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TECHNICAL WRITING REVIEWER FIVE IMPORTANT PRINCIPLES in GOOD Is characterized by certain formal TECHNICAL WRITING elements, such as its scientific and technical vocabulary, its use of graphic aids, and its use of 1. Alway...

TECHNICAL WRITING REVIEWER FIVE IMPORTANT PRINCIPLES in GOOD Is characterized by certain formal TECHNICAL WRITING elements, such as its scientific and technical vocabulary, its use of graphic aids, and its use of 1. Always have in mind a specific reader conventional report forms. 2. Always decide what the exact purpose of your report is - TECHNICAL WRITING 3. Use language that is simple, concrete, and familiar. Products of technical writing 4. Check your writing according to this principle: “First you tell the reader what 1. Is a type of written communication. It is you’re going to tell him, then you tell written using formal language and follows him what you’ve told him.” formal elements of letter writing. 5. Make your report attractive. - BUSINESS LETTER PURPOSES OF TECHNICAL WRITING 2. Written agreement between two people 1. It serves as a basis for management decisions. under mutually agreed terms. 2. It furnishes needed information. 3. It gives instructions. - CONTRACT 4. It records business transactions through proposals. 3. Is a detailed essay or book on a very specific 5. It procures business proposals. topic. 6. It serves as the basis for public relations. 7. It provides reports to stockholders of - MONOGRAPH companies. 4. A ready-format memorandum that only PROPERTIES OF TECHNICAL WRITING requires a checkmark on the appropriate box that contains the message. 1. Subject Matter: In writing technical papers, you must ask the question, “What will I write - PRINTED ACTION MEMO about?” 2. Audience: When thinking about the audience, 5. Drawings, sketches and illustrations that aid ask “Whom am I writing for?” Or who are my the readers in understanding the presented data. intended readers?” 3. Expression: This property refers to two basic - GRAPHIC AIDS modes in which a technical report has to be delivered -writing it or reading it. 6. Written to guide the readers on how 4. Style: This refers to how the material is to assemble, maintain and operate an apparatus, written. machine, or Gadget. 5. Arrangement of materials: This pertains to how ideas should be organized - INSTRUCTIONAL MANUALS 5 BASIC TYPES OF WRITING 7. Pamphlets or flyers that endorse a product in such a way that the potential customer will be 1. Technical Writing conveys specific convinced that the product is effective. information about a technical subject to a specific audience for a specific purpose. - BROCHURES 2. Creative Writing is fiction -- poetry, short stories, plays and novels -- and far 8. Written suggestions on how to make the different from technical writing. company or organization more productive and 3. Expressive Writing is a subjective response successful. to a personal experience -- journals and diaries - - PROPOSALS 4. Expository Writing exposes a topic analytically and objectively, such as news 9. Interoffice written communication used to Reports, does not necessarily expect a response disseminate information. or action from the reader. - MEMORANDA 5. Persuasive Writing depends on emotional appeal. Its goal is to change one’s False implications - assuming the outcome of a attitudes or motivate him/her to action. project or making sweeping generalizations. Exaggerations - expressing situations in DIFFERENCES BETWEEN TECHNICAL extreme WRITING AND CREATIVE WRITING proportions. Euphemisms - writing about situations in TW CW seemingly good conditions even though they are Content factual, imaginative, not. straight-forw metaphorical Don’t mislead your readers. ard or symbolic THE WRITING PROCESS Audience specific general Purpose inform, entertain, Reading is an input skill, therefore writing is its instruct, provoke, output. persuade captivate 1.PRE-WRITING STAGE- the first stage in Style formal, informal, standard, artistic, the writing process. It is what the academic figurative writer does before he writes the first draft. Tone objective subjective a. Purpose of the paper. This is necessary to determine the Vocabulary specialized general, evocative content of the paper to be included, the organization and Organization sequential, arbitrary, style of the paper. systematic artistic b. Choice of topic. A writer has to explain or justify his/her chosen topic. LEGAL & ETHICAL CONSIDERATIONS c. Gathering information. A writer must be able to find 1. COPYRIGHT LAW - covers the protection sources of information to enrich his/her topic. of the rights of the author. 2. TRADEMARK LAW - pertains to federal Pre-writing Techniques: protection (different from registered 1. Keep a writer’s journal by recording trademarks). personal experiences, perceptions, and ideas. 3. CONTRACT LAW - covers written 2. Do free writing. Write about whatever comes warranties or their implied to mind. warranties. 3. Brainstorm by listing ideas as quickly as they 4. LIABILITY LAW - pertains to occur. responsibilities or obligations of writers 4. Cluster by drawing lines and circles to show especially claims they made on their paper. connections between ideas. It is also called webbing or PRINCIPLES OF ETHICAL making connections. COMMUNICATION 5. Ask questions using the news reporter’s 5Ws - Who? What? - Technical writers are like researchers. Both Where? Why? When?... and How? take into consideration the bounds and limitations to things that they 6. Read with focus. This entails reading write. efficiently to locate and collect specific information. DOs of Technical Communication 7. Listen with focus. This means listening Abide by relevant laws. efficiently to locate and Abide by the appropriate corporate or collect specific information. professional code of conduct. 8. Observe by noticing details around you Tell the truth. through the senses. Be clear. 9. Imagine. Probe your imagination for ideas, Avoid discriminatory language. often use a “what if?” Acknowledge assistance from others. Approach. DON’Ts OF TECHNICAL WRITING WRITING STAGE -Reflects different spiritual tradition within india The writing stage is the part where We begin to write our first draft. MAHABHARATA DOs and DON’Ts of Writing a First Draft -means “the great tale of the Bharata dynasty” -Longest epic of the world 1.Don’t over analyze your writing. -Written by Veda Vyasa in 4th century 2. Do feel free to follow the flow of ideas where -One hundred thousand long verses, long it is leading you, even if it is not what you prose passages, or about 1.8 million words initially planned. intotal 3.Don’t exaggerate details. 4.Do work on the details as much as possible to A great war “kurukshetra” keep the story fresh in your mind. between Kauravas and Pandavas that 5.Don’t worry yet about how good your writing ended one age and began another is. 6.Do have fun! MAHABHARATA CULTURAL IMPORTANCE RE-WRITING STAGE A mirror to ancient India - The Mahabharata This stage is also known as the “revision” provides a glimpse into the socio-political and stage. We revise to ensure that: cultural milieu of ancient India. A Source of Moral and Ethical Teachings- 1. the content of the paper is relevant; sacred text in Hinduism, often referred to as the 2. there is organization and coherence in the "fifth Veda. arrangement of the ideas; and Shaping Indian Identity and Nationhood- The 3.grammar and mechanics are clearly Mahabharata has played a significant role in Observed. shaping Indian identity and national consciousness. Global Influence and Adaptations - The Mahabharata's influence extends beyond India, SAVITRI -Savitri is a legendary figure known for her devotion and virtue -She was the daughter of King Ashvapati of Madra. -Savitri’s tale highlights her courage and unyielding love as she defied a prophecy of her husband’s early death and ultimately restored his life through her unwavering faith and clever negotiation with Yama, the god of death. -This story reflects themes of devotion, love, and the power of righteous determination in Indian mythology. RAMAYANA The Ramayana is an ancient Sanskrit epic SURVEY OF AFRO ASIAN LITERATURE which follows Prince Rama's quest to rescue his REVIEWER beloved wife Sita from the clutches of Ravana with the help of an army of monkeys. It is INDIAN POETRY traditionally attributed to the authorship of the sage Valmiki and dated to around 500 BCE to 100 BCE. Maharshi Valmiki, the author of the great Indian epic Ramayana. "Ramayana" is an epic story that describes the life of Prince Rama, his wife Sita, and the trials they went through. begins in the kingdom of Ayodhya, King Raja Dasaratha is childless. he decided to perform a ritual to get Children. they got Rama, the youngest and most beloved son. He became an exemplary warrior and a good man. He meets Sita, the daughter of Raja Janaka, in a marriage contest, and becomes Sita's husband. A tragic turn of events, Rama is forced to leave Ayodhya and go to the forest for fourteen years as part of a punishment imposed by his stepmother. Sita is captured by Ravana, the powerful king of Lanka, and brought to his kingdom. CULTURAL IMPORTANCE 1.Religious Significance: as one of the two major Sanskrit epics of ancient Indian literature, 2.Moral Lessons: The epic explores themes of righteousness (dharma), duty, loyalty, and the complexities of human relationships. 3.Cultural Influence: The Ramayana has inspired countless adaptations in various forms of art, including dance, theater, and Cinema. 4. Festivals and Rituals: The epic plays a crucial role in several Hindu festivals, such as Diwali, which celebrates Rama's return to Ayodhya after defeating Ravana. 5. Social and Political Commentary: Throughout history, the Ramayana has been used to reflect on social values and political Issues. 6.Philosophical Insights: The narrative encourages introspection and self-reflection, prompting readers to AL1 REVIEWER consider their own values and actions. SHIFT OF EDUCATIONAL FOCUS FROM CONTENT TO LEARNING OUTCOMES (CHAPTER 1) -Education originated from the terms " educare" or "educere" which means " to draw out" -It is a "pouring in" process. - What the graduates are supposed to be able to -Teacher was the infallible giver of knowledge do beyond graduation. and the 2. Program Outcomes The student was the passive recipient. - Graduates of a particular education program or -Focuses on content and subject matter. degrees are able to do so at the completion of the degree. outcomes-based education: Matching 3. Course or Subject Outcomes intentions with accomplishment - What students should be able to demonstrate at the end of the course/subject. Outcomes-Based Education (OBE) has three 4. Learning or Instructional Outcomes. (3) characteristics: - What students should be able to do after a lesson. It is student-centered, It is faculty driven, and MEASUREMENT, ASSESSMENT AND It is meaningful. EVALUATION IN OUTCOMES-BASED EDUCATION (CHAPTER 2) Procedures to implement outcomes-based education: MEASUREMENT 1.Identification of the educational objectives Process of determining and describing of the subject/course. the attributes or characteristics of - broad goals that the subject/course expects to physical objects generally in terms achieve of quantity. - “to develop, to provide, to enhance, to inculcate, etc. Knowledge of the subject matter is often measured through 2. Listing of learning outcomes specified for standardized test. each subject/course Objective. TYPES OF MEASUREMENT - Educational objectives by Benjamin Bloom, “Bloom’s Taxonomy” is OBJECTIVE METHOD grouped into three: Cognitive, Psychomotor, and Evaluation is based on clear, Affective. unambiguous criteria, 3. Drafting outcomes assessment procedure. The scoring is consistent and not - Enables the teacher to determine the degree to influenced by the grader’s opinions or which the students feelings. are attaining the desired learning outcomes. there is a single correct answer or response. The Outcomes of education SUBJECTIVE METHOD -focuses on classroom instruction on Evaluation is based on the grader’s the skills and competencies that judgment, interpretation, and opinion. students must demonstrate when it is typically guided by rubrics or they exit. criteria. Educational measurement Measurement of Quantity or Quality of Interest = True value + random error 2 types of outcomes TERMINOLOGIES Immediate outcomes- Right now results INDICATORS- Denotes the presence or absence of a measured Deferred outcomes- Later on results characteristics. Institutional, program, course and VARIABLES- Are measurable characteristic of learning outcomes a student ( age, height, etc.) 1.Institutional FACTORS- Are elements or conditions that judging the worth of program while contribute to or impact the achievement of The program activities are in progress. outcomes. focuses on the process. SUMMATIVE judging the worth of a program at the end of the program activities. focus is on the results. subject of evaluation is wider than assessment which focuses specifically ASSESSMENT on student learning outcomes. -Gathering evidence of student PURPOSES OF ASSESSMENT: performance over time to understand their ASSESSMENT FOR, OF, AND learning and skill mastery. AS LEARNING Derived from the Latin word ASSESSMENT FOR "assidere, " meaning "to sit beside." LEARNING (AFL): occurs when teachers use inferences about TYPES OF ASSESSMENT EVIDENCE: student progress to inform their teaching. Dialogue records Journals ASSESSMENT FOR Written work LEARNING (AFL): Portfolios "assessment PARA SA pagkatuto" Tests Formative type of assessment Examples: Seatworks, Q&A, Quizzes THE PURPOSE OF ASSESSMENT: Improve Student Learning ASSESSMENT OF Provide Reliable Information LEARNING (AOL): "assessment NG natutunan o pagkatuto" KEY PRINCIPLES OF ASSESSMENT: Summative type of assessment Based on Standards Reflects Permanent Learning Examples: Summative test Prelim/Midterm/Final, Achievement test ASSESSING SKILLS VS. UNDERSTANDING: ASSESSMENT AS LEARNING (ASL): Skill Assessment: Relatively "assessment BILANG pagkatuto" straightforward, as skills are observable Self-directed assessment and demonstrable. Examples: Reflections, Feedback, Insights Understanding Assessment: More complex, requiring inference from indicators like written descriptions. EVALUATION: Evaluation originates from the root Literary criticism reviewer word "value" Intro to literary Criticism Evaluation is a process designed to 1. Understanding "Criticism" provide information that will help us to make judgment about a particular Criticism as Fault-Finding: Often, "criticism" is mistakenly understood only as a negative evaluation—finding Situation. fault, disapproving, or pointing out mistakes. FORMATIVE Criticism as Interpretation and Judgment: In a broader, Understanding Different Views: Engaging with more scholarly sense, criticism refers to analyzing, perspectives different from your own helps you interpreting, and making judgments about the value or understand and appreciate diverse viewpoints. merit of works of art, particularly literature. A critic evaluates these works, often through reviews or essays, Richer Understanding: Analyzing a work from various analyzing aspects like structure, themes, and perspectives deepens your understanding of the text, techniques. revealing complexities and nuances you might have missed from just one point of view. 2. What is Literary Criticism? Definition: Literary criticism is the analysis, Defining Criticism, Theory and Literature interpretation, and judgment of literary works. It helps readers understand not just the plot, but the deeper meaning of a text—its structure, context, themes, and 1. Literary Theory Overview the social or political messages within it. Worldviews and Interpretation: Every reader brings their Forms: Literary criticism usually takes the form of essays, own experiences and worldview when reading a text, articles, or reviews written by experts who discuss an which influences how they interpret it. Different readers author's work. In this sense, it is a secondary source can approach the same work of literature in various since it critiques primary works (such as novels or ways based on their individual backgrounds and plays). perspectives. Misunderstanding: Literary criticism does not mean No Single Correct Theory: There is no one literary theory simple complaint or disapproval. It involves studying that can offer the ultimate interpretation of a text. Each literature to uncover its deeper meaning and worth. theory raises different valid questions, and no single theory can address all aspects of a work of literature. 3. What Does a Literary Critic Do? 2. Variety of Literary Theories A literary critic is not just someone who decides whether a book is good or bad but tries to explain the Some theories focus solely on the text itself, believing significance and meaning of the text. They explore how the text contains all necessary information for literature reflects and affects culture, society, and interpretation. politics. A critic also analyzes the text's artistic elements, such as narrative structure, symbolism, and Other theories explore the text's historical, political, thematic depth. social, religious, or economic context. 4. Why Analyze Literature? Some theories, like reader-response criticism, are centered on how readers engage with the text. Deeper Understanding: Analyzing literature helps readers gain a richer understanding of the text, 3. Different Perspectives in Literary Theory appreciating the author's craft and the message behind the work. Each literary theory establishes its own basis and method for interpretation, similar to sitting in different Socrates' View: As Socrates said, "The life which is seats in a theater and obtaining different views of the unexamined is not worth living." Applying this to same stage. Literary theorists study the same text but literature, criticism invites us to examine and reflect on offer diverse interpretations because of their unique the texts we read, making our reading experience vantage points. more meaningful. Schools of Criticism: Over time, groups of critics form Enhancing Enjoyment: By discussing and analyzing schools of thought based on shared beliefs, such as texts, we enhance our enjoyment and understanding of Marxist criticism, which emphasizes social and historical them. concerns, or reader-response criticism, which focuses on individual reader reactions. 5. Literary or Critical Theory 4. Major Schools of Literary Criticism Definition: Literary theory (or critical theory) refers to different ways of looking at and interpreting texts. These Some major schools include: theories go beyond basic plot or character analysis and provide new perspectives, often incorporating Russian Formalism and New Criticism: Both focus on the ideas from philosophy, psychology, sociology, and text itself, emphasizing close reading and the analysis of other fields. literary elements like form, structure, and style, without considering external factors like authorial intent or Critical Perspectives: A critical perspective is essentially historical context. a lens through which a text is examined. It can shape the way readers interpret literature, emphasizing Reader-Oriented Criticism: Emphasizes the reader's role certain elements such as gender, race, class, or in interpreting a text. Meaning is not fixed and arises historical context. through the interaction between the reader and the text, shaped by individual experiences and emotions. 6. Benefits of Multiple Critical Perspectives Structuralism and Postmodernism (including Affirming Your Views: One perspective may align with Deconstruction): Structuralism analyzes the underlying how you already see the text, confirming your structures (e.g., language) that govern human culture interpretation. and texts. Postmodernism questions established truths and hierarchies, often using Deconstruction to show Literary Genres that texts have multiple, often contradictory, meanings. Common Literary Genres Psychoanalytic Criticism: Based on Freud and later psychoanalytic theorists, this approach analyzes Fiction literature by examining unconscious desires, fears, and motivations, often focusing on characters' Writing that tells about imaginary people, psychological conflicts. events, or worlds. Feminism: Examines literature from the perspective of Example: Indarapatra at Sulayman (a gender, highlighting issues of patriarchy, power made-up story based on Philippine structures, and representation of women. It advocates mythology). for the inclusion of women's voices and critiques male-dominated literary traditions. Fantasy Marxism: Focuses on class struggle, economic systems, Stories set in magical worlds where anything is and the material conditions of society. It interprets possible. Includes supernatural beings, talking literature as a reflection or critique of social and animals, or magical elements. political conditions, particularly regarding issues of inequality. Example: Harry Potter series. New Historicism: Views literature in relation to the Historical Fiction historical and cultural context in which it was produced. It sees history as subjective, emphasizing the Fictional characters and events are set in a interplay between the text and the conditions of its historical period. Readers learn about history creation. through the characters’ interactions with the past. Mythological and Archetypal Approaches: Explores the universal myths and symbols (archetypes) that recur in Example: A story set during World War II with literature across cultures. Based on the work of Carl fictional characters experiencing real events. Jung, this approach identifies patterns like the hero's journey or the wise old man in stories. Science Fiction Ecocriticism: Focuses on the relationship between Focuses on imagined future technology, literature and the natural environment. It examines how space travel, or alien worlds. Often involves nature is portrayed in literature and critiques exploration of the unknown. human-centered perspectives that contribute to environmental destruction. Example: Star Wars, Kokey trilogy. Horror & Mystery 5. Applying Theories to Texts Horror: Fiction that creates a feeling of fear or dread. To apply a literary theory to a work, readers need a strong understanding of the theory itself. A pre-existing Example: True Philippine Ghost knowledge of a theory helps readers identify Stories. connections between the text and the theory during the reading process. Mystery: Fiction that centers around solving a crime or uncovering secrets. Example: In Shakespeare's Richard III, the phrase "A horse, my Kingdom for a horse" can be analyzed using Example: Detective novels. Psychoanalytic Criticism. A reader might interpret the horse as a symbol of patriarchal power, with Richard Realistic Fiction seeing it as a means of maintaining control over his kingdom, likened to the authority of a father figure. Stories that could actually happen in real life, with realistic characters and settings. 6. Conclusion Example: A novel about high school students Different schools of criticism provide multiple lenses dealing with real-life problems. through which to understand literature, society, and culture. By engaging with literary theory, readers Legend broaden their perspectives and challenge their own assumptions. Stories handed down from the past, often believed to be true but hard to verify. Includes Ignoring literary theory might result in a narrow, supernatural or moral elements. unquestioned view of literature and the world. Embracing theory fosters tolerance for diverse Example: Legends about mythical heroes like interpretations and a deeper understanding of Indarapatra at Sulayman. humanity and its concerns. Tall Tale In essence, the text emphasizes the importance of literary theory in enriching our understanding of Stories with exaggerated elements. The main literature and promoting intellectual growth through character is often portrayed as an varied interpretations.  extraordinary person, better than an ordinary Chick Lit person. Genre fiction that addresses modern Example: Stories explaining how natural womanhood, often in a humorous or phenomena came to be. lighthearted manner. Fairy Tales Example: It Felt Like a Kiss by Sophie Kinsella. Stories often beginning with "Once upon a Flash Fiction time," involving magical characters, enchantments, and happy endings. Extremely short stories, often no more than a few hundred words. Example: Cinderella, Snow White. Example: "For sale: baby shoes, never worn" Non-Fiction Genres by Ernest Hemingway. Biography Six-Word Flash Fiction A true account of a person’s life written by A variation of flash fiction where the entire someone else. story is told in just six words. Example: Marcos of the Philippines by Hartzell Example: "Eye contact: how souls catch fire." Spence. Science Fiction Autobiography Focuses on futuristic technology, space, time travel, A true account of someone’s life written by etc. the person themselves. Example: The Hunger Games by Suzanne Collins. Example: A Japanese in the Philippines by Kayoshi Oua. Blog 21st Century Literary Genres A website where short articles (posts) are regularly updated. Illustrated Novel Example: Blogs on favorite pets like Dogs are My A story told through text and illustrated Favourite. images. Hyper Poetry Example: Arrival. Digital poetry that uses hyperlinks and markup Digi-Fiction language to create a nonlinear reading experience. A multimedia form of storytelling where Literary Analysis vs, Interpretation, vs. Discussion readers must engage with different formats (e.g., digital, textual, visual) to get the full Literary Discussion story. Objective: Engage in collaborative conversation to Example: Level 26 by Anthony Zuiker. enhance comprehension, challenge ideas, and deepen connection to a text. Graphic Novels Focus: Constructing meaning through group discussion, Stories told using comic book-style visuals. where readers share perspectives, ask questions, and debate interpretations. Example: The Walking Dead. Skills Developed: Critical thinking, communication, and Manga cooperative analysis. Japanese comics or graphic novels that Literary Analysis combine artistic and storytelling elements. Objective: Examine and interpret texts in a detailed Doodle Fiction and systematic way to uncover meaning, structure, and purpose. A genre where the narrative is told with doodle drawings and handwritten graphics. Focus: Study aspects of the text such as language, themes, characters, and authorial intent. Different Example: Diary of a Wimpy Kid series. types of analysis, such as cultural, feminist, historical, and psychological, focus on specific angles or theories. Text-Talk Novels Approach: Stories told primarily through dialogue in a format that simulates texting or social media Cultural Analysis: How cultural elements exchanges. influence the text.  Feminist Analysis: Examining gender Cultural Analysis: How cultural elements dynamics. influence the text. Historical Analysis: Placing the text in historical Feminist Analysis: Examining gender context. dynamics. New Criticism: Focusing solely on the text Historical Analysis: Placing the text in historical without external influences. context. Psychological Analysis: Analyzing characters’ New Criticism: Focusing solely on the text or author’s mental states. without external influences. Reader Response: Exploring how different Psychological Analysis: Analyzing characters’ readers perceive the text. or author’s mental states. Literary Interpretation Reader Response: Exploring how different readers perceive the text. Objective: Make an explicit argument about the text's deeper meanings, implied themes, and contradictions. Literary Interpretation Focus: Delving into ambiguities and tensions within the Objective: Make an explicit argument about the text's text, while also recognizing how the reader's and text's deeper meanings, implied themes, and contradictions. cultural context shapes interpretation. Focus: Delving into ambiguities and tensions within the Skills: Analysis, synthesis, argumentation, and textual text, while also recognizing how the reader's and text's evidence. cultural context shapes interpretation. In summary: Skills: Analysis, synthesis, argumentation, and textual evidence. Literary discussion is collaborative and exploratory. In summary: Literary analysis is methodical and examines specific aspects of the text. Literary discussion is collaborative and exploratory. Literary interpretation offers a more personal or critical Literary analysis is methodical and examines specific argument, focusing on deeper meanings and aspects of the text. complexities. Literary interpretation offers a more personal or critical These processes often overlap, contributing to a rich argument, focusing on deeper meanings and and multi-layered understanding of literature. complexities. These processes often overlap, contributing to a rich and multi-layered understanding of literature. You’ve outlined three distinct yet interconnected approaches to engaging with literature: literary discussion, literary analysis, and literary interpretation. Here's a summary of their key differences: Literary Discussion Objective: Engage in collaborative conversation to enhance comprehension, challenge ideas, and deepen connection to a text. Focus: Constructing meaning through group discussion, where readers share perspectives, ask questions, and debate interpretations. Skills Developed: Critical thinking, communication, and cooperative analysis. AL1 REVIEWER Literary Analysis Program outcomes and student program Objective: Examine and interpret texts in a detailed and systematic way to uncover meaning, structure, outcomes and purpose. The new educational experiences require Focus: Study aspects of the text such as language, teachers to visualize the ideal graduate 3 or more themes, characters, and authorial intent. Different types of analysis, such as cultural, feminist, historical, years after graduation. and psychological, focus on specific angles or theories. THREE TYPES OF LEARNING Approach: COGNITIVE 5.) Complex Overt Response PSYCHOMOTOR The ability to perform complex movements AFFECTIVE skillfully and accurately, often in a coordinated manner. COGNITIVE 6.) Adaptation (KNOWLEDGE) The ability to modify or adapt skills in response to changing conditions or Bloom's Taxonomy primarily addresses this situations. domain. 7.) Origination Bloom's Taxonomy - is a hierarchical The ability to create new movement patterns to classification of learning objectives that fit a specific situation or problem, involving educators set for students. It consists of six high-level creativity and coordination. levels, each representing a different type of cognitive process. DAVE'S CATEGORIES IN PSYCHOMOTOR 1.) Remembering The ability to recall facts and basic concepts. Dave's categories in the psychomotor domain 2.) Understanding expand upon Simpson's framework by providing The ability to explain ideas or concepts. a more detailed structure for assessing and 3.) Applying developing motor skills. The ability to use information in new situations. 4.) Analyzing Here are the categories defined by Dave: The ability to draw connections among ideas. 1.) Imitation 5.) Evaluating The ability to observe and replicate a The ability to justify a stand or decision. demonstrated skill. This is the initial stage where 6.) Creating learners watch and try to copy movements. The ability to produce new or original work. 2.) Manipulation categorizing The ability to perform a skill with some levels from basic recall of facts to higher-order guidance and practice, where learners can carry thinking skills like analysis and creation. out the movements but may not yet have full confidence or accuracy. PSYCHOMOTOR 3.) Precision (SKILLS) The ability to perform a skill with accuracy, E. Simpson's categories in the psychomotor control, and proficiency. At this stage, learners domain provide a framework for understanding can execute the skill reliably and with correct and assessing physical skills and actions. They form. outline various levels of skill acquisition, 4. Articulation ranging from basic to more The ability to coordinate multiple skills and complex motor skills. perform them in a smooth and integrated manner. Learners can combine various PSYCHOMOTOR movements effectively. Here are the categories: 5. Naturalization 1.) Perception The stage at which a learner can perform skills - The ability to use sensory cues to guide motor automatically and with little conscious effort. activity. This includes the awareness of Skills are performed with a high level of environmental stimuli that affect movement. proficiency and adaptability. 2.) Set - The readiness to take a particular action. This In 1972, the psychomotor domain was includes the mental, physical, and emotional conceptualized in the context of educational readiness to perform a skill. psychology by William Harrow. 3.) Guided Response - The ability to perform a task with guidance or The categories in this domain are: assistance, often involving imitation or trial and 1.) Reflex Movements error. Reactions that are not learned, such as 4.) Mechanism involuntary reactions. The ability to perform a skill with some degree 2.) Fundamental Movements of confidence and Basic movement such as walking or grasping. proficiency, where the movements become more 3.) Perceptual Abilities habitual. Response to stimuli such as visual, auditory, kinesthetic, or tactile discrimination. 4.) Physical Abilities Stamina that must be developed for further development such as strength and agility. 5.) Skilled Movements Advance learned movements as one would find in sports and acting. 6.) Non Discursive Communication Use effective body language, such as gestures and facial expressions. AFFECTIVE (ATTITUDE) Characterization Internalizing Organizing Valuing Responding Receiving Categories Level 21.Observing: active mental attention to a physical activity 2.2 Imitating: attempt to copy a physical behavior 2.3 Practicing: performing a specific activity repeatedly 2.4 Adapting: fine tuning the skills and making minor adjustments to attain perfection FSIE REVIEWER Building Literacies Across Curriculum Professional Standards for Teachers  3. Positive use of ICT The K to 12 Reform (R.A. 10533) in 2013 has 4. Strategies for promoting literacy and changed the landscape of teacher numeracy quality requirements in the Philippines. The 5. Strategies for developing critical and creative reform process warrants an equivalent thinking, as well as other higher- supportive focus on teacher quality – order thinking skills high-quality teachers who are properly equipped 6. Mother Tongue, Filipino and English in and prepared to assume the roles and functions teaching and learning of a K to 12 teachers. 7. Classroom communication strategies National Competency-Based Teacher Domain 2, Learning Environment, consists of Standards (NCBTS) six strands: - As a framework of teacher quality, highlights the role of teachers to provide learning environments that are safe, secure, fair The National Competency-Based Teacher and supportive in order to promote learner Standards (NCBTS) was institutionalized responsibility and achievement. Centers on through CHED Memorandum Order No. 52, creating an environment that is learning-focused s. 2007 and DepED Order No. 32, s. 2009 and in which teachers efficiently manage learner behavior in a physical and virtual space. The Philippine Professional Standards for Teachers (PPST) 1.Learner safety and security 2.Fair learning environment -provide measures of professional learning, 3.Management of classroom structure and competent practice, and effective engagement. activities 4.Support for learner participation set of standards makes explicit what teachers 5.Promotion of purposive learning should know, be able to do, and value to 6.Management of learner behavior achieve competence, improved student learning outcomes, and eventually quality education. Domain 3, Diversity of Learners, Establishing learning environments that are AIMS OF PPST responsive to learner diversity. It encourages the set out clear expectations celebration of diversity in the classrooms and the continuing effort in attaining need for teaching practices that are differentiated proficiency to encourage all learners to be successful apply a uniform measure to assess citizens in a changing local and global teacher performance, environment. properly equipped to effectively implement the K to 12 Program. consists of five strands: All performance appraisals for 1.Learners’ gender, needs, strengths, interests teachers shall be based on this set of and experiences standards. 2.Learners’ linguistic, cultural, socio-economic and religious backgrounds Domain 1, Content Knowledge and Pedagogy, 3.Learners with disabilities, giftedness and talents Domain 1 recognizes the importance of 4.Learners in difficult circumstances teachers’ mastery of content knowledge 5.Learners from indigenous groups and its interconnectedness within and across curriculum areas, This Domain encompasses Domain 4, Curriculum and Planning teachers’ ability to apply developmentally appropriate and meaningful pedagogy grounded 4 addresses teachers’ knowledge of and on content knowledge and current research. interaction with the national and local curriculum requirements. This Domain is composed of seven strands: encompasses their ability to translate curriculum 1. Content knowledge and its application within content into learning activities that are relevant and across curriculum areas to learners and based on the principles of 2. Research-based knowledge and principles of effective teaching and learning. teaching and learning Includes five strands: 4.Professional reflection and learning to improve 1.Planning and management of teaching and practice learning process 5.Professional development goals 2.Learning outcomes aligned with learning competencies Historical, Philosophical, Theoretical, and 3.Relevance and responsiveness of learning Legal Foundations of Special and Inclusive programs Education 4.Professional collaboration to enrich teaching practice Era of Extermination 5.Teaching and learning resources including ICT Domain 5, Assessment and Reporting Definition: People with disabilities were labeled a variety of assessment tools and strategies used as "defectives" and believed to need elimination by teachers in monitoring, evaluating, from society. documenting and reporting learners’ needs, progress and achievement. Societal Attitude: Considered a burden, leading to neglect and even death. composed of five strands: Era of Ridicule 1. Design, selection, organization and utilization of assessment strategies Definition: Persons with disabilities were 2. Monitoring and evaluation of learner progress treated and achievement with scorn and used as servants, fools, or 3. Feedback to improve learning clowns. 4. Communication of learner needs, progress and achievement to key stakeholders Consequences: Mocked for their deformities 5.Use of assessment and behavior, some were put to death as a result of this ridicule. Domain 6, Community Linkages and 3. Era of Asylum Professional Engagement Definition: Society began to accept individuals This Domain expects teachers to identify and with disabilities as wards of the state. respond to opportunities that link teaching and learning in the classroom to the experiences, Shift in Attitude: They were cared for in interests and aspirations of the wider school asylums, marking a shift from elimination to community and other key stakeholders. Care. consists of four strands: Perspective on Educability in Early Special 1.Establishment of learning environments that Education are responsive to community contexts Shift in Perspective: Acknowledgment of the 2.Engagement of parents and the wider school potential for education among persons with community in the educative disabilities led to the development of special process education methods. 3.Professional ethics 4.School policies and procedures Timeline of Events, Persons, and Ideas in Early Special and Inclusive Education Domain 7, Personal Growth and Professional Development Early 20th Century focuses on teachers’ personal growth and Maria Montessori: Created techniques and professional development. materials for teaching learners with intellectual disabilities. contains five strands: Grace Fernald: Developed remedial education 1.Philosophy of teaching techniques 2.Dignity of teaching as a profession for reading. 3.Professional links with colleagues Despite advancements, special education 2006: RA 9344: Juvenile Justice and Welfare institutions Act. often had negative connotations and were seen 2007: RA 9442: Amended Magna Carta for as places for unwanted individuals. Disabled Persons. 2009: RA 9710: Magna Carta of Women. 1920s to 1940s 2012: RA 10157: Kindergarten Education Act. 2013: RA 10533: Enhanced Basic Education Alfred Strauss and Heinz Werner: Advanced Act. the field of learning disabilities through research 2013: RA 10361: Domestic Workers Act or on the neurological basis of these conditions. Batas Kasambahay. 2016: Senate Bill 1298, Individuals with Economic and social hardships led to diminished Disabilities Education Act (IDEA). focus on individuals with disabilities during the 2016: Senate Bill 996, Inclusive Education for 1920s and 1930s. Timeline. Children and Youth with Special Needs Act. 1977: Creation of the Undersecretary for 1950s to 1970s Education and Culture for Non-Formal Education. Improved economics and politics led to 1983: BP 344, Law to Enhance Mobility of increased funding and positive attitudes towards Disabled Persons. special education. 1987: Philippine Constitution (Article XIV, sections 1and 2) focuses on education for all. Head Start Program: Promoted early 1992: intervention for at-risk children. RA 7277: Magna Carta for Disabled Persons. RA 7610: Special Protection Against Abuse, Notable figures include: Exploitation, and Discrimination Act. Samuel Kirk: Coined the term "learning disabilities.“ 1989: Proclamation 480 declared 1990-1999 as the "Decade of Education for All." Marianne Frostig, Newell Kephart, William 1990: World Declaration on Education for All. Cruickshank: 1994: Salamanca Statement on the Education of Contributed to the progress of special education. Children with Disabilities. 1970s and Beyond 1996: Four Pillars of Learning (UNESCO Special education gained recognition as a formal report). profession. 2001: Dakar Framework for Action - Increased advocacy for the rights of individuals Education for All. with special needs. 2006: UN Convention on the Rights of Persons Creation of legislation focused on preventing with Disabilities. exclusion and discrimination against students 2007: UN Declaration on the Rights of with disabilities. Indigenous Peoples. Developments in the Last Century (1900s) International and National Frameworks 2009: Institutional care for individuals with disabilities became more common. Compulsory education DepEd Order 72, series of 2009: Strategy for marked a significant step towards special and Inclusive Education. inclusive education. DepEd Order 74, series of 2009: Institutionalizing Mother Tongue-Based Key Developments in Inclusive Education in Multilingual Education (MLE). the Philippines 2010: DepEd Order 22, series of 2010: Mainstreaming Madrasah Education Program. Early Developments 2011: DepEd Order 62, series of 2011: 1907: Establishment of the Insular School for National Indigenous Peoples' Education the Deaf and Blind. Policy Framework. 1960: Development of programs for the gifted. DepEd Order 103, series of 2011: Creation of Legislation and Policies Indigenous Peoples’ Education Office. 1997: RA 8371: Indigenous People's Rights 2012: DepEd Order 83, series of 2012: Act. Revised School-Based Management Framework. 2000: RA 9155: Governance of Basic 2017: DepEd Order 42, series of 2017: Education Act. Philippine Professional Standards for Teachers.  CHED Memo 74-77, series of 2017: Policies Encourages inclusive education in regular for Bachelor of Education degrees with a focus schools. on Special and Inclusive Education. 5. DepEd Order No. 42, series of 2017: Philippine Professional Standards for Programs and Initiatives Teachers (PPST) 2004: EO 356 renamed Bureau of Non-Formal Purpose: Sets clear expectations for teachers and Education to promotes continuous professional development. Bureau of Alternative Learning System. Implementation: Provides a standard measure to 2008: Launch of Pantawid Pamilyang Pilipino assess teacher performance, identifying needs, Program (4Ps). and supporting professional growth. Relevance: Ensures teachers are equipped to implement the K to 12 Program effectively, including handling diverse learners. 6. CHED Memo 74-77, series of 2017: Recent Legislations Supporting Inclusive Teacher Education Program Guidelines Education in the Philippines Requirement: All teacher education students must take a Professional Education course on the 1. Section 8, DepEd Order No. 43, series of Foundation of Special and Inclusive Education. 2013 Objective: Ensures that teachers have the basic (IRR of RA 10533 - Enhanced Basic knowledge Education Act of 2013) to handle learners with disabilities, giftedness, Objective: Recognizes the need for inclusive and talents. education by addressing the physical, intellectual, psychological, and cultural needs of 7. DepEd Order 21, series of 2019: Policy all learners. Guidelines on the K to 12 Basic Education Focus Groups: Includes gifted and talented Program learners, learners with disabilities, Muslim learners, indigenous peoples, and learners under CorePrinciple: Embeds inclusive education in difficult circumstances. the K-12 curriculum. 2. Senate Bill 1414: Inclusive Education for Framework:Provides an Inclusive Education Children and Youth with Special Needs Policy Framework to ensure the curriculum Purpose: Addresses the growing number of supports the needs of diverse learners. students with disabilities, giftedness, and talents ExistingPrograms:Promotes SpecialEducation, in the Philippines. Main Goal: Provides every Indigenous PeoplesEducation,Madrasah Filipino child and youth access to Education, FlexibleLearning Options inclusive education, along with the necessary (FLOs),AlternativeDeliveryModes (ADMs), and resources, materials, and equipment. the Alternative Learning Systems (ALS). 3. Senate Bill 1298: Individuals with Disabilities Education Act (IDEA) of 2016 Purpose: Provides free appropriate public education to children with disabilities, emphasizing special education and related services. Key Provisions: Ensures availability of qualified teachers and professionals and promotes public awareness for early 4. Senate Bill 996: Inclusive Education for Children and Youth with Special Needs Act of 2016 Objective: Establishes Special Education Centers (SPED Centers) in all public school divisions. Resources: SPED Centers will have facilities and personnel, including special education teachers and specialists, to support children with disabilities, giftedness, and talents. Promotion: