Week 3 & 4 _ Teacher and the School Curriculum 1 (1).docx

***[Week 3 & 4 :]* Teacher and the School Curriculum 1** ***[A. The Teacher as a Curricularist ]*** The professional and personal competencies of teachers are crucial in shaping effective educators who can inspire and guide students toward academic and personal growth. These competencies encompass...

***[Week 3 & 4 :]* Teacher and the School Curriculum 1** ***[A. The Teacher as a Curricularist ]*** The professional and personal competencies of teachers are crucial in shaping effective educators who can inspire and guide students toward academic and personal growth. These competencies encompass a wide range of skills, knowledge, attitudes, and behaviors that enable teachers to perform their roles successfully. Overview of the key professional and personal competencies of teachers: ***1. Professional Competencies*** a\. Subject Matter Expertise - - b\. Pedagogical Skills - - c\. Assessment and Evaluation - d\. Technological Literacy - - e\. Professional Development - - ***2. Personal Competencies*** a\. Communication Skills - - b\. Interpersonal Skills - - c\. Emotional Intelligence - - d\. Adaptability and Resilience - - e\. Ethical and Moral Standards - - **Conclusion** The professional and personal competencies of teachers are integral to their success in fostering student learning and development. A balance of these competencies ensures that teachers can not only impart knowledge but also inspire, guide, and support students in their academic and personal growth. Continuous development in these areas is essential for teachers to remain effective in an ever-evolving educational landscape. ***[B. The Traits of the 21st Century of Teachers ]*** The 21st-century teacher must adapt to rapid technological advancements, diverse classrooms, and evolving educational paradigms. YOU, yes you! As a TEACHER must know what are the essential traits that define a 21st-century teacher 1. Commitment to Continuous Learning: 21st-century teachers are dedicated to personal and professional growth. They stay updated with the latest educational research, technologies, and pedagogical strategies, reflecting the idea that learning never stops. **2. Technologically Savvy** - - **3. Innovative and Creative** - - **4. Collaborative and Connected** - - **5. Culturally Responsive** - - **6. Flexible and Adaptable** - - **7. Reflective Practitioner** - - **8. Social and Emotional Intelligence** - - **9. Ethical and Professional Integrity** - - **10. Advocacy and Leadership** - - **Conclusion** The traits of a 21st-century teacher reflect a balance between traditional values and modern demands. By embracing continuous learning, technological fluency, innovation, collaboration, and cultural responsiveness, teachers can effectively prepare students for the challenges and opportunities of the modern world. ***[C. The Philippine Professional Standards For Teachers (PPST )]*** The Philippine Professional Standards for Teachers (PPST) are a set of guidelines developed by the Department of Education (DepEd) in the Philippines. They serve as a framework for defining the competencies and professional expectations for Filipino teachers across different career stages. The PPST is designed to improve teaching quality, enhance student learning, and guide teacher professional development throughout their careers. ***Key Features of the Philippine Professional Standards for Teachers (PPST)*** 1.Domains of Teaching Practice 2\. Career Stages 3\. Development and Implementation 4\. Importance of PPST 1. The PPST is organized into seven domains, which represent key areas of teaching practice. Each domain is further broken down into strands that detail specific competencies. - a. b. - a. b. **3. Diversity of Learners** - - **4. Curriculum and Planning** - - **5.Assessment and Reporting** - - **6. Community Linkages and Professional Engagement** - - **7. Personal Growth and Professional Development** - - **[2. Career Stages]** The PPST outlines four career stages, each with progressively higher expectations and responsibilities a. b. c. d. **a. Beginning Teacher** - - **B. Proficient Teacher** - - **C. Highly Proficient Teacher** - - **D. Distinguished Teacher** - - **[3. Development and Implementation]** The PPST is aligned with the K-12 curriculum and global teaching standards. a\. It guides the professional development programs of DepEd, ensuring that teachers receive relevant training and support. b\. The standards are used in teacher performance assessments, promotions, and licensure examinations. **[4. Importance of PPST]** **A. Improving Teaching Quality:** The PPST ensures that teachers continuously improve their skills and adapt to changing educational needs. **B. Supporting Career Progression:** The career stages provide a clear pathway for teacher development and recognition. **C. Enhancing Student Learning:** By promoting high standards of teaching, the PPST directly contributes to better learning outcomes for students. **Conclusion** The Philippine Professional Standards for Teachers (PPST) play a crucial role in shaping the quality of education in the Philippines. They provide a comprehensive framework for teachers to develop their competencies, advance their careers, and contribute to the overall improvement of the Philippine education system. **D. Curriculum Development** **and Design:** 1\. What is Curriculum Development? - 2\. What is Curriculum Design? - 3\. Key Components of Curriculum Development and Design a\. Goals and Objectives - - b\. Content Selection - - c\. Learning Experiences - - d\. Assessment and Evaluation - - - 4\. Four Essential Models of Curriculum Development a\. Tyler's Model (Ralph Tyler) b\. Taba's Model (Hilda Taba) c\. Understanding by Design (UbD) (Grant Wiggins and Jay McTighe) d\. The Spiral Curriculum (Jerome Bruner) a. Tyler's Model (Ralph Tyler) *[Key Features of Tyler\'s Model]* Tyler's model is based on four fundamental questions that guide the curriculum development process: 1. 2. 3. 4. *[Setting Objectives:]* Tyler believed that educational objectives are the foundation of the curriculum. These objectives should clearly state what students are expected to learn by the end of a course or program. The objectives should be: - - ***Strength of Tyler\'s Model*** - - - Conclusion\ Tyler's model remains a foundational approach in curriculum development, providing a structured and objective-driven framework that has been widely adopted in educational settings. While it has been critiqued for its rigidity and focus on measurable outcomes, its influence continues to shape curriculum theory and practice. **b. Taba's Model (Hilda Taba)** -  1.DIAGNOSIS OF NEEDS 2.FORMULATING OBJECTIVES 3\. SELECTING CONTENT 4\. ORGANIZING CONTENT 5.SELECTING LEARNING EXPERIENCE 6.ORGANIZING LEARNING EXPERIENCE 7.EVALUATION Hilda Taba, a curriculum theorist, developed a model of curriculum development that is often referred to as the Taba Model. Unlike Ralph Tyler\'s top-down approach, Taba advocated for a grassroots or bottom-up approach to curriculum development. Her model emphasizes the active involvement of teachers in the process, arguing that those who teach the curriculum should also be the ones to design it. This approach allows for greater responsiveness to the needs of students and the local context. [Strengths of Taba's Model] - - - **Conclusion** Hilda Taba's model of curriculum development is a powerful tool that emphasizes the importance of teacher input and the responsiveness of the curriculum to students' needs. By advocating a bottom-up approach, Taba's model allows for a more tailored and context-specific curriculum that can better meet the diverse needs of learners. While it requires more effort and time, the model's focus on the active role of teachers in curriculum design has made it a lasting and influential approach in education. **c. Understanding by Design (UbD) (Grant Wiggins and Jay McTighe)** - - [Strengths of Understanding by Design] - - - **Conclusion** Understanding by Design (UbD) by Grant Wiggins and Jay McTighe has significantly impacted curriculum development by promoting a results-oriented approach that begins with clear goals and works backward to create aligned assessments and instructional strategies. This focus on backward design ensures that all elements of teaching are purposefully aligned, leading to more effective and meaningful learning experiences for students. **d. The Spiral Curriculum (Jerome Bruner)** - - ***Key Features of the Spiral Curriculum*** 1. - 2. - **[Scaffolding]** is integral to the Spiral Curriculum. Teachers provide support to students as they first encounter new concepts, gradually removing this support as students become more competent. This scaffolding approach helps students develop mastery over time, building confidence and independence in their learning - The Spiral Curriculum emphasizes the connections between different areas of knowledge. As students revisit topics, they also see how these ideas connect to other subjects and real-world applications. This approach encourages students to see learning as a cohesive and interconnected process rather than as isolated facts and skills. **[Strengths of the Spiral Curriculum]** - - - - The Spiral Curriculum, as proposed by Jerome Bruner, offers a powerful framework for fostering deep, long-term learning. By revisiting key concepts in increasing complexity, this approach helps students build on their knowledge and develop a robust understanding of core ideas. Although it presents certain challenges in implementation, the Spiral Curriculum remains a valuable strategy in educational design, especially for subjects that benefit from cumulative learning and conceptual scaffolding.