stc20165th lecturer

4. • LEGAL
BASES

5. • RA 7836
• Philippine Constitution
• Education Act of 1982
• R.A. 4670 – Magna Carta for Public
School Teachers
• Policies, Memoranda, & other
R.A.s concerning Education
• OTHERS

6. Philippine Teachers Professionalization Act of
1994
• Prescribes the Licensure Examination for Teachers ( LET )
to make them duly licensed professional who possess
dignity and reputation with high moral values as well as
technical and professional competence.
• Provided that within 2 years after Jan. 12, 1996, no person
shall teach in the preschool, elementary, or secondary
level nor in vocational course unless he is duly registered
professional teacher.

7. Qualification requirements of applicants (Sect. 15 of R.A. #
7836):
• A citizen of the Philippines OR an alien whose country
has reciprocity with the Philippines in the practice of the
teaching profession;
• At least eighteen (18) years of age;
• In good health and of good reputation with high moral
values;
• Has not been convicted by final judgement by a court for
an offense involving moral turpitude;
• A graduate of a school, college or university recognized

8. What is TEDP?
TEDP conceptualizes a teacher’s
career path as a continuum that
starts with the entry to a teacher
education program and concludes
when a teacher reaches retirement

9. Entry to
Teacher
Education
DepED* / Civil Service
CHED/TEIs/Schools
Teacher
Licensure
PRC
Teacher Human Resource
Planning, Recruitment,
Selection, Deployment
and Recognition System
DepED/CHED/TEIs
Induction
Training
DepED
In-Service Training
and Professional
Development
DepED
Retirement
Preparation
Pre-Service
Training
(BEEd/BSEd/PGCEd)
National
Competency-Based Teacher
Standards
The Teacher Education and Development Map
*Includes public and private schools

11. • BLEPT TOS
• AREAS OF
PROFESSIONAL
EDUCATION

12. • GENERAL
EDUCATION
• PROFESSIONAL
EDUCATION
• MAJORSHIP

14. • CLUSTERING OF
PROFESSIONAL
SUBJECT AREAS
• DOMAINS OF
PROFESSIONAL
SUBJECT AREAS

15. CLUSTER 1-
SOCIAL DIMENSIONS OF
EDUCATION; THE TEACHING
PROFESSION
CLUSTER 2-
PRINCIPLES/METHODS/STRATEGIES
OF TEACHING; CURRICULUM

16. CLUSTER 3- FACILITATING
LEARNING; CHILD & ADOLESCENT
DEVELOPMENT
CLUSTER 4- ASSESSMENT OF
LEARNING; DEVELOPMENTAL
REDING
CLUSTER 5- PRACTICE TEACHING;

17. DOMAINS:
C1 & C3  CONCEPTUAL &
THEORETICAL DOMAINS
C2 & C4  TECHNICAL &
PRACTICAL DOMAINS
C5  INTEGRAL DOMAIN

19. • 14 YEARS before
LICENSE
• SMART REVIEW: SELF-
REVIEW OR CENTER-

21. • CONCEPTS
• QUESTIONS

22. C1:
• ISMS

23. C1:
• NCBTS- 7 DOMAINS
OF EFFECTIVE
TEACHING

24. (1) social regard for learning
(2) learning environment
(3) diversity of learners
(4) curriculum
(5) planning, assessing, and
reporting
(6) community linkages

26. C2:
Benjamin Bloom’s Three Major Categories Of Objectives
Bloom's Six Levels of Cognitive Learning (1956 & 2004
VERSIONS)
• KNOWLEDGE, COMPREHENSION, APPLICATION,
ANALYSIS, SYNTHESIS, EVALUATION
REMEMBERING, UNDERSTANDING, APPLYING,
ANALYZING, EVALUATING, CREATING
Krathwol’s Affective Domain Taxonomy
• RECEIVING, RESPONDING, VALUING,
ORGANIZATION, CHARACTERIZATION

27. C2:
Simpson's Levels of Psychomotor Objectives
• PERCEPTION, SET OR ATTITUDE, GUIDED
RESPONSE, MECHANISM, COMPLEX OVERT
RESPONSE, ADAPTATION, ORIGINATION
Characteristics of a Good Objective – SMART
Edward Dale’s CONE OF EXPERIENCE

28. C2:
Howard GARDNERS’ MULTIPLE INTELLIGENCES
• Visual/ Spatial Intelligence (Picture Smart)
• Verbal/Linguistic (Word Smart)
• Mathematical/Logical (Number/Logic Smart)
• Bodily/Kinesthetic (Body Smart)
• Musical (Music Smart)
• Intrapersonal (Self Smart)
• Interpersonal (People Smart)
• Naturalist (Nature Smart)
• Existential (Spirit Smart)

29. C2:
Jacob Kounin’s RIPPLE EFFECT
“When one student is disciplined for a
non-appropriate behavior, other students also
stop their non – appropriate behavior”
WITH – IT – NESS: teacher knows what is
happening in the classroom at all times

30. C2:
MODELS OF CURRICULUM
DEVELOPMENT
• Ralph Tyler’s (1940s) LINEAR MODEL
OF CURRICULUM DEVELOPMENT
• Daryl Kenneth Wheeler’s (1967) Cyclic
Model of Curriculum Development
• John F. Kerr's (1968)Systems Model

31. C3:
• Learning theories
• MUST-KNOW Personalities & their works:
Vygotsky, Bruner, Bandura, Maslow, Gardner,
Pavlov, Skinner, Ausubel, etc.
• Information Processing Theory (IPT)
• GESTALT Learning
• Growth & development theories
• MUST-KNOW Personalities & their works: Piaget,
Freud, Ericson, Kohlberg, etc.

32. C4:
• Concepts on VALIDITY & RELIABILITY
• TESTING, MEASUREMENT, ASSESSMENT &
EVALUATION
• MODES OF DISTRIBUTION: KURTOSIS & SKEWNESS
• NON-TEST EVALUATIONS

33. C4:
• Concepts on VALIDITY & RELIABILITY
• TESTING, MEASUREMENT, ASSESSMENT &
EVALUATION
• MODES OF DISTRIBUTION: KURTOSIS & SKEWNESS
• NON-TEST EVALUATIONS

34. C5:
• APPLYING ALL CONCEPTS &
THEORIES, TECHNICAL
KNOWLEDGE AND WINNING
PRACTICES IN TEACHING
• SITUATIONAL QUESTIONS BASED
ON ACTUAL CLASSROOM

36. Q: If you keep seeing your ways of
doing things as the right way and
everybody else’s as the wrong way,
you tend to have the attitude called
A.Cultural Relativism
B.Ethnocentrism
C.Xenophobia
D.Ethical Relativism

37. Q: Misdemeanor has a ripple effect. What does
this imply for the teacher as a classroom
manager?
The teacher
A. reinforces positive behavior.
B. responds to misbehavior promptly.
C. is consistent in her classroom management
practice.
D. count 1 to 10 before she deals with a
misbehaving student.

38. Q:The learner should be biologically
prepared applies to the law of
A. readiness
B. exercise
C. pragnanz
D. effect

39. Q: Sir Eddie begins a lesson on tumbling by
demonstrating front and back somersaults in slow
motion and physically guiding his students through the
correct movements. As his students become more
skillful, he stands back from the mat and gives verbal
feedback about how to improve. With Vygotsky’s
theory in mind, what did Teacher Eddie do?
A. apprenticeship
B. guided participation
C. scaffolding
D. peer interaction

40. Q: Teacher Jesusa’s lesson was on abortion. She
wanted to get her students’ maximum participation and
reaction. She showed video clips accompanied by an
audiotape that presented the reasons for and against
abortion. Teacher faith took the stand in favor of
abortion and came up with her justifications. At the end,
however, she made clear her stand on abortion. Which
did Teacher Faith use?
A. value clarifying discussion
B. contrived incident
C. devil’s advocate
D. simulation

41. Q: The Araling Panlipunan teacher plans to
teach current events so that the learners will
become aware of what is happening in the
society. Which method is most appropriate
for the teacher to use?
A. Concept teaching
B. Lecture
C. Tri-question method
D. Socratic method

42. Q: The following are among the Four
A’s method except one. Which is the
exception?
A. activity
B. acquisition
C. analysis
D. application

43. Q: The teacher encourages her pupils to view
television programs or listen to radio
broadcasts of Badjaos, Ibanags, Mangyans,
and Ifugaos. Which of the following concern
does the teacher stress?
A. environment
B. multiculturalism
C. law-related
D. globalization

44. Q: Which strategy calls for an activity in
which pupils are made to think and
speak out freely and creatively about all
possible approaches and solutions to a
given problem?
A. brainstorming
B. socialized recitation
C. role playing
D. buzz session

45. Q: Which of the following is the
MOST authentic in the affective
domain?
A. characterization
B. organization
C. responding
D. mechanism