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Christine D.

Yen June 20, 2020


G. Bocobo
My Output
Teaching Profession
Chapter 1
Lesson 1
An Exercise to Determine Your Educational Philosophy Find out to which philosophy you adhere. To what
extent does such statement apply to you? Rate yourself 4 if you agree whit the statement always, 3 if
you agree but not always, 2 if you agree sometimes, and 1 if you don’t agree at all.

Statement 1 2 3 4
1., There is no substitute for concrete experience in learning. ______ ______ _______ ____

2. The focus of education should be the ideas that are as relevant today as when they were first
conceived. ______ ______ ___ ___
3.Teacher must not force their student to learn the Subject matter if it does not interest them. ______
______ ____ __ ___
4. Schools must develop student ‘s capacity to reason by stressing on the humanities. ______ ______
____ ___
5. In the classroom, student’s must be encouraged to interact with one another to develop social virtues
such as cooperation and respect. ______ ______ _______ ______
6. Students should read and analyze the Great Books, the creative works of history’s finest thinkers and
writers. ______ ______ _______ ______
7. Teachers must help student expand their knowledge by helping them apply their previous experience
in solving new problems. ______ ______ _______ ______
8. Our course of study should be general, not specialize; Liberal, not vocational; humanistic, not
technical. ______ ______ _______ ______
9. There is no universal, inborn human nature. We are born in exist and then we ourselves freely
determine are essence. ______ ______ _______ ______
10. Human beings are shape by their environment. ______ ______ _______ ______

11. Schools should stress on the teaching of basic skills. ______ ______ _______ ______
12. Change of environment can change a person. ______ ______ _______ ______
13. Curriculum should emphasize on the traditional disciplines such as math, natural science, history,
grammar, literature. ______ ______ _______ _____
14. Teacher cannot impose meaning; students make meaning of what they are taught. ______ ______
_______ ______
15. Schools should help individuals accept themselves as unique individuals and accept responsibility for
their thoughts, feeling and actions. ______ ______ _______ ______
16. Learners produce knowledge based their experiences. ______ ______ _______ ______
17. for the learner to acquire the basic skills, s/he must goth ought the rigor and discipline of serious
study. ______ ______ _______ ______
18. The teacher and the school head must prescribe what is most important for the students to learn.
______ ______ _______ ______
19. The truth shines in an atmosphere genuine dialogue. ______ ______ _______ ______
20. A learner must be allowed to learn at his/her own Pace. ______ ______ _______ ______
21. The learner is not a blank slate but brings past experiences and cultural factors to the learning
situation. ______ ______ _______ ______
22. The classroom is not a place where teacher pour knowledge into empty minds of students. ______
______ _______ ______
23. The learner must taught how to communicate his ideas and feelings. ______ ______ _______
______
24. To understand the message from his/her students, the teacher must listen not only to what his/her
students are saying but also to what they are not saying. ______ ______ _______ ______
25. An individual is what he/she chooses to become not dictated by his/her environments. ___ ___ ____
____

Answer each with a Yes or No. If your answer is NO, explain your answer in a sentence.
ESSENTIALISM
1. Do essentialists aim to teach students to reconstruct society?
Answer: No. They aim to transmit the traditional moral values and intellectual knowledge that students
need to become model citizens.
2. Is the model citizen of the essentialist the citizen who contributes to the re-building of society?
Answer: No. The model student is the one who shows mastery of the basic skills and that one who lives
by traditional moral values.
3. Do the essentialist teachers give up teaching the basics if the students are not interested?
Answer: No. They teach subject matter even if the students are not interested. They are more subject
matter-oriented than student-centered
4. Do the essentialist teachers frown on long academic calendar and core requirements?
Answer: No. They need long academic calendar and core requirements for mastery of basic skills.
PROGRESSIVISM
1. Do the progressivist teachers look at education as a preparation for adult life?
Answer: No. They look at education as life.
2. Are the student’s interests and need considered in a progressivist curriculum?
Answer: Yes
3. Does the progressivist curriculum focus mainly on facts and concepts?
Answer: No. They focus more on problem-solving skills.
4. Do the progressivist teachers strive to simulate in the classroom life in the outside world?
Answer: Yes
PERENNIALISM
1. Are the perennialist teachers concerned with the student’s mastery of the fundamental skills?
Answer: No. They are more concerned with the study of the Great Books. If ever, they are interested in
the fundamental skills; it is because these skills are needed to study the Great Books.
2. Do the perennialist teachers see the wisdom of ancient, medieval and modern times?
Answer: Yes
3. Is the perennialist curriculum geared towards specialization?
Answer: No. It is geared towards general or liberal education.
4. Do the perennialist teachers sacrifice subject matter for the sake of the student’s interest?
Answer: No. Like the essentialist, subject matter is foremost to the perennialist.
EXISTENTIALISM
1. Is the existentialist teacher after student becoming specialist in order to contribute to thesociety?

Answer: No. They are more concerned in helping students appreciate themselves asunique
individuals who accept responsibility over their thoughts, actions and life.

2.Is the existentialist concerned with the education of the whole person?

Answer: Yes

3.Is the course of study imposed on the students in the existentialist classroom?

Answer: No. Students are given a choice.

4. Does the existentialist teacher make heavy use of the individual approach?

Answer: Yes, to allow each student to learn at his own pace.


BEHAVIORISM

1. Are behaviorists concerned with the modification of student’s behavior?


Answer: Yes
2. Do behaviorist teachers spend their time teaching their students on how to respond favorably to
various environmental stimuli?
Answer: Yes
3. Do behaviorist teachers believe they have control over some variables that affect learning?
Answer: Yes.
4. Do behaviorist teachers believe that students are the product of their environment?
5. Answer: Yes
LINGUISTIC PHILOSOPHY
1. Do linguistic philosophers promote the study of language?
Answer: Yes
.2. Is the communication that linguistic philosophers encourage limited verbal language only?
Answer: No. Linguistic communication takes place in three (3) ways
verbal, nonverbal, and Para-verbal.
3. Do linguistic philosophers prefer the teacher who dominates discussion to save time to the teacher
who encourages dialogue?
Answer: No. Teachers are the one who facilitates dialogue among learners and between him/her and
his/her students.
4. Is the curriculum of the linguistic philosopher open to the learning of as my languages, like Mother
Tongue, as possible?
Answer: Yes
CONSTRUCTIVISM
1. Does the constructivist agree to the teaching methodology of “telling”?
Answer: No. Constructivist applies the method of constructing.
2. Do constructivists believe that students construct knowledge?
Answer: Yes
3. Do constructivists approve of teaching learners the skill to learn?
Answer: Yes
4. Do constructive believe that meaning can be imposed?
Answer: No. knowledge isn’t a thing that can be simply deposited into empty minds but rather
constructed by learners through active, mental process of development.
II. Test Your Mastery.

To which philosophy does each theory of man belong? A person:

1. is a product of his environment?


Answer: Existentialism
2. has no universal nature.
Answer: Essentialism and Perennialism
3. has rational and moral powers.
Answer: Behaviorism
4. has no choice; he is determined by his environment.
Answer: Existentialism

5. can choose what he can become.


Answer: Behaviorism
6. is a complex combination of matter that responds to physical stimuli?
Answer: Behaviorism
7. has no free will.
Answer: Perennialism
8. has the Sam essential nature with others.
Answer: Essentialism and Perennialism
9. is a rational animal.
Answer: Existentialism
10. first exists then defines him/herself.
Answer: progressivism
11. Is a social animal who learns well through an active interplay with others?

Answer: Linguistic Philosophy


12. is a communicating being.

Answer: Constructivism
13. Is a maker of meaning?

Answer: Constructivism
14. A constructor of knowledge.
Answer: Constructivism.
III Synapse Strengtheners
A. We are interested in what is true. Our teaching methodologies are based on our quest for truth.
Likewise, our teaching-learning goals are based on what we value or what we cherish as good.
Identify what each philosophy considers as good and valuable and true. Complete the table given
below. The first one is done for you.

Philosophy Theory of truth Methodology to Theory of what is Goal of teaching-


arrive at the valuable/good learning
truth
Progressivism The universe is real A. We must Values differ from To help develop
and is inconstant relate tithe place to place, from students who can
change universe and time to time, from adjust to a
interact with person to person; changing world
either what is considered and lice with
intelligently, good for one may other in
scientifically not be good for harmony.
and another.
experientially.
The curriculum
stresses on
science and
experiential
learning such as
“hands on
-minds-on-
hearts-
on”
learning
Linguistic The ability to It is thought his Teachers teach to To develop
philosophy articulate to voice ability to develop in the communication
out the meaning & express himself learners the skill to skills of the
values of life’s the clearly, to get send messages learners.
world is the very his ideas to clearly & receive
essence of man make known messages correctly.
others the
values that the
beauty that has
set, the using
he rejoice and
the truth he has
discovered.
Constructivis A constructor’s Self-reflections Individuals construct Learning is a
m knowledge is a reality by nothing his process of
makes of meaning. own experience and adjusting one’s
gives meaning to it. mental modem
to accommodate
now experience.

Essentialism Learn the basic skills Tradional or Stresses the values Focus on the
-3re back to basic of hard work, basis
Essence proceed approach in perseverance, - Reading
existence education discipline reflect to - Writing
authorities. - Speech
- Ability to
compuse.

Existentialism Had to universal Proclaims Stresses on Opportunities for


nature man’s freedom knowledge about students, for self-
- Existence is the realities of human’s actualization &
Proceeds accomplishmen life & the choice that self-direction
essence t of his destiny. each person has to
- Man of make.
himself.

Perennialism Has the same To learn means - Aims for the Curricular should
essential nature with to acquire education of certain cognitive
others truth is understanding a rational subjects that
universal of great works. person cultivate
- To develop rationality,
man’s morality,
power of aesthetics &
thought religious
principles.

Behaviorism - Is a product Asserts that - Man is To arrange


of human are neither good environmental
environment should entering nor bad but conditions so
? by their a product of that students can
- The only external his make responses
reality is the environment environmen to stimuli.
physical t
works.

B. With which philosophy do you associate the following quotations?


1.“Education is life not a preparation for life”, - Dewey --- Answer: Progressivism”
2.Man is nothing else but what he makes of himself …” –Sartre --- Answer: Existentialism
3.“Gripping and enduring interests frequently grow out of initial learning efforts that are not appealing
or attractive.” Answer : Essentialism
4. Give me a dozen healthy infants, well informed, and my own specified world to bring them up in and I
’ll guarantee to tale anyone at random and train him to become any type of specialist I
might select ---doctor, lawyer, artist, merchant---chief; and yes, even beggar-man and thief, regardless
of his talents, penchants, tendencies, abilities, vocations, and race of his
ancestors.” Watson --- Answer : Behaviorism
5.“Existence precedes essence.” Sartre --- Answer: Existentialism
6.“Life is what you make it.” William Thackeray --- Answer: Existentialism
7.“Listening in dialogue is listening more to meaning than to words… In true listening, we reach behind
the words; see through them, to find the person who is being revealed. Listening is search to find the
treasure of the true person as revealed verbally and non-verbally…” – John Powell --- Answer: Linguistic
Philosophy
8. When a relationship is working the act of communicating seems to flow relatively effortlessly…: Chip
Rose --- Answer : Linguistic Philosophy

C. Upon which philosophy/ies is each program/practice anchored?

1. Back-to-the Basics movement --- Answer: Essentialism


2. Conduct of National Achievement Test to test acquisition of elementary/secondary learning
competencies --- Answer: Essentialism
3. Use of the Great Books --- Answer: Perennialism
4. Use of rewards and incentives --- Answer: Behaviorism
5. Us of simulation and problem-solving method --- Answer: Progressivism
6. Leaners learning at their own pace --- Answer: Existentialism
7.Mastery of the 3r’s – reading, writing and ‘arithmetic Answer: Essentialism
8. The traditional approach to education --- Answer: Essentialism
9.Subject matter- centered teaching --- Answer: Essentialism and Perennialism
10.Student-centered teaching --- Answer: Progressivism and Existentialism
11. Authoritarian approach to teaching --- Answer: Essentialism and Perennialism
12. Non-authoritarian approach to teaching --- Answer: Progressivism, Existentialism
13. Making meaning of what is taught --- Answer: Constructivism
14. Understanding message through verbal. Non-verbal and Para-verbal means--- Answer: Linguistic
Philosophy
15. Asking learners to draw meaning from what they are taught --- Answer: Constructivism

D. Draw a symbol for each of the 7 philosophies. Explain your symbol.


E. By means of a Venn diagram give the:
1. Similarities between essentialism and perennialism
2. Differences between behaviorism and existentialism
3. Differences between the perennialism and essentialism combined and progressivism

4. Similarities between linguistic philosophy and constructivism

F. You will be grouped into the seven philosophies.


Explain how you will react to the given situation. What advice will you give?
For the essentialist group. Students are not interested in the lesson

For the perennials group.


Students want to become skilled in certain fields of specialization
For the progressivist group. Parents question students’ community immersion for it poses certain
risks. For the behaviorist group. Teacher tells students from the slum areas this: “If there’s a will, there’s
away. Poverty is not a hindrance to success. For the existentialist group. A colleague asks you to decide
for her fear that she may make the wrong decision. For the linguistics philosophy group. A teacher insists
on his reasoning and does not give a chance to an erring student to explain his/her side. For the
constructivist. Teacher claims, he will be able to teach more if he goes straights to his lecture.

G. Students will be asked to research further on the following:

1. John Dewey and progressivism – reflective thinking is a means that unifies curricular elements.

2. John Watson and Behaviorism - John B. Watson is an American psychologist who is best known for
establishing the psychological school of Behaviorism. His theories, research, and work were influential to
the field of psychology, and through that, he left his marks on the larger world.

3. William Bagley and essentialism - was an important historical essentialist. William C. Bagley
completed his undergraduate degree at Michigan Agricultural College in 1895. It wasn’t until after
finishing his undergraduate studies that he truly wanted to be a teacher. [6] Bagley did his Graduate
studies at the University of Chicago and at Cornell University. He acquired his Ph.D. in 1900, after which
he took his first school job as a Principal in a St. Louis, Missouri Elementary School. [6] Bagley’s devotion
increased during his work at Montana State Normal School in Dillon, Montana. It was here where he
decided to dedicate his time to the education of teachers and where he published The Educative Process,
launching his name across the nation
4. Jean Paul Sartre and existentialism - is a term that belongs to intellectual history. Its definition is thus
to some extent one of historical convenience. The term was explicitly adopted as a self-description by
Jean-Paul Sartre, and through the wide dissemination of the postwar literary and philosophical output of
Sartre and his associates—notably Simone de Beauvoir, Maurice Merleau-Ponty, and Albert Camus—
existentialism became identified with a cultural movement that flourished in Europe in the 1940s and
1950s. Among the major philosophers identified as existentialists (many of whom—for instance Camus
and Heidegger—repudiated the label) were Karl Jaspers, Martin Heidegger, and Martin Buber in
Germany, Jean Wahl and Gabriel Marcel in France, the Spaniards José Ortega y Gasset and Miguel de
Unamuno, and the Russians Nikolai Berdyaev and Lev Shestov. The nineteenth century philosophers,
Søren Kierkegaard and Friedrich Nietzsche, came to be seen as precursors of the movement.

5. Jürgen Huberman, Hans Georg Ghadames and linguistic philosophy -

They will pretend to be John Dewey, John Watson, etc. in class and the class will interview them in their
philosophies. The key informants (John Dewey, etc.) will answer questions using the first person
“I”.

H. Research work
– Research on the following philosophies. Those marked with asterisk (*) are must. Give the gist of each
philosophy. Cite those thoughts with which you agree and also those with which you disagree.

1. Christian Philosophy
- The view that there is a divine being who has laid down certain rules for moral behavior and
correct conduct consists in violating them
2. Rationalism
- Rationalists believe that there are a prior or innate ideas that are not derived from seen
experience. These ideas, however, may be justifies by experience. These ideas may in some way
derive from the structure of human mind or they may exist independently of the mind. If they
exist independently, they may be understood by a human mind once it reaches necessary degree
of sophistication
3. Empiricism
- Empiricists claim knowledge as a product of human experience. Statements of observations take
pride of the place of empiricist theory. For any knowledge to be properly inferred or deduced, it
is to be gained ultimately from one’s sense-based experience
4. Pragmatism
- The place of knowledge in human activity is to resolve the problems that arise in conflict
between belief and action. It is committed to the use of experimental method in all forms of
inquiry, a non-skeptical fallible about our current store of knowledge, and the importance of
knowledge proving itself through futures testing.
5. Reconstructionism
- Known advocates are George Counts and Theodore Bra meld. Education must commit itself here
and now to the creation of new social order that fulfill the basic values of our culture and the
same time harmonize with underlying social and economic forces of the modern world. The new
society must be a genuine democracy, whose major institutions and resources are controlled by
the people themselves. The curriculum should include learning to live in a global milieu. The
means and ends of education must be completely re-fashioned to meet the demands of present
cultural crisis.
6. Confucianism
- Had its being in the teachings of Confucius but the following sages took the lead in building its
formulation: Mencius and zhun-tzu
7. Hindu Philosophy
- is often used loosely in this philosophical or doctrinal sense, but this usage is misleading. There is
no single, comprehensive philosophical doctrine shared by all Hindus that distinguishes their
view from contrary philosophical views associated with other Indian religious movements such
as Buddhism or Jainism on issues of epistemology, metaphysics, logic, ethics or cosmology.
8. Buddhist Philosophy
- Learning is manifested by a change behavior.
9. Paolo Freire’s Philosophy
- was a Brazilian educator whose revolutionary pedagogical theory influenced educational and
social movements throughout the world and whose philosophical writings influenced academic
disciplines that include theology, sociology, anthropology, applied linguistics, pedagogy, and
cultural studies. He was born to a middle-class family in Recife, in the state of Pernambuco in the
northeast of Brazil.
10. Socrates’s Philosophy
- Know they self that man measure of all things.
11. Plato’s Philosophy
- If a man knows that the good life is, he will not act immorality. Thus evil is due to lack of
knowledge.
12. Rousseau’s Philosophy
- Education should be in accordance’s with the nature of the child.
13. Stoic Philosophy
- Learn to be indifferent to external influences.
14. Epicureanism
- Consider as a form of ancient hedonism, it identities pleasure with tranquility and reduction of
desire.
15. Philosophical Analysis
- Communal search for ultimate realities of life.
Guides the education process at it determines the aims, mission, vision, goals and objectives of
education.
If likewise determines the approaches methodologies, strategies, of teaching, the contents of
curriculum, the role of teacher’s and all the decisions and actions in the educations process.

16. Phenomenology
- Phenomenalism is a development from George Berkeley’s claims that to be is to be perceived.
When you see a tree, you see a certain perception of a brown shape, when you touch it, you get
perception of pressure against your palm. One shouldn’t think of objects as distinct substances,
which interact with our senses so that we perceive them; rather we should conclude that all
really exist is the perception itself.
17. Logical positivism
- Logical Positivism" is a name for a method, not for a certain kind of ... LOGICAL POSITIVISM. 17. I
incline to think that valid inductions, and, generally, inferences.
18. Any other philosophy of your interest or assigned by your teacher.
- Mencius’ political philosophy:
- Man is a political animal
- Man can fully develop these relationships only within stage and society.
I. One of you will volunteer / be assigned to obtain the vision and mission statement of the
Department of Education and present the same in class.

J. The K to 12 Basic Education Curriculum envisions a Grade 12 graduate who is:

- Holistically developed – Palmira


- With 21St century skills - Ruby Therese Palmira, education program supervisor in English
during an interview.
- Ready for: - K-12 is composed of kindergarten, six years of primary education and six years of
secondary education wherein, the secondary education is divided into: 4 years of junior high
school and 2 years of senior high school.
- Employment - The additional two years of SHS would mean that the high school graduates
are better prepared for whatever path they will choose, and they are of legal age (18 years
old) to be lawfully employed.” she stated
- Entrepreneurship - The Senior High School (SHS) was formed based on the curriculum of the
Commission on Higher Education (CHED).” Palmaira added.
- Middle level skills development - Secondary Education is undergoing through a total
transformation in terms of structure, curriculum, and assessment. During the Senior High or
Grades 11 and 12, different career pathway is offered where students can choose according to
their specialization
- Higher education - The Senior High School (SHS) teaches the needed skills which aims for the
students to be adequately prepared for the world of work, entrepreneurship or higher
education; be legally employable; and lastly be globally competitive.

On which philosophies education of education is the K to 12 Basic Education Curriculum anchored?


Explain your answer/s. Activity 1 Analyze the given example in your small groups, the answer the
following questions:1. Which of philosophies studied in lesson 1 are reflected in the given.

Answer:

Lesson 2
Activity 1

Analyze the given example in your small groups, the answer the following questions:

1. Which of philosophies studied in lesson 1 are reflected in the given philosophy?


_Answer:__1.__essentiarism_____________________________________________________________
_______2.__Behaviorism________________________________________________________________
_____ 3._Existentialism________________________________________________________________
2. What are the teacher’s concept/s of the learner? ____________________________________
________________________________________________________________________________
___________________________________________________________________________
3. Who, according
to the Grade school teacher’s philosophy, is the good and educated person?
_Answer____1.Everychild.______________________________________________________________
_______ __________________________________________________________________
4. What is the teacher’s concept on values?
_Answer: 1. _Unchanging Values. ________________________________

5.What does the teacher believe to be her primary task? _________________________________


_Answer: _1. _To facilitate the development of every child. _________________________________

6. Do his/her concepts of the learner and the educated person match with how he/she will go about
his/her task of facilitating every child’s full development
_Answer: Yes_________________

7.You notice that teacher’s thought on the learner, values and method of teaching begin with the phrase
“I believe”. Will it make a difference if the Grade school teacher writes his/her philosophy of education in
paragraph form using the third person pronoun?
_Answer: _It will be mine.________________ _____________
8. Why is one’s philosophy of education said to be one’s “window” to the world or “compass”
inlife? __
_Answer: It will guide on teaching profession blue print to daily life.____________

Activity 2
1. Formulate your personal philosophy of education. Do it well for this will form part of your
teaching portfolio which you will bring along with you when you apply for a teaching job. Write
it down here.
Answer:
My philosophy Education
I Believe that students learn best by engaging in real-world activities than reading.
I believe that students should be permitted to determine their own curriculum.
I believe that subject matter is taught effectively when it is broken down into small parts.
I believe that teaching should prepare students for analyzing and solving the types of problems will
face outside the classroom.
I believe that the curriculum of a school should be built around the personal experiences and needs
of the students.
I believe that students should active participants in the learning process.
I believe that there are no external students of beauty. Beauty is what they individuals decides it to
be.
I believe that teachers must stress to the students the relevance of what they are learning to them
lives outside and inside the classroom.

2. Share your philosophy of education with the class.


Answer:
My teaching philosophy is grounded in the idea that students’ minds are not empty vessels waiting
to be filled. Each one of them brings their own particular brand of genius to my classroom, and my most
important job is to discover and empower that genius.
Activity 3

A. Reflect on your own philosophy using the following questions as guide :

1. With that educational philosophy: *how will you treat your student? *what will you teach? *how will
you teach?
2. From which philosophies that you have studied and researched did you draw inspiration as you
formulated your own philosophy of education?
3. Does this education philosophy of yours make a difference in your life?
4. What if you do not have a formulated philosophy of education at all?
5. Is your educational philosophy more of an abstract theory than a blueprint to daily living?6. Do you
think your philosophy will change as you grow in knowledge?

B. Print your philosophy of education and include it in your teaching portfolio. Test your
Understanding A. Directions:
C. Answer the following with YES or NO. If your answer is NO, explain your answer in sentence.

Lesson 3

1. Is morality for persons and animals?


Answer: No. It is only for persons because only persons have intellect and will.
2. Is the natural law known only by learned?
Answer: No. Even the unschooled have a sense to do wood and to avoid evil.
3. Did the primitive people have a sense of natural law?
Answer: Yes
4. Is an animalistic act of man moral?
Answer: No. To be moral is to be human. Any act that brings down man to the level of the brute like any
animalistic act is, therefore, not moral.
5. Is it right to judge the dog to be immoral if it defecates right on your garden?
Answer: No. Morality applies only to persons and not to animals because animals have no choice. They
are bound by their instincts.
6. Is the foundational moral principle sensed only by believers?
Answer: No. Even unbelievers have sense to do good
and avoid evil because this natural law is written in every man’s heart.
7. Is the foundational moral principle very specific?
Answer: No. It is a general statement. “Do good and avoid evil.”
8. Is the foundational moral principle the basis of moral specific principle?
Answer: Yes
9. Is the foundational moral principle so called because it is the basis of all moral principles?
Answer: Yes
10. Are the Ten Commandments for Christians more specific moral principles of the foundational moral
principle?
Answer: Yes
11. Is the natural law literally engraved in every human heart?
Answer: No, not literally. But it is written
or engraved in every human heart in the sense that every man has a sense of the principle “Do good and
avoid evil.”
12. Are The Five Pillars of Islam reflective of the natural law?
Answer: Yes
13. Is the Buddhist’s Eightfold Path in accordance with the natural law?
Answer: Yes
.14. Are the Golden rule for Christians basically the same with Kung-fu-Tso’s
Reciprocity rule?
Answer: Yes

A. Direction: Answer the following in a sentence or two.

1. To be moral is to be human. What does this mean?


Answer:
This means that one’s moral behavior conforms to a human’s rightful act. Morality happens
when you choose to do righteous things whether it results to good or bad consequence.

2. Why is morality only Persons?


Answer:
Because only persons are endowed intellect with which they can think, reason out and free will
which they can choose.
3. What do the following you about the natural law?
Answer:
The natural law is “written in the heart of every man.” This is true to all men and women.
One need not be schooled to have a sense of the natural law.

B. Journal Entry
1. “Do good; avoid evil” is the foundational moral principle. List at least 5 good things that
you have to do as a teacher and 5 evil things you have to avoid doing.

Lesson 4
- Test your Understanding.
1. Do we have such a thing us unchanging values in these changing times?
Answer: Yes
2. What do we mean when we say transcendent values are independent of the
time, space, and people?
Answer: Transcendent values do not depend on the period in history and place when
and where people live/d. they do not depend on the race, nationality and culture of people.
They are values true to all times in all places and for all people.

3. Should Values be taught? why?


Answer: Yes, because they have a cognitive domain.
4. What are the three dimensions of value and value formation?
Answer: Cognitive,
Affective
and Behavioral dimensions
The cognitive aspect of value formation is concerned with the rational understanding
of the value. How it should be lived and why it should be taught. The affective aspect has
something to do with the development of feeling for the value. The behavioral aspect is the
outward manifestation of the value.
5. Value formation is training of the intellect and the will. What does the training
consist of?
Answer: Training of the intellect is training in conception, judging and reasoning.
Training of the will is strengthening the will to desire and act upon that which is valued.
6. What is the aspect of good habit (virtue) and bad habit (vice) on the will?
Answer: Value Strengthens the will while vice weakens it.
7. Which is the lowest value in Scheler’s value hierarchy? Highest?
Answer: The lowest values in Scheler’s hierarchy are the pleasure values while the highest are the
values of the Holy.
8. Based on Scheler’s hierarchy of values, what is a life well lived?

Answer: A life well lived is one that observes subordination of values in accordance with scheler’s
hierarchy of values.
9. According to advocates of value clarification, how can you test if a value is really your
values?

Answer: I can test if a value is really my value by asking the ff. question;
1. Did I choose it freely?
2. Did I choose it from among alternatives?
3. Did I choose it after thoughtful consideration of the consequences of your choice?
4. Do I cherish it?
5. Do I affirm it publicly?
6. Do I act on it?
7. Do I act on it repeatedly/habitually?

- Synapse Strengtheners

1. Present Schuler’s hierarchy of values by means of an appropriate graphic or


gainer. Each level of values must be explained and must be given an example.

2.Interview a former alcoholic who was rehabilitated. Ask how his alcoholism affected himself, his job,
and his relationship with his family and community. Ask him to give his advice to the class.

3. In the modern parable “The Little Prince” written by Antoine Expiry, the Little Prince in his
visit to one planet, met an alcoholic. The following was their conversation:
Little Prince: “What are you doing?”

The alcoholic: “I am drinking”


Little Prince: “Why are you drinking?”

Alcoholic: “To forget!”


Little Prince: “To forget what?”

Alcoholic: “That I am a drunkard!”

Based on the above conversation, is the alcoholic (or any alcoholic for that matter) happy for being
one? What lessons can you learn from the life of an alcoholic or of a gambler?

Answer:
No, he is not happy it is a vicious life, full of misery.

4. In his book “Morality and You”, James finely wrote: “look at modern
advertisement. commercials for deodorants, mouthwashes, skin blemish removers and other cosmetics
have basic assumption that man is a creature who must be physically attractive to have much worth in
the eyes of his fellowman. They try to se
ll …the following concept of a person: to have a
good breath and white teeth is to be a good person; to have bad breath is to be socially
undesirable.” Reflect if this thought on man as sold by the media in a very subtle manner has in
a way influenced your value orientation.
For Research
 Which Filipino values pose obstacles to your value formation? How do they block your value
formation?
 Are there times when the will refuses to act on what the intellect presents as good? How does a person
feel?

The atheist denies God’s existence. Will he lack the values of the Holy, the highest level of value
according to Schuler? How will this affect his/her way of life?

- For Exhibit

 Make an exhibit on the lives of men and women whose lives where oriented towards the values of the
spirit and/ or the values of the Holy. The objectives of the exhibit is for you to prove to every viewer that
those who live beyond pleasure values and vital values are those who great in the eyes of their fellow
men and of god
(for those who believe).

Journal Entry

1. Read the following and in the context of value formation write down your response/action plan teach
as a proof that you accept continuing personal value formation.
Take care of your thoughts, they become your actions; take care of your actions, they become your
habit; take care of your habits, they become your character; take care of your character, it becomes your
destiny!

Answer:
1. Be positive always.
2. Always their positively
3. Guard and avoid negative thoughts

“What does it profit a man if he gains the whole world but loses his soul”?
Answer:
Live my life well best should lose my values, my integrity density

…store up treasures in heaven neither moth nor decay destroys, nor thieves break in and steal. For
where your treasure is, there also will your heart be”. (Matthew 7:20)
Answer:
Always do good think deed Its rewards are inverse and immensurable.

“Try not to become a man of success but rather try to become a man of value.”
Answer:
Success is not everything, being a righteous and dignity is.
Albert Einstein
“It is only with the heart that one can see rightly; what is essential is invisible to the eye.
The Little Prince by Antoine Expiry.
Answer:
Always lead a virtuous life.
“Di baleng mahirap, basta’t may dangal.”
Answer:
Do not steal
2. It is observed that beginning teachers somewhat lack emotional stability. What are some of
its causes? What should you do to counteract it? Write your answers here.

Lesson 5
- Synapse Strengtheners
A. An Exercise on Metaphor/Simile- Compare teaching as avocation/mission/profession to something
by completing this statement; TEACHING IS LIKE….

C. For Small Group Discussion


1. Does it make a difference if teaching is simply regarded as a profession, not a vocation and a mission?
2. Within the 5 qualities of a professional in mind, cite other Filipino traits that work against the making
of a true Filipino professional. Propose some remedial measures.
3. Of the 5 qualities of a professional, which to you is the most important? Why?
4. Once more, read the letter to the teacher given above, then state the mission of the profession
teacher.

C. Research on:
The other elements of a profession. Does the teaching profession fulfill all the elements?
 The meaning of Eichmann as used in the Letter to Teacher found in this lesson
The logos of professional teachers, the Philippine Association for Teacher Education, the Department of
Education, Commission on Higher Education. Display them in class. Give their symbolism. Is there
anything common among the logos?

D.Panel discussion:

Invite the Administrative Officer of the nearest Division office, the head of the Legal Department
of Civil Service Commission, a member of the Board for professional Teachers /Hearing Officer of
PRC regional office to talk on cases against teachers filed at their offices. Draw your conclusions
from their talks

E.Video Presentation

Interview model teachers in your community identified by school’s


principals/superintendents/PTCAs. Give a video presentation of their work and life as model
teachers.

F. Journal Entry

Conrad de Quiroz of the Philippine Daily Inquirer once wrote: “Being world
-class does not mean going internationally and showing our best out there. Being world-class is passion
and commitment to our profession; being world-class is giving our best to teaching. Being world-class
starts right inside the classroom.” Write what you resolve to START doing and STOP doing NOW as you
embrace teaching as your vocation, mission and profession

START DOING
1. Start striving for excellent in everything I do. Which means I shouldn’t settle in anything less, that
a mediocre output will do no good I must do my best in everything I do.
2. Start being punctual in all of my commitments and meetings. This shows my professionalism and
respect for other’s time.
3. Start learning more, that whatever task entrusted to me, I should strive to extend an extra mile.
That I should continue enriching my knowledge and skills.
STOP DOING
1. Stop being negative, I must strive to eradicate all the negatively around me. That I must strive to
see the good in everyone and in everything. That I should believe that man is inherently good. I
must do my best even in a worst situation.
2. Stop being late, that I should do everything I can do at hand and should not delay. That I should
learn and apply time management in my life.
3. Stop being lazy. That is should be committed and passionate with my job. That everything I do all
I say and anything I can think of should benefit only the learners.
G. Keep interested in your own career, however humble; it is a real possession in the changing fortunes
of time, says Desiderata. How can you keep your interest in your own career? Write your reflections
here!

Chapter 2
Lesson 1

- Synapse strengtheners

A. Form 8 groups. Each of the 7 groups will focus on one assigned domain of the NCBTS. The 8
groups will work on the graphics organizer for the Code of Ethics of professional teachers.
B. For the 7 groups: Prove that the NCBTS Framework and Code of Ethics for Professional
Teachers reinforce each other. Show that the Articles in the Code of Professional Teachers also
state.

NCBTS Domain # 2/ Strand Code of Ethics for Professional Teachers


2.1 Creates an environment that Art. III Sect. 1
promotes fairness. Sect. 2
2.2 Make the physical environments Art. VIII Sect. 8
safe and conducive of learning Sect.9
2.3 Communicates higher learning
expectations to each learner
2.4 Stablishes and maintains
consistent standards of learner’s
behaviors.
NCBTS Domain # 3/ Strand Code of Ethics for Professional Teachers
Blue versity of Learners Art.VIII
3.1 Is familiar with learner’s background Sect.1 A teacher has the right duty to
and experiences determine the academic marks and the
3.2 Demonstrates concern for holistic promotion of learner’s in the subjects they
development of learner’s handle. Such determination shall be in
accordance with generally accepted
procedures of evaluation and measurement.
In case of any complaint, teacher concerned
shall immediately task approximates, action,
observing the process.
Sect.2 A teacher shall recognize that the
interest and welfare of learners are his first
and foremost concern, and shall handle each
learner’s justly and impartially.
NCBTS Domain # 4 / Strand Code of Ethics for Professional Teachers
Cirriculum
4.1 Demonstrates mastery of the subjects
4.2 Communicates clear learning good for Art. IV Sect. 1
the lessons that are appropriate for 2
learners 3
4.3 Makes good for use allowed 4
instructural time. 5
4.4 Select teaching methods, learning
activities and instructural materials or
resources appropriate to learners and
aligned to the subjects of the lesson.
4.5 Teachers recognize general learning
processes of individual learners/
4.6 Teachers promotes purposes study.
4.7 Teachers demonstrates skills in the
use of information and
communication technology in
teaching and learning.
NCBTS Domain # 5 / Strand Code of Ethics for Professional Teachers
Planning assignment & Reporting Art. Sect. 1
5.1 Communicates properly and clearly to 2
learners, parents, and superiors about 3
the progress of learners. 6
5.2 Develops and uses a variety of
appropriate assessment strategies to
monitor and evaluation learning.
5.3 Monitors regularly and provides
feedback on learners understanding
of content.
NCBTS Domain # 6 / Strand Code of Ethics for Professional Teachers
Community linkages Article III
6.1 Establishes learning enviroments that Sect.2 Every teacher shall provide leadership
respond to the aspirations of the community. and initiatives to activity participate in
community movements for moral, social,
educational, economics and civic betterment.
Sect.4 Every Teachers shall help the school
keep the people in the community, and shall,
therefore, study and

Article V.
Sect. 1
2
3
4
5
6
7
NCBTS Domain # 7 / Strand Code of Ethics for Professional Teachers
Personal growth & Professional
Development Article. IV
7.1 Takes pride in the notability of Sect. 2
teaching as a profession 3
7.2 Builds professional likes with 5
colleagues to enrich teaching
practice.
7.3 Reflects on the extent of the
attainments of professional
developments goals.

4.Tell something about the teacher in the classroom and in the community by completing this
acronym.
T- thoughtful
E- emphatic
A- amiable
C- committed
H- honest
E- enthusiastic
R- reliable

5. Reflect on the teacher as she goes about her task in the classroom and in the community. In what
way is she/he……

 a piece of iron?
a well?
a planter?
a gardener?
a door?
a wakeup call?
a potter
a mirror
an assessor
a nurse.
Read this poem “You Are Teacher” then answer the following questions on page 84:

YOU ARE A TEACHER

If I speak Interestingly, effectively, and well, but do not understand my students am a noisy gong or a
clanging cymbal. If I know all of the methods and techniques of teaching, If I have complete faith that
they will work, so that I use them completely, but think only of materials of techniques instead of how
they can help my students, I count for nothing. If I go the second mile in my teaching, give up many
activities, but do it without understanding, it does no good, Love is very patient, very kind; Love is not
jealous, it does not put on airs; It is never tyrannical, never; Yet does insist on truth; It does not become
angry;
It is not resentful, Love always expects the best of others; It is gladdened when they live up to these
expectations, Slow to lose faith when they do not. It will bear anything, hope anything, Endure anything.
This kind of love will never fail If there are teaching methods, they will change; If there are curricula, they
will be revised. For our knowledge is imperfect and our teaching is imperfect, and we are always looking
for the better ways Which an infinite God has placed ahead of us, When I began to teach, I fumbled and
failed; Now I have put away some of my childish ways, at present I am learning bit by bit; But if I keep on
seeking, I shall at last understand as all along I myself have been understood. So faith, hope and love
endure. These are the great three but the greatest of them is love.

 Which line of the poem do you like most? Why?

Answer:
Love always expects the best of others; It is gladdened when they live up to these expectations, Slow
to lose faith when they do not. It will bear anything. – NEVER GIVE UP -
 What mental portrait of the teacher in the classroom and the teacher in the community is
painted by the poem, “You are a Teacher”?

9. Read your name through the poem like this:


Brenda, you are a teacher. If
Brenda speaks interestingly, effectively and well but does not understand her students
Brenda is a noisy gong or a clanging cymbal. Call on other students to read their names through the
other lines of the poem.

-
- Reflection question:
How did you feel when you read your name through the lines of the poem? Describe an explain why?

10. Give the poem “You Are a Teacher” a tune then sings it. Choreograph it.
11. Conduct a meta-analysis of researches on the qualities of a good teacher. Between the professional
qualities and personal qualities of a teacher, which ones are perceived to be more important?

Lesson 2

- Synapse Strengtheners –

1. By Means of a graphics organizer, demonstrate the 21 st century teacher by completely


presenting the 21st century skills.
Answer:
1. EFFECTIVE COMMUNICATION SKILLS
- Learning
- Collaboration
- Interpersonal skills
- Local, national and global orientedness
- Interactive communication
2. LEARNING AND INNOVATION SKILLS
- Creativity
- Curiosity
- Critical thinking problem solving skills
- Risk Taking
3. INFORMATION MEDIA AND TECHNOLOGY SKILLS.
- Visual literacy
- Information literacy
- Scientific literacy
- Economic literacy
- Multicultural literacy
4.. LIFE AND CAREER SKILLS
- Flexibility and adaptability
- Leaderships and responsibility
- Social and across-cultural skills
- Initiative and Self-direction
- Productivity and accreability and guidelines values.

Lesson 3
1. Name some problems originating from the community experienced by teachers in the school,
regarding:
traffic and transportation
 availability of water and lighting system
 security measures for children in what way can the community help?
2. Describe how school and community officials work together in each of the following events:
 socio-cultural activities
 peace and order situation-in peace-outside the school
 projects

3. What are some learning resources existing in the community that school children and personnel
can visit for mutual assistance and enjoyment?
4. Please check
5. parks________________ factories ____________
6. museums__________ industries____________
7. library___________ shopping mall_________
8. concert halls__________ conference mall_______
9. movie house __________sport and recreational hall_________
10. art gallery _____________others, specify_________

4. How is the community assisted by the school in return? Please check

as resources person in town assemblies_______


 participants in town celebrations________
 modeling desirable values____________
 helping in community projects________
_Others, specify_____

Chapter 3
Lesson 1.
One World, One Classroom, One Global Teacher?
- Self- check questions:

Instruction:
Answer agree or disagree with the statements that follow.
Disagree 1. A teacher has to earn prestigious award to be labeled as a global teacher.
Disagree 2. To become a global teacher, on should be fluent in English and other languages.
Disagree 3. A Filipino teacher cannot qualify to teach in other countries because in differences in
curricul Agree 4. To be globally competitive, teachers should develop competencies in the use
technology. _
Agree 5. Global education provides the same standards for quality education worldwide. _
Agree 6. Teachers who embrace global education, must have a good understanding of the different
cultures of the learners
Agree 7. For Filipino teachers, the NCBTS is a national standard that meets global competencies.
Disagree 8. Teachers in far flung schools cannot be considered global teachers
Agree 9. Your curriculum in teacher education prepares you to be global teachers
Agree 10. A global teacher has wider view of what education is all about.

Lesson 1

- Take Action –

1. As a group, go to school and ask the principal or school head for the Outstanding School Teacher.
Request for an interview with the teacher. Among others, your interview protocol should include the
characteristics or qualities mentioned in your text. Write a report and share this with your classmates.

- Make a Reflection –

1. Can you outstanding teacher in the neighborhood school whom you have interviewed be
classified as a global teacher? Why? Why not?
Answer:
An outstanding teacher can be classified as a global teacher because interviewed can be
challenge of global education. She is aware and diligently performing and observing the seven
domains and its strands.
2. Can you be a global teacher, without teaching abroad? Write your insights.
Answer:
One can be a global teacher even without teaching abroad as long as the teacher can meet the
various challenges of the future, which, included in the 21 st century leaning goals that have been
established as basis of various curricula worldwide.
3. Reflect on the statement: “As a global Teacher, act locally but think globally.” Add this reflection
in your portfolio.
Answer:
A global teacher possesses 21st century skills and is components and armed with enough skills,
appropriate values and admirable attitude towards learners and the community where she/he
locally situated should also provide global perspectives in teaching.
Lesson 2
- Take Action -

1. Make a Matrix system using Example below:

Title: Educational System of Selected Countries of the world.

Name of Country Levels of Education Description of Each Special Features


Level
1. Australia A. Basic Primary school is for six During the "junior
education years; high school is for high school, most
six years Australian students
decide what to do
B. Higher college or university, after high school.
education three to six years. Primary education is
& provided
government and
nongovernment
primary school

Australians University
our au autonomous
self ‘accredited
institutions
established by
federal state of
territory
Legislations.
2. China A. Basic education Elementary, junior, and China is the largest
senior high school educational system of
the world. Primary
grades are devoted to
development of
B. Higher education Six years of university, cognitive skills.
verities, of the
technical and vocations The course syllabi are
school. written by scientist and
professors hired by the
National Educational
Commission. Students
wishing to attend
university must pass
one of the two versions
of the National
University Entrance
Examinations.

3. japan A. Mombusho About one third to the The Japanese


or Ministry private schools and the education system is
of rest are enrolled in the highly centralized and
education public of national is administered by
B. Higher school system (Abner, theMombusho or
Education 2002) Ministry of education

The schools system


from kindergarten
through university
serves about million
students, with about
ten percent going To
the university

4. South Africa A. Public ordinary Technical college Teacher training and


school education university training29
education
B. Independent
school
education
5. England A. Higher Some secondary Students can either
Education schools go beyond the continue education or
11-16 mandates to 11- enter working world.
18 and the student
may stay there.

6. United States A. Higher in the U.S. begins at it is diverse and


of America Education the post-secondary autonomous
education. community of publicly
and privately
supported institutions.
 Current data states
that there are some
2,819 institutions
offering Bachelor’s or
higher degrees and
4,927 institutions
offering shorter non
degrees of two years’
duration.  These
higher education
institutions are
classified according to
the following
categories:
7. New Zealand A. Higher Primary school  New Secondary schools 
Education Zealand law requires Students progress
all children aged 6 through five levels and
years and over to be in must stay until age 17-
schools.  Most begin 18.  In the first two
as they turn 5 years years of secondary,
old.  For the first three grade 9 and 10, all
years in primary students learn English,
education, one grade Mathematics, Science
level each year, and Technology, Social
children are moved to Studies, Arts, Physical
another five more Education and Health
years before going to Education.  Optional
secondary school. subjects in the first two
years of secondary
schools may include
Economics, History,
Geography, Electronics,
Sewing, Keyboard
skills, drama,
journalism, French,
Japanese and Maori.
8. Philippines A. Higher For technical vocation  Most of the college
Education education or post- degree programs
secondary education, require passing a
there are two-year licensure examination
courses.. for the specific
profession
(Nursing, Dentistry,
Medical Technology,
Medicine, Engineering
and Teaching)  The
examination is given by
the Professional
Regulation Commission
(PRC) while for law, the
examination is given by
B. Higher the Supreme Court.
Education
in the Philippines 
After completing the
bachelor’s or
baccalaureate degrees,
courses in the masters
program of two years
and doctoral program
for three years are
offered by authorized
colleges and
universities.  Most of
these institutions have
admission
requirements for the
specific degrees.

Lesson 2
- Self- Check Question -
All the items refer to lesson 2. Choose the correct answer from the choices given.

2. Enrichment activity. Through the internet, search at least two other countries and take
note their educational system both in basic education and higher education. Compare with
the list included in this lesson.
B. Search about the K to 12 basic Education Curriculum of the Philippines.

Lesson 2-
- Make a Reflection!
1. Based on your matrix of the various educational systems of the others countries, how
would you compare our Philippines educational system? In what aspects are we similar with
other countries? Is our educational system globally competitive? How do you see yourself in
the K to 12 Curriculum as a teacher?

2. If given an opportunity to experience teaching in another country listed above, where


would you like to teach? Why?

Lesson 2
- Self –check Questions

All the items refer to Lesson 2. Choose the correct answer from the choices given.

1. For the majority of sample countries given in this lesson, at what level is free-compulsory
education provided?
a. Primary level
b. Primary up to certain level in secondary level.
c. Both primary and secondary levels.
d. Post-secondary level only

2. From what educational system does Australia pattern its own?


a. England
b. United State of America
c. Japan
d. United Nations

3. Based on the curriculum requirement provided by the selected countries, the language
which is seemingly universal is____________.
a. Spanish
b. English
c. Chinese
d. French
4. Higher education in all countries presented can be described as___________.
a. selective and not compulsory
b. compulsory but selective
c. voluntary and very affordable
d. accessible and democratic for all

5. All of the example countries have basic education for_______________.


a. six years
b. ten years
c. twelve years
d. fourteen years

6. The unique feature of the current K to 12 is that the Filipino learner will
become__________.
a. monolingual
b. multilingual
c. English speaking only
d. Tagalog speaking only

7.Philippine education now has become comparable to other countries, by


a. using English as a medium of instruction
b. adding two more years in basic education
c. using a spiral curriculum
d. returning back to the basic

Lesson 3
- Self-Check Question

1. Name at least five characteristics of a multi-cultural classroom.

2. What are some guidelines for a teacher who handles children with diverse background?
3. List some cultural stereotypes that must be avoided.

Lesson 4
-take Action!

1. Download from the internet more information about the teacher exchange program.

2. Write the Philippine-American Educational Foundation to inquire about the Fulbright


Teacher Exchange Program. Secure as much information as possible. Share your findings
with your classmates.

3. Interview a member of your faculty or other teacher who has participated in any
faculty exchange programs or scholarship programs abroad. Make a brief report of your
interview.

Lesson 4
- Make a Reflection

Using that data that you gathered from item number 3 above, make a reflection. Focus
your reflection on the following items.

1. Personal gains or benefits derived from the exchange or scholarship program abroad

2. Professional development achieved from the experiences

3. Challenges met and solutions made

4. Transfer of professional gains to current teaching assignment

Lesson 4
-Self- Check questions

1. What are the purposes of the Teacher Exchange Programs?


2. As a prospective Filipino teacher, what benefits will you derive from these programs?

3. How will the teacher exchange programs develop you as a global teacher?

Lesson 5
- Take Action!

This activity focuses on what a school is doing with technology. Try not to focus too much on the
technology itself (how many computers) but on what is happening with the computers. Write a
short narrative of your visit that includes your views on what is happening in the school and
some ideas that you would want to implement if you were teaching in that environment. To
help you write your narrative, use the observation sheet for your visit.

Lesson 5
- Take Action –
OBSERVATION WORKSHEET
DERICTION: Do not use actual names of schools, teacher, administrator or students when using this
worksheet.

Observation Names: Ali ihsan erdas


Date: 7.04.2019
Grade and Level: Grade 9
Subjects: Educational 5123 Curriculum and instructional design
Class Size:
Technology in the Classroom: Observation in Classroom
Location and Placement in the Room: Classroom Observation assignment

Background information: Give a brief general description of the school. (Social, economic, school,
population, teachers and students) Included the school’s goal for use of technology.

Observation:

During your observation, notice how many students use technology is being used. Observations
can be recorded in narrative form. You may include the information gathered from the questions
raised below:

1. How familiar are the students with the technology?


Answer:
I think using the technology really allows…us to bring students…toward us in terms of education.
…But even more important I think it allows…us to go into their world.…And I think that's extremely
important…because I think as a child growing up…I think they have so many pressures put upon them.…
And I think by using technology,…technology alleviates some of that pressure.…Because students are
able to learn in their own time.…And to me it's important that if that content…is available for them 24
hours a day,…there's nothing better.…

2. What kinds of software are the students using?


Answer:
Following are types of educational software that a school should implement:

- Authoring Systems. An authoring system helps teachers develop their own instructional
software.
- Desktop Publishing. ...
- Graphic Software. ...
- Reference Software. ...
- Drill & Practice Software. ...
- Tutorial Software. ...
- Educational Games. ...
- Simulations

3. Are the students really engaged in their activities?


Answer:
4. How does the teacher interact with the students with the use of technology?
Answer:
5. What are the other materials used by students along with computers?
Answer:
the teacher used smart board during his presentation. He also prepared worksheets for students to
answer at the end of the class. And each student was given marker and laminated paper for their
individual work

Lesson 5

- Make a Reflection –
 Based on your observation and interviews make a reflection on the following:
Answer:
1. The Level of technology used in the classroom?
Answer:
The level of technology used in the classroom is not so advanced yet. Although laptop, LED TV and
Projectors are available, instruction is still heavily dependent on teaching and board work.
2. The learning outcomes derived from the technology use.
Answer:
Teachers can apply current technology in research and planning learning activities. Teachers can
apply technology to develop students higher order thinking skills and creativity.
3. Your suggestions if you the one teaching with the use of technology.
Answer:
I will use technology as an interactive tool in enhancing instruction.
4. Your overall reflections on technology and innovation teaching.
Answer:
As a future teacher, it is important for me to adopt educational technologies, and innovation
teaching. It can help me to explore all possibilities to respond to the future challenges to promote
learning.

Lesson 5
- Self- Check Question –
 Identify the following concepts that you have learned in this lesson.

1. Outputs of discoveries and inventions which are utilized to improve teaching and learning
such as computers and all its software are referred to as ____________.
2. Simulations or exploratory environments which allow actions and investigates right inside
the classroom through computer software are called________________________.
3. The entire National Geographic is now kept in a data base called_________________.
4. A very popular hypertext system labeled as is referred to as_________________.
5. Which term is used when student’s participants are brought to a field trip without
physically bringing them to the site? ___________________________.

 Read and make a decision based on your experiences and information. Write
Agree or Disagree

1.____Agree_______The introduction of technology is the classroom leads to teaching innovations.


2.___ Agree________It is imperative for a teacher to learn and use technology in teaching.
3____Disagree_______Only those who have access to the internet can use technology.
4.___Agree________Even with use of technology, the diversity of learners should be considered
5.___Agree________Technology in the classroom should support learning, rather than hinder
it.

Chapter 4
LESSON 1
- Synapse Strengtheners
1. Is teaching your first choice as a career? Why?2. What do you profess when you become a teacher?3.
What are expected of a teacher as a professional?
For Research

1. Research on the operational definitions of:


1. Profession:
Answer: is a type of job that requires special training and given status and prestige to the individual
1. Professional
Answer: is one who has competent skills, observes high standards of the job, and abides by the code of
ethics.
2. Professionalism
Answer: licensed professional who possesses dignity & reputation, with high moral values as well as
technical and professional competence. she/he adheres to, and practices a set of ethical and moral
principles, standards, and values.

- Synapse Strengtheners

1. Compare PD 1006 and RA 7836 along the following items then give your own
observations.

Item PD 1006 RA 7836 Observation

1.Definition of Definition of both laws


Teacher Sec. 3 (b) P. 169 Article. Sect. 4(b) were somewhat
P.173 similar.
2.Teacher’s Scope of examination
Examination Sect. 8 P. 171 Article. Sect. 14 P. at RA.7836 is clearly
2.1 Scope of 175 defined and explicitly
Examination stated.

2.2 Qualification Qualification of


Requirements of Sect. 6 P. 171 Article. Sect. 15 P. examination
examinees 175 applicants at RA. 7836
is more detained and
which can be alarming
2.3 Rating Rating is directly
Sect. 9 P. 171 X stated in PD.1006
unlike in RA. 7836 no
ratings implied which I
understand because it
is commonly known
that the passing rate
must be 75%
2.4 Reports of Results Results of examines
Sect. 10 P. 171 Article. III Sect. 16 P. can be obtained
176 earlier with RA. 7836,
which can be obtained
after 120 days
compared to 150 days
of prior law.
3.National Board for For PD. 1006, they
Teachers Sect. 4 P. 170 X refer the group who
determine and
prepare the contents
of examination as the
National Board for
Teachers.
4.The board for Consequently, upon
Professionals Article. II Sect. 1 P. enactment of RA.
Teachers X 173 7836, the board who
supervise and
administer the exam
is now referend to as
the board for
professional Teachers.
Their duties and
functions were
diligently listed which
make things clear and
easier to follow.
5.Causes of Causes of revocation
revocation of Sect. 13 P. 171 Article. III Sect. 23 P. of certificate/license
Certificate/ license 177 were stricter and rigid
with RA. 7836

Synapse Strengtheners

1. What amendments to RA 7836 were made by RA 9293 on the following:


Answer:
Sec. 15. Qualification Requirements of Applicant. – No applicant shall be admitted to take the
examination unless, on the date of filing of the application, he shall have complied with the following
requirements:

"(e) A graduate of a school college or university recognized by the government and possesses the
minimum educational qualifications, as follows:

(1) For teachers in preschool, a bachelor's degree in early childhood education (BECED) or its equivalent;
(2) For teachers in the secondary grades, a bachelor's degree in elementary education (BSEED) or its
equivalent;

(3) For teachers in the secondary grades, a bachelor's degree in education or its equivalent with a major
and minor, or a bachelor degree in arts and sciences with at least eighteen (18) units in professional
education; and

(4) For teachers of vocational and two-year technical courses, a bachelor’s degree in the field of
specialization or its equivalent, with at least eighteen (18) units in professional education,"
.

 Number of units in professional educational required of non-educational graduates


Answer:
(1) For teachers in preschool, a bachelor’s degree in early childhood education(BECED) or its
equivalent;(2) For teachers in the elementary grades, a bachelor’s degree in elementary
education(BSEED) or its equivalent;(3) For teachers in the secondary grades, a bachelor’s degree
in education or its equivalent with a major and minor, or a bachelor degree in arts and sciences
with at least eighteen (18) units in professional education; and(4) For teachers of vocational and
two-year technical courses, a bachelor’s degree in the field of specialization or its equivalent,
with at least eighteen (18) units in professional education.

 Registration of those engaged in teaching without examination


Answer:
Upon approval of the application and payment of the prescribed fees, the certificate of
registration and professional license as a professional teacher shall be issued without
examination as required in this Act to a qualified applicant, who is:(a) A holder of a certificate of
eligibility as a teacher issued by the Civil Service Commission and the Department of Education,
Culture and Sports; or(b) A registered professional teacher with the National Board for Teachers
under the under the Department of Education, Culture and Sports (DECS) pursuant to
Presidential Decree No. 1006.
 Required rating for para-teachers
Answer:
What is required of teachers covered by Sec. 26 of RA 9293 who have not practiced their
profession for the past five years? Other the para-teacher, who else are entitled to a special
permit? A person who has excellent and gained international recognition and is widely expert in
his or her respective field of specialization.

2. Other than para-teachers who else are entitled to a special permit?


Answer:
Not lower than five percentage points from the passing general average rating. (The para-
teachers shall be assigned to areas where there is a shortage or absences of a professional Teachers.)

3. Who can be issued a license without examination?


Answer:
"Sec. 31. Transitory Provision. – Special permits, with a validity of three (3) and five (5) years.
issued to para-teachers by the Board for Professional Teachers before the effectivity of this Act
shall be allowed to expire based on the period granted therein: Provided, that only special
permits with a validity of three (3) years maybe renewed upon expiration for a non-extendible
period of two (2) years."

Section 4. References to the term "Department of Education, Culture and Sports", in Section 4 (a)
and Section 25, and the term "DECS" in Section 20, of the same Act, are hereby amended to read
as "Department of Education" DepEd", respectively.

- Journal Entry
Do PD 1006, RA 7836 and RA 9293 help you become a professional teacher? Write your
reflections here.

PRESIDENTIAL DECREE no. 1006

Providing for the professionalization of teachers, regulating their practice in the Philippines and
for other purposes.

REPUBLIC ACT. NO. 7836

An act strengthens the regulation and supervision of the practice of teaching in the Philippines
and prescribing a licensure examination for teachers and for other purposes.

REPUBLIC ACT. NO. 9293

An act amending certain sections of republic act numbered seventy-eight hundred and thirty-six
(RA no.7836) otherwise known as the” Philippine Teachers Professionalization act of 1994″
After reading these important act of professionalization of teacher, I identify their, significant
differences to each other, and to know they important things that a teacher must be considered.
In PD no.1006 explained the meaning of teaching, teacher, and board, wherein a teacher, is not
just only a teacher there are many branches that indicate as a teacher. It also contains the
process of during/ after examination.

Like Pd 1006, Ra 7836 also define a teacher and some important examinations that the teacher
should be take, It explains the procedures if you fail the merit examination or the excellence of
the teacher, so for good you much better pass it on the first taken to get an incentives. In RA
9293-the extension of RA 7836 and discussed on what if you have not taken your practice your
professional for the past 5 years, so you need to take at least 12 units of education, and , if
you’re not luckily pass the LET examination, but you have a rating of not lower than five points
of you grade, the board will also give you an issuance and you are eligible as para- teachers -or a
substitute teacher will assigned for those many teachers absences and you need to renew your
permit for a non- extendible period of 2 years.

- Synapse Strengtheners

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