic – enabling a person to discover or learn -class, crisis, change e. Blended/Reconstituted/Bonus Family something for themselves -human society develops through class struggle -stepmother, stepfather, stepsiblings * Synectics – promote creative thinking through analogy * David Emil Durkheim f. Homosexual – same sex partners/parents and comparison -main proponent of functionalism & consensus d. Cohabiting – live-in theory. *** Illegitimate child – a child whose parents are not Social Dimensions of Education… -wrote “The Division of Labor & Society” book married yet 3. Structural Functionalism TOP 3 WHERE TEACHERS ARE MOST RESPECTED: -the social institutions 2. According to RESIDENCE 1. China – 100% respected a. Patrilocal – nakatira sa father side 2. Malaysia – 93.3% respected The 5 MAJOR SOCIAL INSTITUTIONS: b. Matrilocal – nakatira sa mother side 3. Taiwan – 72.2% respected 1. Family c. Neolocal – separated, they have their own home 2. School TOP 3 WHERE TEACHERS ARE MOST 3. Religion/Church 3. According to AUTHORITY DISRESPECTED: 4. Government 1. Patriarchal – the father has more authority 1. Brazil 5. Economy 2. Matriarchal – the mother has more authority 2. Israel 3. Equalitarian – equal authority 3. Italy 4 FUNCTIONAL IMPERATIVES: (Talcott Parsons) 1. Adaptation – a system must cope with external 4. According to MARRIAGE TOP 3 HIGHEST SALARY FOR TEACHERS: situational contingencies a. Monogamy – married to only one partner 1. Switzerland - action system b. Polygamy – married to more than one partner 2. Germany 2. Goal Attainment – system must achieve its primary -this is only legal for the Muslims in the Philippines 3. Singapore goals * Poygyny – lalake ang may maraming asawa - personality system, political activity * Polyandry – babae ang may maraming asawa BASIC CONCEPTS OF SOCIAL DIMENSION: 3. Integration – interrelationship * Social – characteristics of human to interact with one - social system Endogamy – same social category another 4. Latency – pattern maintenance & moral commitment Exogamy – different social category * Society – group of people bind by any culture - cultural system Homogamy – same age, characteristics, color * Sociology – study of society * Sociology of Education – how education affects The 5 Major Social Institutions… society NORMS – social expectations from the society FAMILY Aguste Comte – Father of Sociology -united by blood, marriage, & adaption Types of Norms: – society develops if religious, Functions: 1. Folkways – customs, convections, traditions metaphysical, & scientific 1. Reproduction - GMRC 2. Cultural transmission Ex: “you should not chew loudly” Max Weber – Father of Modern Sociology 3. Socialization “po” & “opo” – social stratification 4. Affection  GOVERNMENT ECONOMY Branches: Macroeconomics – economy as a whole a. Executive branch Microeconomics – specific economic units -enforce laws 2. Mores – relates to morality -President, VP, Governors, Mayor, etc. Ex: wearing bikini going to church is immoral b. Legislative branch INTERACTIONIST THEORY a. Taboo – immoral & repulsive, but is allowed -create laws Symbolic Interactionism in other cultures -Congress (House & Senate) -requires mental thinking Ex: eating human flesh, incest, c. Judiciary branch Non-symbolic interactionism Muslims eating pork, asking age of a -interpret laws -does not require mental thinking woman in Western cultures -Supreme Courts, lower courts -pinagpapawisan pag mainit b. Law – formally inscribed at the state Looking Glass Self - comes with penalty by the government TYPES OF GOVERNMENT: -we see ourselves as how others see us 1. Monarchy – king & queen SCHOOL a. Absolute Monarchy PILLARS OF EDUCATION -nurseries of the state -the king & queen has a power to rule 1. Learning to KNOW – knowledge, 3Rs, reasoning, Ex: Oman master, problem solving, learning skills 4 FUNCTIONS OF SCHOOL: b. Constitutional Monarchy 2. Learning to DO – application of knowledge, skills, 1. Intellectual – 3R’s, HOTS -king & queen has no power to rule technical, techvoc, TESDA, competence, creativity 2. Social – to become warranty members of society -they are just designs 3. Learning to BE – whole, holistic, fulfillment, mind, 3. Economic – occupational endeavors, skills Ex: United Kingdom (UK) body, & soul development 4. Political – patriotism * The Prime Minister is the head of state for 4. Learning to LIVE TOGETHER – diverse, peace & countries that have Constitutional Monarchy harmony, no conflict, art of dialog, empathy CENTRALIZED vs. DECENTRALIZED: 2. Democracy - rule by the people 5. Learning to TRANSFORM ONESELF & SOCIETY – Centralized – power is exclusively in the hands of top - Republic agents of change, transformation, changes, influence management 3. Oligarchy -rule by few (wealthy people) Decentralized – disseminating power from hig