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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?
4. Does the existentialist teacher make heavy use of the individual approach?
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.
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.
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.
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.
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.
Answer:
Lesson 2
Activity 1
Analyze the given example in your small groups, the answer the following questions:
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.
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
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.
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
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?”
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. 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
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.
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:
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.
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”?
-
- 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 –
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_________
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 -
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.
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?
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
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
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
Lesson 3
- Self-Check Question
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.
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
Lesson 4
-Self- Check questions
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.
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:
- 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
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
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
- Synapse Strengtheners
1. Compare PD 1006 and RA 7836 along the following items then give your own
observations.
Synapse Strengtheners
"(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,"
.
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.
Providing for the professionalization of teachers, regulating their practice in the Philippines and
for other purposes.
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.
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