Standard 1: Professional and Ethical Conduct

Policy 1: The Core Values of Education and Moral Obligation

Corresponding to Articles (2) and (6) of the Organising

Regulations

DEFINITION(S):

For the purposes of this policy, the core values of education are defined as follows:

circumstances.

spect for students, colleagues, guardians and community.

The moral obligation is defined as a set of ethical values and principles which are in accordance with the
religion of Islam and the values, ethics, identity and culture prevalent in UAE society, and which respects
other religions (see Policy (30)).

PURPOSE(S):

s of education are seen as integral to all aspects of a School’s work, a task

shared by all professionals responsible for it. These core values represent a common foundation for all
School policies and, where necessary, should be strengthened through discussion at every level of the
School’s operation, and through staff professional development.

practices of all Schools.

leaders, teachers, staff and students that a

statement of guiding moral principles and communicate it to staff. Schools should also take full account of
the religion of Islam and the values, morals, customs and traditions of UAE society. The statement should be
accessible to all members of the School community and should be sent to students, staff, Parents/Guardians
and other stakeholders. School leaders, teachers and staff are required to take active steps to promote these
principles during everyday life at Schools through curricula, activities, events and services, etc.

All Schools must show respect to all religions and encourage respect, tolerance and understanding for
cultural diversity. Schools must never allow staff or students to denigrate or abuse adherents of different
religions, but must instead encourage students to be culturally sensitive toward other religions.

ROLES AND RESPONSIBILITIES:

Schools will:

- Comply with all aspects of this policy and related regulations, including those relating to curricula, extra-
curricular activities, staff and students in daily operations and strategic planning.
- Effectively implement this policy through the creation of a positive environment engendering the spirit of
teamwork.

- Incorporate into all of the School’s policies and strategies the principles of the religion of Islam and the
moral values of UAE society as prescribed by this policy.

- Convey a clear message that no educational activity can take place without having a moral basis, whether it
concerns leadership, administration, counselling, curricula or extra-curricular activities.

- Afford respect to the religion of Islam and all religions, and ensure that students and staff behave in a way
that does not offend other religions.

- Appoint staff who are in tune with the moral values of education, and provide leadership based on moral
principles as stipulated by this policy.

- Create a positive environment that engenders teamwork, whether amongst staff or between staff and
students, and facilitate the involvement of Parents / Guardians and the local community where possible.

- Promote the adoption of the values of integrity and honesty in all the School’s operational, teaching and
assessment aspects, and instil these values in students.

- Monitor the application of the principles of transparency in dealing with staff, teachers, students and
Parents / Guardians in a manner that is clear, honest and trustworthy.

- Conduct all School affairs in a manner that ensures respect for students, Parents /Guardians and the
community, and encourage students to treat others in the education process with respect as a core value.

- Work within a monitoring and follow-up framework to exercise their authority in a manner in which
people take responsibility for the consequences of their actions, and in which people are held accountable
for any shortcomings, thereby enhancing accountability as a value associated with the exercise of rights and
powers.

- Apply these policies in all School operations, with emphasis on empathy, caring and responsibility for
others. This includes having School management showing care to staff, students and Parents/Guardians, and
teachers showing care to students and their educational interests.

- Ensure that all contractors and service providers to the School, in particular those related to extra-curricular
activities, abide by the core values of education. All contracts made with them should include an explicit
commitment to consider and abide by the values, morals and traditions of UAE society.

x Teamwork: Emphasizing the virtues of cooperation and coordination

x Integrity: Doing the right thing no matter what the circumstances may be

x Transparency: Maintaining open, true and honest communications and actions

x Respect: Respecting children, colleagues, parents and community

x Accountability: Taking personal responsibility for action

x Compassion: Caring and showing responsibility toward others

Strategies for Teachers to Develop Positive Relationships With Students

The best teachers are capable of maximizing the learning potential of every student in their
class. They understand that the key to unlocking student potential is by developing
positive, respectful relationships with their students beginning on the first day of the
school year. Building a trusting relationship with your students can be both challenging
and time-consuming. Great teachers become masters at it in time. They will tell you that
developing solid relationships with your students is paramount in fostering academic
success.

It is essential that you earn your students’ trust early on in the year. A trusting classroom
with mutual respect is a thriving classroom complete with active, engaging learning
opportunities. Some teachers are more natural at building and sustaining positive
relationships with their students than others. However, most teachers can overcome a
deficiency in this area by implementing a few simple strategies into their classroom on a
daily basis. Here are some strategies to try:

Provide Structure

Most kids respond positively to having structure in their classroom. It makes them feel safe
and leads to increased learning. Teachers who lack structure not only lose valuable
instructional time but often never gain the respect of their students. It is essential that
teachers set the tone early by establishing clear expectations and practicing class
procedures. It is equally critical that students see that you follow through when boundaries
are overstepped. Finally, a structured classroom is one with minimal downtime. Each day
should be loaded with engaging learning activities with little to no downtime.

Teach With Enthusiasm and Passion

Students will respond positively when a teacher is enthusiastic and passionate about the
content they are teaching. Excitement is contagious! When a teacher introduces new
content enthusiastically, students will buy in. They will get just as excited as the teacher,
thus translating to increased learning. Exuberance will rub off on the students in your
classroom when you are passionate about the content you teach. If you are not excited, why
should your students be excited?

Have a Positive Attitude

Everyone has terrible days including teachers. We all go through personal trials that can be
difficult to handle. It is essential that your personal issues do not interfere with your ability
to teach. Teachers should approach their class each day with a positive attitude. Positivity
is transcending. If the teacher is positive, the students will generally be positive. Who likes
to be around someone that is always negative? Students will in time have resentment for a
teacher who is always negative. However, they will run through a wall for a teacher is
positive and continuously offering praise.

Incorporate Humor into Lessons

Teaching and learning should not be boring. Most people love to laugh. Teachers should
incorporate humor into their daily lessons. This may be sharing an appropriate joke related
to the content you will be teaching that day. It may be getting into character and donning a
silly costume for a lesson. It may be laughing at yourself when you make a silly mistake.
Humor comes in several forms and students will respond to it. They will enjoy coming to
your class because they love to laugh and learn.

Make Learning Fun

Learning should be fun and exciting. Nobody wants to spend time in a classroom where
lecturing and note-taking are the norms. Students love creative, engaging lessons that grab
their attention and allow them to take ownership in the learning process. Students enjoy
hands-on, kinesthetic learning activities where they can learn by doing. They are
enthusiastic about technology-based lessons that are both active and visual. Students love
teachers who incorporate creative, fun, engaging activities into their daily classroom.

Use Student Interests to Your Advantage

Every student has a passion for something. Teachers should use these interests and
passions to their advantage by incorporating them into their lessons. Student surveysare a
fantastic way to measure these interests. Once you know what your class is interested in,
you have to find creative ways to integrate them into your lessons. Teachers who take the
time to do this will see increased participation, higher involvement, and an overall increase
in learning. Students will appreciate the extra effort you have made to include their interest
in the learning process.

Incorporate Story Telling into Lessons

Everyone loves a compelling story. Stories allow students to make real-life connections to
the concepts that you are learning. Telling stories to introduce or reinforce concepts bring
those concepts to life. It takes the monotony out of learning rote facts. It keeps students
interested in learning. It is especially powerful when you can tell a personal story related to
a concept being taught. A good story will allow students to make connections that they may
not have made otherwise.

Show an Interest in Their Lives Outside of School

It is necessary to understand that your students have lives away from your classroom. Talk
to them about their interests and extracurricular activities that they participate in. Take an
interest in their interests even if you do not share the same passion. Attend a few ball
games or extracurricular activities to show your support. Encourage your students to take
their passions and interests and to turn them into a career. Finally, be considerate
when assigning homework. Think about the extra-curricular activities occurring on that
particular day and try not to overburden your students.

Treat Them With Respect

Your students will never respect you if you do not respect them. You should never yell, use
sarcasm, single a student out, or attempt to embarrass them. Those things will lead to a
loss of respect from the entire class. Teachers should handle situations professionally. You
should deal with problems individually, in a respectful, yet direct and authoritative
manner. Teachers must treat each student the same. You cannot play favorites. The same
set of rules must apply to all students. It is also vital that a teacher is fair and consistent
when dealing with students.

Go the Extra Mile

Some students need teachers who will go that extra mile to ensure that they are successful.
Some teachers provide extra tutoring on their own time before and/or after school
for struggling students. They put together extra work packets, communicate with
parents more frequently, and take a genuine interest in the well-being of the student. Going
the extra mile may mean donating clothing, shoes, food, or other household goods that a
family needs to survive. It may be continuing to work with a student even after they are no
longer in your classroom. It is about recognizing and assisting in meeting student needs
inside and outside of the classroom.

Relationship Building with Teacher Colleagues

1. ON THE SAME PAGE.

One of the biggest obstacles to connecting with other teachers is making sure that you’re all on the
same page. Everyone should know what’s expected of them and be made a valued part of the team.
From there, it’s much easier to build relationships and figure out the next steps to take to improve the
quality of education kids receive.

2. TEACH AND LEARN FROM EACH OTHER.

We all have unique skills and knowledge, so it can be worth it to share those things with others. If
you’re a tech whiz, show other teachers how to start a blog or use Twitter. Took a cutting-edge new
class? Share what you learned.

3. COLLABORATE ON LESSON PLANS.

Two minds are better than one, right? Working together on a lesson plan can be a great way to get to
know your colleagues and to build better lessons for your students.

4. SHARE WHAT WORKS.

If you’re seeing amazing results from students in your classroom, there’s no reason not to share your
techniques and lessons with other teachers. You can also draw on their experiences with what works
for them, making your students’ experiences all the better in the process.

5. START A BLOG.
 Share your experiences and invite other teachers to share theirs through a collaborative blog. It’s a
great way to talk when you don’t have time at work, and it can be shared with other teachers outside
your school as well.

6. BUILD YOUR OWN SOCIAL NETWORK.

If you don’t have time to chat at school, why not create an online forum for teachers to chat? Sites like
Ning allow you to build your own social network that you and your colleagues could use to talk, post
questions, and share resources.

7. TAKE ON BIG PROJECTS.

A project that’s too big to handle on your own is the perfect opportunity to pair with other teachers at
your school. From painting a mural to starting after-school programs, you’ll get more done when you
work as a team.

8. GET FEEDBACK.
It can be hard to hear a critique of your teaching or lessons, but ultimately it can be very helpful to you
and other teachers to get some feedback. Some schools schedule observations or videotape teachers,
but even informal feedback can be beneficial.

9. CREATE A PERSONAL LEARNING COMMUNITY.

One of the most common ways that teachers these days are battling feeling isolated from their peers is
by building a personal learning network or community. This can be composed of teachers at your
school or from around the world. No matter who you choose to include, spend time sharing, talking,
and collaborating on educational projects and ideas.

10. SCHEDULE WEEKLY GET-TOGETHERS.

 A problem for many teachers is that there simply isn’t time enough in the day for them to really work
together. Solve that problem by setting up a weekly time to meet so that all teachers in a given grade
or school can talk, brainstorm, and work together.

11. WORK TOGETHER TO SOLVE PROBLEMS.

There’s no reason why you have to tackle a problem at your school or in your classroom all by
yourself. Seek out other teachers for advice and for larger issues work together to find lasting, solid
solutions. Nothing fosters unity like working through something together.

12. BECOME A TEACHER-LEADER.

Sometimes leadership happens by accident, but other times it’s something that you have to seek out. If
you’re looking to take a more active role in connecting with teachers at your school, a good way to do
so is by becoming a leader. Helping others, mentoring, and making a difference are all deeply
satisfying and will undoubtedly help you feel more connected.

13. KEEP YOUR DOOR OPEN.

Closed doors don’t really foster an open feeling, so keep yours open when you’re working on lesson
plans or even just eating lunch. It may encourage others to come to talk with you.

14. ADOPT A TEAM MENTALITY.

Many schools don’t necessarily encourage teachers to really work together, instead sequestering each
into their own classrooms. But that doesn’t mean that’s the way things have to be. You can start
building a more team-focused feeling at your school by encouraging collaboration, talking to other
teachers, and holding meetings. Remember, you’re all working together to give the students a great
education and no one can do it alone.

15. MAKE TIME FOR CHATTING.

 You may not hold idle chit-chat in high regard, but that small talk is a fundamental part of establishing
relationships with your peers at work. If you’re busy throughout the day, try getting to school a few
minutes early to make time to say hello to others you work with.

16. ASK FOR HELP.

One of the easiest ways to connect with your colleagues is to ask for their help. Getting advice on a
problem student or lesson plan will not only help you, it will also foster stronger connections with other
teachers in your school.

17. DON’T SKIP THE CAFETERIA.

It can be tempting to skip the cafeteria and simply sit at your desk to eat lunch when you’ve got a busy
day of teaching, planning, and grading. Yet mealtime is the ideal place to commiserate with your
coworkers. Try to make it into the cafeteria or teacher’s lounge at least a few times a week for meals.

18. MERGE CLASSROOMS.

If possible, try merging your classroom with another teacher for a certain lesson. It will offer the kids a
chance to work with more than one teacher and you a chance to get to know your colleagues.
Switching classrooms for classes can also be a great way to work together if you don’t have the room
for merging.

19. TRY CO-TEACHING.

One teacher is good, but two is better! Use a free period to come help another teacher work with his or
her class. Trade off so that you both get experience in the practice. You’ll have to work together on the
curriculum and delivery, which will give you a chance to get to know your colleagues both personally
and professionally.

20. TAKE CLASSES TOGETHER.

 Improving your education is one way to become a better teacher, but it can also be a great way to build
a rapport with your colleagues. Encourage others to sign up for classes, webinars, and conferences
and attend together.

21. FIND A MENTOR.

One of the best ways to build strong connections in your school is by finding a mentor, or if you’re an
experienced teacher, a mentee. This way, teachers can share advice, provide guidance, and help
make sure all teachers young and old feel at home in the school.

22. PUT THE KIBOSH ON NEGATIVITY.

Teaching can be a trying profession which can sometimes make it easy to fall into habits of negativity,
but that attitude isn’t conducive to working together or making real changes. Instead of putting down
other teachers, parents, and students, keep a positive attitude and focus on the good.

23. DON’T WAIT FOR OTHERS TO MAKE THE FIRST MOVE.

If you wait around for others to seek you out, you may be waiting for a long time, especially if your
school doesn’t really have a collaborative atmosphere. If you want to connect with colleagues, be
willing to make the first move.

24. BE OPEN TO NEW IDEAS.

Often, we’re quick to shut others down when their ideas fall outside of our comfort zone, but keeping
an open mind is essential to working as a team with your colleagues. Let everyone have their say and
don’t be afraid to try new, innovative techniques.

25. REACH OUT TO THE LARGER EDUCATIONAL COMMUNITY

 Your colleagues can be more than just the teachers at your own school. If you want a wider view,
reach out to those at other schools or in administration. It never hurts to know more people and to
learn the methods they’re using in their schools.

Building Parent-Teacher Relationships

 Establish strong communications with parents from the beginning. Communicating with parents
helps ease their anxieties and validates their decision to enroll their children in your school. A
monthly or quarterly letter from the school head or principal creates a personal connection to the
school for families. It also enables the school leader to reinforce the value that the school is adding to
students’ lives.
 Model parental involvement. Creating a parent ambassadors program, where each current parent
ambassador is the contact for five new parents in the same class, can also help new parents feel more
comfortable in the community. Ambassadors are excellent examples of engaged parents, modeling
involvement for new families. A special event for new parents in the spring or summer before the
school year begins also provides an opportunity to forge new partnerships and impart valuable
information about the way the school works and how families can be involved.
 Encourage the faculty to see the parent, and not just the student, as a customer. In “the good old
days,” meeting the needs of one’s primary charge (the student) meant that the needs of the parents
were met. Now, parents as well as students are consumers of educational services. While many
educators bemoan the fact that education has become a commodity, it can be helpful to think of
constituents as customers with whom you can build strong, professional relationships. And those
relationships require nurturing! Patience, skill in problem-solving at the most direct level, powers of
observation, and the ability to defuse anger and anxiety are all part of the professional repertoire now
required and valued in teachers.
 Outline mutual expectations. Developing a “contract” for parents and school personnel can articulate
behavior expectations and establish the baseline for professional and courteous exchanges between
parents and staff
 Educate parents to deal with dissatisfaction directly. The first avenue of recourse should always be
the person with whom they disagree (parent to teacher or coach). If the conflict cannot be resolved, it
is then appropriate to move up the ladder of authority as necessary (next stop is typically division
head, athletic director, etc.).
  Develop a strong parent association. The association or committee can host occasional “town
meetings” with parents, faculty, and school leaders to share ideas. Scheduling meetings of the parent
association at times when parents are likely to be at the school already—such as on back to school
night or before a recital—can increase participation.
 Host small group meetings to solicit feedback. Involve a cross-section of new parents and returning
parents in meetings with the principal or school head. The leader can ask the group questions such
as: “What are we doing well?” “Where do we need to improve?” The “testimonials” will build
loyalty and enthusiasm among the newest members of the family. Some schools regularly survey
their whole parent body to ask specific questions about satisfaction and expectations. These surveys
can be springboards for improvement.
 Attend to the needs of parents whose children are graduating from the school. Produce a letter or a
brochure that outlines the predictable anxieties both parents and children will feel as they move from
one comfortable setting (your school) to another, often an initially more forbidding setting by virtue
of newness. Host a meeting or event for these families (parents and students) describing how to
manage the transition. Have recent graduates who survived the transition speak at these events. You
will be able to highlight the areas where your school excels and gather information about areas that
could be improved.
 Developing a partnership with parents involves a multi-faceted approach, but continual nourishment
of relationships with parents will reap great rewards. At the end of the day, children prosper when all
the important adults in their lives line up on the same sideline, encouraging them on and keeping
them from crossing the boundaries. The trick is in getting all the players to agree on the direction of
the goal and to work together to get there.

Standard 2: Professional Knowledge

4 Cognitive Stages for Child Development

Here are the four cognitive stages of childhood development as identified by Jean Piaget:

1. Sensorimotor Stage: Birth through about 2 years. During this stage, children learn about the world
through their senses and the manipulation of objects.
2. Preoperational Stage: Ages 2 through 7. During this stage, children develop memory and
imagination. They are also able to understand things symbolically, and to understand the ideas of past
and future.
3. Concrete Operational Stage: Ages 7 through 11. During this stage, children become more aware of
external events, as well as feelings other than their own. They become less egocentric, and begin to
understand that not everyone shares their thoughts, beliefs, or feelings.
4. Formal Operational Stage: Ages 11 and older. During this stage, children are able to use logic to
solve problems, view the world around them, and plan for the future.

accommodation

adaptation

assimilation

behavioral schemata

clinical method
concrete operational stage

developmental stage

developmental theories

equilibrium

formal operational stage

hypothetico-deductive reasoning

language acquisition device

laws of conservation

mediation

nature/nurture question

object permanence

operational schemata

organization

pragmatics

preoperational stage

schemata

sensorimotor stage

symbolic schemata

zone of proximal development

Learner Diversity

Remember when you were in school and you had to cram hundreds of pages
of textbook material into your head before every big test? If you were like most
students, you and your friends probably developed all kinds of tactics to make
the grade. Maybe you made flashcards, or reviewed recordings of your
professors’ lectures, or came up with intricate mnemonic devices to memorize
the material at hand. You may have argued with your classmates about which
method was best—but the truth is that, when it comes to learning, one size
does not fit all.
Scientists and psychologists have developed a number of different models to
understand the different ways that people learn best. One popular theory, the
VARK model, identifies four primary types of learners: visual, auditory,
reading/writing, and kinesthetic. Each learning type responds best to a
different method of teaching. Auditory learners will remember information best
after reciting it back to the presenter, while kinesthetic learners will jump at the
chance to participate in a hands-on activity.

Every presenter that stands up in front of an audience wants to be understood.

But when your audience is equipped to learn best in distinctly different ways,
how do you make sure that you get your message across to everyone in the
room? The consequences of these learning styles reach far beyond the
classroom. If you want to educate a large group of people, no matter what the
setting, you need to know how to engage each of the four learning styles.

Luckily, there are a few simple things you can do as a presenter to make sure
you’re catering to every kind of learner in your audience, whether you’re
speaking to hundreds of webinar attendees or 30 coworkers in a small training
session. Take a look at the infographic below, or continue reading to learn
more about the VARK model’s four primary learning styles and what you can
do to engage all of them in your next presentation.
Scope & Sequence of the Curriculum
We often hear the phrase “Scope and Sequence” when talking about books,
courses and curriculum products.

What exactly does it mean?

In a nutshell, a scope and sequence is a list of all the ideas, concepts and
topics that will be covered in the book, or in the course, or in the lesson plans
assigned within a curriculum.

a scope and sequence is a list of all the ideas, concepts and

topics that will be covered in the…
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So, for instance, the scope and sequence for a course about geology would be
a list of all of the geology concepts covered in the course. The scope and
sequence for a curriculum in high school writing would list all of the concepts
taught in the writing course. And the scope and sequence for a middle school
math text would list everything covered in the math book.

Usually, scope and sequence comes in the form of a list, and usually the
topics are listed in the order that they appear in the
book/curriculum/course. But, sometimes, scope and sequence is written in
narrative form, and sometimes it is indexed a little bit differently, too.

Nevertheless, no matter how scope and sequence is written, it’s purpose is

always the same: to indicate what material is covered in the book, and what
the author/publisher has intended to teach during the course. In other words,
what successful students will have learned after finishing the book.

The value of reading the scope and sequence — particularly for homeschool
parents – is to determine whether a particular product is appropriate for the
student, and will cover the material they want to teach. A quick glance down
the list should easily help parents determine whether the concepts have
already been covered in an earlier grade, are too advanced for the student this
year, or seem to be appropriate for the age/grade level child being taught.

In summary, scope and sequence is helpful because:

 it helps determine what will be taught in the course;

 it helps parents decide which level is best for the student; and,
  it [usually] provides a list of topics in the order they will be taught that
year.

Additionally, for those on the fence about using a particular product, the scope
and sequence can also be helpful for:

 deciding whether to use the product alone or combined with something

else;
 comparing it against other, similar products to decide between several
different treatments of the same subject; and,
 giving parents (and sometimes students) a feel for whether they like the
entire product line or not.

Duties and Responsibilities of a Teacher

1. Knowledge of the Subject

 To have expert knowledge of the subject area

 To pursue relevant opportunities to grow professionally and keep up-to-date about the current
knowledge and research in the subject area

2. Teaching

 To plan and prepare appropriately the assigned courses and lectures

 To conduct assigned classes at the scheduled times
 To demonstrate competence in classroom instruction
 To implement the designated curriculum completely and in due time
 To plan and implement effective classroom management practices
 To design and implement effective strategies to develop self-responsible/independent learners
 To promote students’ intrinsic motivation by providing meaningful and progressively challenging
learning experiences which include, but are not limited to: self-exploration, questioning, making choices,
setting goals, planning and organizing, implementing, self-evaluating and demonstrating initiative in
tasks and projects
 To engage students in active, hands-on, creative problem-based learning
 To provide opportunities for students to access and use current technology, resources and information to
solve problems
 To provides opportunities for students to apply and practice what is learned
 To engage students in creative thinking and integrated or interdisciplinary learning experiences
 To build students’ ability to work collaboratively with others
 To adapt instruction/support to students’ differences in development, learning styles, strengths and
needs
 To vary instructional roles (e.g. instructor, coach, facilitator, co-learner, audience) in relation to content
and purpose of instruction and students’ needs
 To maintain a safe, orderly environment conducive to learning
 To comply with requirements for the safety and supervision of students inside and outside the classroom

3. Assessment

 To define and communicate learning expectations to students

 To apply appropriate multiple assessment tools and strategies to evaluate and promote the continuous
intellectual development of the students
 To assign reasonable assignments and homework to students as per university rules
 To evaluate students’ performances in an objective, fair and timely manner
 To record and report timely the results of quizzes, assignments, mid- and final semester exams
  To use student assessment data to guide changes in instruction and practice, and to improve student
learning

4. Professionalism

 To be punctual and be available in the university during official working hours

 To comply with policies, standards, rules, regulations and procedures of the university
 To prepare and maintain course files
 To take precautions to protect university records, equipment, materials, and facilities
 To participate responsibly in university improvement initiatives
 To attend and participate in faculty meetings and other assigned meetings and activities according to
university policy
 To demonstrate timeliness and attendance for assigned responsibilities
 To work collaboratively with other professionals and staff
 To participate in partnerships with other members of the university’s community to support student
learning and university-related activities
 To demonstrate the ability to perform teaching or other responsibilities, including good work habits,
reliability, punctuality and follow-through on commitments
 To provide and accept evaluative feedback in a professional manner
 To create and maintain a positive and safe learning environment
 To carry out any other related duties assigned by the department chairman

5. Good Behaviour

 To model honesty, fairness and ethical conduct

 To model a caring attitude and promote positive inter-personal relationships
 To model correct use of language, oral and written
 To foster student self-control, self-discipline and responsibility to others
 To model and promote empathy, compassion and respect for the gender, ethnic, religious, cultural and
learning diversity of students
 To demonstrate skill when managing student behaviour, intervening and resolving discipline problems
 To model good social skills, leadership and civic responsibility

Seven Skills Students Need

for Their Future
There are two major trends in the world that pose a fundamental challenge – and many
opportunities – to our educational system. One is the world is shifting from an industrial economy
to a knowledge economy. The other is the rising generation – brought up on the Internet – is very
differently motivated to learn.

These two forces, argues Dr. Tony Wagner, co-director of Harvard's Change Leadership Group,
compel us to reconceptualize education in this country. In his thoughtful analysis of future industry
needs and education readiness studies, Dr. Wagner has identified what he calls a "global
achievement gap," which is the leap between what even our best schools are teaching, and the
must-have skills of the future:

 Critical thinking and problem-solving

 Collaboration across networks and leading by influence
 Agility and adaptability
 Initiative and entrepreneurialism
 Effective oral and written communication
 Accessing and analyzing information
  Curiosity and imagination
Basic Skills is a concept comprising the skills and the understanding necessary to be an active
participant in working life and in society in general. Basic Skills are a foundation for further
learning.

The understanding varies as to which skills should be included in this concept. Other concepts are
also in use, such as Key Competences. We can include these skills in our Basic Skills work:

Literacy / reading and writing

Numeracy / everyday mathematics

Digital competence / ICT skills

Oral communication

The notion of “basic skills” varies in space and time; consequently, when agreeing on the
competences or skills we should guarantee for all, we may find different definitions: from
understanding that it is a matter of acquisition of basic skills (reading-writing and numeracy), as
well as the ability to use these skills in a way beneficial for socioeconomic development, to
promotion of “critical” literacies to promote social change.

. Adaptive Thinking: In the digital age, things are changing at exponential rates. By the
time employees learn the newest software or program, a better version is coming about.
Future employers will need to continuously adapt to changing conditions as well as be able
to learn new things quickly and efficiently. We need our students to learn how to learn.

2. Communication Skills: There continues to be an emphasis on the ability to

communicate. In the digital age, however, we have access to a wide variety of new ways to
communicate from video-conferencing to social media. Future employers need to be able
to communicate with people within their team, as well as people outside of the team and
organization.

3. Collaboration Skills: Most classrooms foster a culture of competition and

independence rather than one of teamwork and collaboration. Future employers will need
to quickly adapt to a culture of collaboration. They will need to collaborate with others
within and outside of the organization, often using a number of new technologies.

4. Critical Thinking and Problem Solving Skills: There is a decreased emphasis on

employers following directions and an increased emphasis on employers thinking critically
and solving problems. In a rapidly changing world, employers need employees who can
solve problems, provide ideas and help improve the organization.
5. Personal Management: This includes the ability for employers to independently plan,
organize, create and execute, rather than wait for someone to do this for them.

6. Inquiry Skills: The large majority of academic assessments ask students for answers.
Rarely do we assess students on how well they can ask questions. The ability to ask great
questions, however, is a critical skill that is desperately needed in a culture which requires
constant innovations.

7. Technology Skills: Almost every business that I talked to said that employers will need
to be skilled at using technology. In the digital age, technology is everywhere. Schools,
however, have been slow to adapt to this change. Rarely are students required or taught to
learn technology efficiently. This needs to be emphasized.

8. Creativity and Innovation: This skill is mentioned often. I believe that it correlates with
the ability to ask good questions and the ability to problem solve. Employers will be looking
to employees more and more for creative and innovative solutions to issues that exist.

9. Soft Skills: Schools rarely spend time teaching students soft skills, including skills such
as time management skills, organizational skills, the ability to look someone in the eyes
when talking to them, or using a firm handshake. I have heard a number of times, by
different business leaders, that these skills seem to be disappearing.

10. Empathy and Perspective: Although this skill has always been important, it seems to
be another one that is slowly disappearing. The ability for our students to put themselves in
someone else’s shoes, to understand their feelings, and to help solve their problems.

Educational Research and Learning Theories

Although there are many different approaches to learning, there are three basic types of learning
theory: behaviorist, cognitive constructivist, and social constructivist. This section provides a brief
introduction to each type of learning theory. The theories are treated in four parts: a short historical
introduction, a discussion of the view of knowledge presupposed by the theory, an account of how
the theory treats learning and student motivation, and, finally, an overview of some of the
instructional methods promoted by the theory is presented.

Behaviorism Cognitive Constructivism Social Constructivism

View of Knowledge is a Knowledge systems of Knowledge is
knowledge repertoire of behavioral cognitive structures are constructed within social
responses to actively constructed by contexts through
environmental stimuli. learners based on pre- interactions with a
existing cognitive structures. knowledge community.
View of Passive absorption of a Active assimilation and Integration of students
learning predefined body of accommodation of new into a knowledge
 knowledge by the information to existing community. Collaborative
learner. Promoted by cognitive structures. assimilation and
repetition and positive Discovery by learners is accommodation of new
reinforcement. emphasized. information.
View of Extrinsic, involving Intrinsic; learners set their Intrinsic and extrinsic.
motivation positive and negative own goals and motivate Learning goals and
reinforcement. themselves to learn. motives are determined
both by learners and
extrinsic rewards
provided by the
knowledge community.
Implications Correct behavioral The teacher facilitates Collaborative learning is
for Teaching responses are learning by providing an facilitated and guided by
transmitted by the environment that promotes the teacher. Group work
teacher and absorbed by discovery and is encouraged.
the students. assimilation/accommodation.
. Behaviorism is a view in which behavior can be explained by external factors and
behavioral conditioning can be used as a universal learning process. In
behaviorism, the ideas of positive and negative reinforcement are effective tools
of learning and behavior modification, as well as a punishment and reward
system.

2. Cognitivism is a learning theory developed by Jean Piaget in which a child

develops cognitive pathways in understanding and physical response to
experiences. In this theory, students learn most effectively through reading text
and lecture instruction.

3. Constructivism is the idea that people are responsible in creating their own
understanding of the world and using what they know based on previous
experiences in the process of linking new information to these experiences.
People use these experiences and new information to construct their own
meaning.


4. Humanism focuses on the individual as the subject and asserts that learning is a
natural process that helps a person reach self-actualization. Scenarios and role
modeling are important factors in humanistic learning, as are experiences,
exploring and observing others.

5. Connectivism is a relatively new learning theory, developed and based upon the
idea that people process information by forming connections. This theory has
developed with the digital and technology age, adapting to advances in these
arenas. This new theory suggests that people no longer stop learning after formal
education and continue to gain knowledge from other avenues such as job skills,
networking, experience and access to information with new tools in technology.

Pedagogical Approaches
xperiential learning (praxis) as the core pedagogical approach Why? Because political knowledge is best
acquired, retained and deepened when it impacts people’s personal and communal lives – often leading to
involvement in public affairs.
5. Constructivism • We construct meaning based on prior knowledge and experience • Meaning-making •
Learning is social • Learning as active
6. In a constructivist approach, it is important that we know where our students are coming from but NOT to
judge them, but to be able to provide the most suitable learning environment for them to discover what
needed to be learned and un-learned.
7. CONSTRUCTIVIST APPROACH • ANECDOTAL RECORDS • CELEBRATION OF LEARNING •
EXIT CARD • GRAPHIC ORGANIZER • JOURNAL • ORAL PRESENTATION • PEER ASSESSMENT
• PORTFOLIOS • RUBRICS • SIMULATION • PROJECT BASED LEARNING ASSESSMENT IN A
CONSTRUCTIVIST CLASSROOM
8. Approaches that promote constructivism in the AP 10 classroom • Integrative teaching – cutting across
disciplinal lines (interdisciplinary) and learning styles • Reflective – stepping back and analyze their
experience to improve future learning • Collaborative – not only among students but more importantly
between students, teachers, and their respective community • Inquiry-based – raising questions, posing
problems or scenarios and let student discover the answer
9. CONTEN T-BASED INSTRUC TION INQUIRY THEMATIC TEACHING GENERIC COMPETE
NCY MODEL IT AIMS TO CONNECT WHAT IS LEARNED IN SCHOOL TO REAL LIFE
SITUATIONS, THUS IT IS MORE ON DEVELOPING PROBLEM SOLVING AND DISCUSSIONS OF
ISSUES IN THE REAL WORLD. Make connections of learning across curricula; focuses on connections
rather than isolated facts. Integrative Approach
10. Integrative Teaching •THEMATIC TEACHING- THEME HELPS STUDENTS SEE THE
MEANINGFUL CONNECTIONS ACROSS DISCIPLINES OR LEARNING AREAS
11. REFLECTIVE APPROACH -TEACHERS ANALYZE THEIR OWN PRACTICE AND
UNDERLYING BASIS TO CONSIDER ALTERNATIVE MEANS FOR ACHIEVING THEIR ENDS.
12. Strategies- Reflective Approach 1. MULTIMEDIA PRESENTATION EFFECTIVE USE OF
INSTRUCTIONAL MATERIALS THAT UTILIZE A WIDE RANGE OF ELECTRONIC MEDIA,
ALLOWING LEARNERS TO REFLECT AFTER THE TEACHING LEARNING PROCESS.
13. 2. Drill and Practice Strategies-Reflective Approach GIVES EMPHASIS ON REPETITION AFTER
THE LEARNERS REFLECT ON THEIR SKILL OR LEARNING.
14. collective learning, learning communities, peer teaching, peer learning or team learning LEARNERS
WORK TOGETHER TOWARDS A COMMON GOAL • TEACHERS MUST FULLY UNDERSTAND
LEARNERS PREFERRED LEARNING STYLES. Collaborative Approach
15. 1.ONLINE-COLLABORATIVE LEARNING- ACTIVITIES REFLECT CURRENT AND FUTURE
NEEDS RESPONSIBLE INDIVIDUALS IN A TECHNOLOGICALLY ADVANCED SOCIETY
16. 2. JIGSAW METHOD LEARNERS WORK IN A SMALL GROUP ALLOWS INTERACTION
WORK INDEPENDENTLY DEVELOP LISTENING , ENGAGEMENT AND EMPATHY SKILLS
EFFICIENT WAY TO LEARN CONTENT Strategies- Collaborative Approach
17. Strategies- Collaborative Approach 3. THINK-PAIR-SHARE COOPERATIVE DISCUSSION
STRATEGY WITH 3 STAGES OF ACTION THINK •PONDERS PAIR • GETS A PAIR SHARE
•PARTAKES KNOWLEDGE
18. INQUIRY-BASED APPROACH-LEARNERS ACQUIRE KNOWLEDGE BY INVESTIGATION.
FORMULATE QUESTIONS INVESTIGATE BUILD UNDERSTANDING CREATE MEANING/NEW
KNOWLEDGE

Strategies
20. Strategies- Inquiry-based Approach DEMONSTRATION •LESSENS TEACHERS’ ACTIVE ROLE
•ALLOW LEARNERS TO RESPECT DIVERSITY •PROVIDES A CONCRETE/VISUAL WAY OF
EXPLAINING THE TOPIC
21. Where do we start? Techniques in probing student’s understanding: 1. Predict-observe-explain 2.
Graphic organizer, KWLH Chart 3. Mind Mapping and Concept Mapping 4. Concept Cartoons Each module
in the LM should have at least one or two of these activities. Can you find them?
22. How do we know that they now know? • Learning takes place when what we know is being challenged
by new ideas brought about by contemporary experiences. • Cognitive dissonance – a necessary precursor of
learning
23. Why are we doing this? • meaningful lesson vs meaningful classroom A lesson is meaningful if it
provides learners with facts and empirical data and explain how these relate with each other. But if the
learner does not find any relevance in learning for learning’s sake, then the classroom is not a meaningful
one.
24. Therefore, a lesson is meaningful in so far as it effectively provides conceptual knowledge. A classroom
is a meaningful when learners see its value beyond what the lessons provide.
25. We must offer the AP 10 learners the experience of a meaningful classroom – that coming to class is not
pointless but a value in itself. This means that we have to convert our classroom from a theoretical to a more
practical one.
26. Paulo Freire (1921-1997)
27. The educational system is one of the major instruments for the maintenance of the culture of silence
(education as a practice of domination).
28. Therefore, the education process CANNOT be neutral. It either functions as an instrument to facilitate
the integration of younger generation into the logic of the present system and bring about conformity to it. or
It becomes the practice of freedom, the means by which men & women deal critically and creatively with
reality & discover how to participate in the transformation of the world.
29. AP 10 provides a safe and inclusive space where critical and honest conversations can happen. AP 10
uses relevant experiences that can excite our students to find meaning inside the classroom and eventually
ignite them to engage in the political outside.
30. Implication to you as a teacher...
31. “It is what teachers think, what teachers do, and what teachers are at the level of the classroom that
ultimately shapes the kind of learning that young people get.”
Pedagogical
Explanation
Approach

Open-Ended Lessons are structured so that multiple/complex answers are possible:

Instruction students are not simply steered toward one “right” answer.

Learning brings together content and skills from more than

one subject area

Integrated Learning  Satisfactory: content from a number of different subject areas is readily
identifiable
 Good: resource is appropriate for use in more than one subject area
 Very Good: the lines between subjects are blurred

Learning is directed by questions, problems, or challenges that

students work to address.

 Satisfactory: Students are provided with questions/problems to solve

and some direction on how to arrive at solutions.
Inquiry Learning  Good: students, assisted by the teacher clarify the question(s) to ask
and the process to follow to arrive at solutions. Sometimes referred to
as Guided Inquiry
 Very Good: students generate the questions and assume much of the
responsibility for how to solve them. . Sometimes referred to as self-
directed learning.
 Activities address a range of student learning styles, abilities and
readiness.
Differentiated
Instruction  Satisfactory: includes a variety of instructional approaches
 Good: addresses the needs of visual, auditory & kinesthetic learners
 Very Good: also includes strategies for learners with difficulties

Authentic learning experiences are provided

 Satisfactory: learning is made concrete. ‘Working with real

objects, using real sources of information
Experiential Learning
 Good: learning takes place in a real-world context. Simulation,
mentorship
 Very good: learning provides experience beyond the classroom.
Addressing real world issues and problems

Group and cooperative learning strategies are a priority.

Co-operative  Satisfactory: students work in groups;

Learning  Good: cooperative learning skills are explicitly taught and practiced
 Very Good: cooperative learning skills are explicitly taught, practiced
and assessed

Assessment & Tools are provided that help students and teachers to capture formative
Evaluation of and summative information about students' learning and performance.
Student Learning These tools may include reflection questions, checklists, rubrics, etc.

Provides opportunities for students to actively present their knowledge

and skills to peers and/or act as teachers and mentors.

 Satisfactory: incidental teaching that arises from cooperative learning,

Peer Teaching presentations, etc.;
 Good or Very Good: an opportunity is intentionally created to empower
students to teach other students/community members. The audience is
somehow reliant on the students’ teaching (students are not simply
‘presenting’)

Relevant case studies are included. Case studies are thorough

Case Studies descriptions of real events from real situations that students use to
explore concepts in an authentic context.

Meaningful opportunities are provided for students to choose elements

Locus of Control of program content, the medium in which they wish to work, and/or to
go deeper into a chosen issue.
Standard 3: Professional Practice
Professional Practice includes three elements:
1- Promote positive learning environments, which can be measured by the following performance criteria:
- Create a high quality-learning environment that is safe, supportive and motivating for learners.
- Establish a purposeful work ethos with high expectations for learners.
- Optimize the use of available resources to create an environment conducive to learning.
- Promote a culture of positive behavior management.

2- Demonstrate learner-centered teaching, which can be measured by the following performance criteria:
- Plan and implement lessons with clear, measurable objectives that respond to the diverse needs of learners.
- Implement strategies to optimize the personal development and academic progress of learners.
- Manage classroom logistics to optimize teaching and learning.
- Optimize the use of available resources and learning technologies s.

3- Use assessment for learning, which can be measured by the following performance criteria:
- Use varied assessments to measure learner achievement, including relevant national and international
assessments.
- Analyze and use assessment data to inform planning, teaching and curriculum review.
- Communicate assessment information to parents.

Standard 4: Professional Growth

Professional Growth includes three elements:
1- Reflect on own practice, which can be measured by the following performance criteria:
- Reflect and self-assess in relation to school, national and relevant international professional standards.
- Reflect on the effect of practices of teaching and learning to improve learner achievement.
- Identify own professional strengths and opportunities for professional growth and practice.
- Develop an individual professional development plan aligned to school and national priorities.

2- Engage in professional growth, which can be measured by the following performance criteria:
- Engage in professional growth activities aligned to professional development plan.
- Demonstrate awareness that digital technologies are a key element in teaching and learning.

3- Determine impact on learner achievement, which can be measured by the following performance criteria:
- Evaluate the impact of professional development activities on teaching practices.
- Evaluate the impact of professional development activities on learner achievement.