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 How do we integrate technology in teaching
and learning?
 Is technology integration effective?
 How do we support technology integration in
our schools?
 How do we know we are in the right track on
technology integration?
Face to
face
teaching
ICT in
support
of face to
face
teaching
Blended
learning
ICT +
Face to
face
Fully
Online
Distance
Learning
Level 1 Distributing materials that are
produced using technology
Level 2 Using technology to present
information to students
Level 3 Using various applications in teaching
different subjects
Level 4 Using a learning management system
to search, assess, communicate, and
deliver information to learners
 What empirical reports
say?
◦ Philippine reports
◦ Meta-analysis study on
effectiveness of online
learning
ICT Education Dimensions Emerging Applying
Infusin
g
Transfor
ming
National ICT in education vision
Philippin
es
National ICT in educational plans
and policies
Philippin
es
Complementary national ICT and
education policies
Philippin
es
ICT infrastructure and resources in
schools
Philippine
s
Philippine
s
Professional development for
teachers and school leaders,
Philippin
es
Community partnership
Philippine
s
Philippine
 Effectiveness of online and blended learning:
◦ 50 effects found in 45 studies from 1996-2008
◦ Experiments and non-experiments
◦ Implementation:
 Instructor directed (8 contrasts)
 Student directed, independent learning (17 contrasts)
 Interactive and collaborative in nature (22 contrasts)
 Presence of one way video or audio in the online condition
for 14 effects
 Online conditions that allowed students to communicate
with the instructor with asynchronous communication (16
contrasts)
 Allowed both asynchronous and synchronous online
communication (8 contrast);
◦ Cohen’s d
◦ 0.0-.20 small effect size
◦ .21-.50 substantial effect size
◦ .51 above large effect size
Effect
size
.20 Online learning (the combination of studies of purely
online and of blended learning) on average produces
stronger student learning outcomes than learning
solely through face-to-face instruction.
.35 27 purely online versus face-to-face contrasts
 The National Competency Based Standards
for School Heads (NCBSSH)
◦ D1: School Leadership
◦ D2: Instructional Leadership
◦ D3: Creating a Student-Centered Learning Climate
◦ D4: HR Management and Professional Development
◦ D5: Parent Involvement and Community Partnership
◦ D6: School Management and Operations
◦ D7: Personal and Professional Attributes and
Interpersonal Effectiveness
CORE PRINCIPLE
School heads are competent,
committed and accountable in
providing access to quality and
relevant education for all through
transformational leadership and high
degree of professionalism
Domain 1
SCHOOL LEADERSHIP
Developing & Communicating Vision, Mission,
Goals, and Objectives (VMGO)
Data-based Strategic Planning
Conflict management
Building High Performance Teams
Coordinating the Work of Others
Domain 7
PERSONAL & PROFESSIONAL
ATTRIBUTES and INTERPERSONAL
EFFECTIVENESS
Professionalism
Communication
Interpersonal Sensitivity
Fairness and Integrity
Domain 2
INSTRUCTIONAL LEADERSHIP
Assessment for Learning
Developing Programs &/or Adapting
Existing Programs
ImplementingProgramsfor Instructional
Improvement
Domain 3
CREATING A STUDENT CENTERED
LEARNING CLIMATE
Setting high social & academic
expectations
Creating school environments focused on
the needs of the learner
Domain 6
SCHOOL MANAGEMENT AND DAILY
OPERATIONS
Managing Daily Operations
Fiscal Management
Use of technology in the Management of
Operations
Domain 4
HR MANAGEMENT AND PROFESSIONAL
DEVELOPMENT
Creating a Professional Learning Community
Recruiting and Hiring
Instructional Supervision
Managing Performance of teachers and Staff
Domain 5
PARENT INVOLVEMENT AND
COMMUNITY PARTNERSHIP
Parental Involvement
External Community Partnership
 Prioritizing
 Aligning
 Assessing
 Monitoring
 Learning
 Prioritizing
◦ Decades of research confirm that those principals who
place academics as a priority experience increased student
achievement (Bartell, 1990; Cotton, 2000; Johnson & Asera,
1999; Short & Spencer, 1990).
◦ Instructional improvement involves modernizing through
the use of technology (i. e., improved primary grade
reading instruction using technology).
◦ Arrange instructional schedules where technology is used
◦ Set aside time for grade-level teams to meet on integrating
technology
◦ Provide released time for teachers to attend professional
development on technology integration
◦ Monitor progress and implementation of technology to
ensure that scientifically based instruction implemented
schoolwide.
 Aligning
◦ Principals must impart upon teachers the importance of
aligning curriculum, technology instruction, and
assessment to the standards.
◦ The principal must also guide teachers in effective
alignment practices.
◦ Study groups or departmental meetings can be
established with the expectation that teachers will work
together:
 How technology I taught with the standards
 study the scope and sequence of lessons with technology
 share effective technology instructional strategies
 examine released assessment tasks online
 analyze student work using LMS to determine instructional
effectiveness
 Align the kind of items you write based on
given standards.
 Classify materials based on its ability to
absorb water, float, sink, undergo decay
 Item:
 Which of the following materials will float in
water?
 A. Styrofoam
 B. foam
 C. metal
 D. glass
 Demonstrate proper disposal of waste
according to the properties of its materials
 Performance task
 Final Output: A slide show with illustrations
showing proper disposal of materials.
 Task: Take a photo on how to properly
dispose the following materials: plastic
bottles, food scrap, papers. Present the
picture in class and explain the procedure.
 Criteria: Accuracy of disposal procedure,
ability to explain, clarity of illustrations
 Assessing
 The principal plays a key role in selection of
schoolwide assessment instruments.
 Using technology in the administration, scoring,
reporting, and appropriate use of assessment data
should be stressed as a critical element of increased
student achievement.
 Principals should regularly analyze student
achievement data available through databases to
inform decisions regarding policy, programs, and
professional development.
 Teachers may need guidance in using technology to
effectively administer, score, interpret, and analyze
the data and also to utilize the data in making
instructional changes.
 Assessments in the LMS needs to be based on
specific competencies in order to help
teachers and students work on the skill
◦ What skill is the student weak at?
◦ What skills can be done?
◦ What will be the implication of weak and poor skills
on teachers planning
Learning Competencies of Grade 3 in English Score Percent
correct for the
level
1. Note details regarding character, setting and plot 1 70.97
2. Note details regarding character, setting and plot 0 22.58
3. Sequence 3 events 0 6.45
4. Distinguish fact from opinion 0 16.13
9. Identify cause and effect 0 25.81
10. Distinguish sentences from non-sentences 0 35.48
11. Distinguish declarative from an interrogative sentence 0 32.26
13. Use proper punctuation for declarative and interrogative sentences 1
29.03
14. Use proper punctuation for declarative and interrogative sentences 1
41.94
15. Identify an exclamatory sentence 0 25.81
16. Identify an imperative sentence 0 22.58
17. Use nouns (e.g. people, animals, places,, things events) in simple
sentences
0
45.16
18. Use common and proper nouns 1 58.06
http://cladasia2015.wixsite.com/cladasia
 How do we use assessment results to
help students learn better?
 Assessment is used to determine:
◦ What students can do and cannot do..
◦ What students know and do not
know..
◦ Misconceptions of students
◦ Confusion
 Provide teachers information on what to
do next to bring students forward in
their learning
 Using assessment results to make
decisions about:
◦ Individual student
◦ Planning for instruction
◦ Planning the curriculum
◦ School improvement
 Results are made public with
greater accountability
 Performance are based on national
and international standards
 Ascertain that the assessment task
is aligned with the needed
standards
 Monitoring
 Monitoring will ensure that the school’s technology
integration in the curriculum is implemented with
fidelity and that any instructional changes actually
occur driven by data.
 Once data are analyzed using technology and the
school staff understands what implications the data
have for instruction, instructional decisions are made.
 The principal follows up by asking questions, visiting
classrooms, and reviewing subsequent data to
guarantee instructional changes are occurring and
progress is being made.
 Principals should follow the advice of the old adage,
“Don’t expect what you don’t inspect.”
 If instructional changes are not inspected, leaders
should not expect improvements.
 Align the competencies in the test to the
competencies in the syllabus
 Competencies in the test and not present in
the syllabus needs to be added
 Indicate the percent of students with correct
answer.
 Plan the time for competencies with low
percentage
Listening
Comprehension Days
Viewing
Comprehe
nsion
Vocabualry
Development
Day
s
Literatu
re
Writing and
Compositio
n Oral Language
Day
s
note important
details pertaining to
(66%) 4i X X X
a. character
b. setting
c. events
Use/Respond
appropriately
to polite
expressions 3i
x
Use words that are
related to self,
family, school,
community, and
concepts such as the
names for colors,
shapes, and
numbers 4x x
Listening
Comprehen
sion Days
Viewing
Comprehen
sion
Vocabualry
Developme
nt Days Literature
Writing and
Compositio
n
Oral
Language Days
2. Give the
correct
sequence
of three
events 5i X x x
3. Infer the
character
feelings
and traits
(80%) 5i x x
Use/Respo
nd
appropriate
ly to polite
expressions5i
x x
Talk about
oneself
and one's
family 2i
4. Identify
cause
and/or
effect of
events
(49%) 7i x x x
 How do I improve the quality of instruction
in my school?
 How much time do teachers need for
students to attain mastery?
 Did my teachers prepare assessment tasks
tapping directly the needed competencies?
 Did the teachers look at the national
curriculum to guide then in formulating
the learning plans?
 Domain 1: Content Knowledge and Pedagogy
 1. Content knowledge and its application within
and across curriculum areas
 2. Research-based knowledge and principles of
teaching and learning
 3. Positive use of ICT
 4. Strategies for promoting literacy and numeracy
 5. Strategies for developing critical and creative
thinking, as well as other higher-order thinking
skills
 6. Mother Tongue, Filipino and English in
teaching and learning
 7. Classroom communication strategies
 Domain 2: Learning Environment
 1. Learner safety and security
 2. Fair learning environment
 3. Management of classroom structure and
activities
 4. Support for learner participation
 5. Promotion of purposive learning
 6. Management of learner behavior
 Domain 3: Diversity of Learners
 1. Learners’ gender, needs, strengths,
interests and experiences
 2. Learners’ linguistic, cultural, socio-
economic and religious backgrounds
 3. Learners with disabilities, giftedness and
talents
 4. Learners in difficult circumstances
 5. Learners from indigenous groups
 Domain 4: Curriculum and Planning
 1. Planning and management of teaching and
learning process
 2. Learning outcomes aligned with learning
competencies
 3. Relevance and responsiveness of learning
programs
 4. Professional collaboration to enrich
teaching practice
 5. Teaching and learning resources including
ICT
 Domain 5: Assessment and Reporting
 1. Design, selection, organization and
utilization of assessment strategies
 2. Monitoring and evaluation of learner
progress and achievement
 3. Feedback to improve learning
 4. Communication of learner needs, progress
and achievement to key stakeholders
 5. Use of assessment data to enhance
teaching and learning practices and programs
 Domain 6: Community Linkages and
Professional Engagement
 1. Establishment of learning environments
that are responsive to community context
 2. Engagement of parents and the wider
school community in the educative process
 3. Professional ethics
 4. School policies and procedures
 Domain 7: Personal Growth and Professional
Development
 1. Philosophy of teaching
 2. Dignity of teaching as a profession
 3. Professional links with colleagues
 4. Professional reflection and learning to
improve practice
 5. Professional development goals
 Intentional Teaching – teach directly the
competencies needed for the future
assessment
 Assessment for learning – use assessment
results to help students
 Use formative assessment
 Feedback
 Create similar assessment tasks in the
classroom
 Supervising curriculum and assessment
 Devote time on essential skills that are
indicated in the standards (teaching is
aligned with standards)
 Established success criteria
 Use a subject-matter budget to see how
many standards can be mastered within a
quarter
 Start with student friendly targets
 Models of strong and weak work
 Continous descriptive feedback
 Teach self-assessment and goal setting
 Teach one facet at a time
 Teach focused revision
 Teach self-reflection to track growth
Make learners
aware of the
learning goal
Determine
current
status of
students
Move
students
closer to the
goals
 Understanding and articulating targets in
advance of teaching/learning (formative
Assessment)
 Informing students about learning goals in
terms that students understand, from the
very beginning of the teaching and
learning process (Formative Assessment)
 Becoming assessment literate and able to
transform expectations into assessment
exercises and scoring procedures that
accurately reflect student achievement
Given after students complete a task
• After seat works, exercises, drill, board work,
demonstration
Given while students are conducting the task
• While students are writing, reminders, giving cues,
rechecking, point out the error, retell the criteria
1. Relates Student Performance to learning
goals.
2. Help students with the strategies needed to
meet the learning goals.
3. Tells Student Progress (i.e. beginning,
developing, advanced)
4. Given Frequently and Immediately
5. Is Specific and Descriptive
6. Focuses on Key Errors (i.e. what when
wrong)
7. Acknowledges Student Efforts
 Praise can be helpful to students if it
draws attention to student progress and
performance in relation to standards.
 “Praise + Feedback Formula”
 Praise is most effective when it is
delivered as a spontaneous but accurate
message.
 No more biting around the bush, praise
them directly!
 Prepare assessment tasks in advance
◦ Diagnostic
◦ Formative
◦ Summative
 Assessment tasks are directly aligned with
the competencies and standards.
 Formative and summative assessment
needs to be parallel
 School leaders are accountable on quality of
technology integration in the school
 Ensures that competencies are delivered and
developed
 Observes and monitors instruction
 Learning
 As the school leader works to improve student
achievement, the principal collaborates with teachers
on alignment, instruction, and assessment issues;
 Offers constructive feedback and support to teachers
on their technology needs.
 Principals have an obligation to be well informed
about the professional development teachers are
receiving.
 Providing teachers time for professional growth and
personally attending those professional development
sessions reinforces the principal’s conviction in the
positive aspects of a continuous learning
environment.
 Driving the initiative, followed by inevitable
implementation problems, the conclusion
that the reform has failed to bring about the
desired results, abandonment of the reform,
and the launch of a new search for the next
promising initiative.
 Big Idea 1: Ensure that students learn
 Big idea 2: A culture of collaboration
 Big Idea 3: Focus on Results
 How do we know we are in the right track in
technology integration?
◦ Looking at standards on technology Use
 Learners are provided with computer
hardware.
 Learners hardware meets the requirements of
the course.
 Learners are provided with internet access.
 The application software provided drill and practices.
 The learning Management System includes assessment
and diagnostics.
 The curriculum is implemented through the use of the
Learning Management System.
 The Learning Management System includes creativity tools
(paint/draw, desktop video, sound-editing, presentation)
 The Learning Management System includes simulations (e.
g., frog Dissector, Oregon Trail, SimCity).
 The Learning Management System integrates tool-based
softwares (graphic organizers, word processors,
spreadsheets, databases, webpage development)
 The Learning Managament System contains search options
for research (database, encyclopedia).
 The Learning Management System allows communication
(email, instant messaging)
 The teacher grade the students work promptly in the
Learning Management System
 The teachers monitors students attendance in the
Learning Management System
 The teacher tracks students work in the Learning
Management System
 The teacher provides feedback on students work
through the Learning Management System.
 The teacher communicates to students online (Video
conferencing, Webinars; Webpage
 publishing; Podcasting).
 The teacher uploads quality materials in the Learning
Management System.
 The teacher is available when their help is needed.
 Intensity
◦ Classes are created using Genyo
◦ Genyo is used to create learning experiences
◦ Lessons are identified to be used with Genyo
◦ Multimedia devised provided for each classroom
◦ Computer units are enough for all students to use
◦ Internet is provided to students
◦ Network security is in place
◦ Software and applications are provided to students
◦ The hardware is well-maintained
 Cont.
◦ Monitoring the use of Genyo
◦ Teacher have advance knowledge in using Genyo
◦ Genyo is used to assess and report student learning
◦ Technical support is provided to use Genyo
 Extensity
◦ Internet speed is enough for all students in the
school
◦ Genyo is used with different ways of teaching
◦ Use of Genyo is specified in the lesson plans and
syllabus
 What do I need to commit to ensure student
learns using technology in my school?
 What should I do to promote better student
achievement in using technology in my
school?

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Managing technology integration in schools

  • 1.
  • 2.  How do we integrate technology in teaching and learning?  Is technology integration effective?  How do we support technology integration in our schools?  How do we know we are in the right track on technology integration?
  • 3. Face to face teaching ICT in support of face to face teaching Blended learning ICT + Face to face Fully Online Distance Learning
  • 4. Level 1 Distributing materials that are produced using technology Level 2 Using technology to present information to students Level 3 Using various applications in teaching different subjects Level 4 Using a learning management system to search, assess, communicate, and deliver information to learners
  • 5.  What empirical reports say? ◦ Philippine reports ◦ Meta-analysis study on effectiveness of online learning
  • 6. ICT Education Dimensions Emerging Applying Infusin g Transfor ming National ICT in education vision Philippin es National ICT in educational plans and policies Philippin es Complementary national ICT and education policies Philippin es ICT infrastructure and resources in schools Philippine s Philippine s Professional development for teachers and school leaders, Philippin es Community partnership Philippine s Philippine
  • 7.
  • 8.  Effectiveness of online and blended learning: ◦ 50 effects found in 45 studies from 1996-2008 ◦ Experiments and non-experiments ◦ Implementation:  Instructor directed (8 contrasts)  Student directed, independent learning (17 contrasts)  Interactive and collaborative in nature (22 contrasts)  Presence of one way video or audio in the online condition for 14 effects  Online conditions that allowed students to communicate with the instructor with asynchronous communication (16 contrasts)  Allowed both asynchronous and synchronous online communication (8 contrast);
  • 9. ◦ Cohen’s d ◦ 0.0-.20 small effect size ◦ .21-.50 substantial effect size ◦ .51 above large effect size
  • 10. Effect size .20 Online learning (the combination of studies of purely online and of blended learning) on average produces stronger student learning outcomes than learning solely through face-to-face instruction. .35 27 purely online versus face-to-face contrasts
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.  The National Competency Based Standards for School Heads (NCBSSH) ◦ D1: School Leadership ◦ D2: Instructional Leadership ◦ D3: Creating a Student-Centered Learning Climate ◦ D4: HR Management and Professional Development ◦ D5: Parent Involvement and Community Partnership ◦ D6: School Management and Operations ◦ D7: Personal and Professional Attributes and Interpersonal Effectiveness
  • 16. CORE PRINCIPLE School heads are competent, committed and accountable in providing access to quality and relevant education for all through transformational leadership and high degree of professionalism Domain 1 SCHOOL LEADERSHIP Developing & Communicating Vision, Mission, Goals, and Objectives (VMGO) Data-based Strategic Planning Conflict management Building High Performance Teams Coordinating the Work of Others Domain 7 PERSONAL & PROFESSIONAL ATTRIBUTES and INTERPERSONAL EFFECTIVENESS Professionalism Communication Interpersonal Sensitivity Fairness and Integrity Domain 2 INSTRUCTIONAL LEADERSHIP Assessment for Learning Developing Programs &/or Adapting Existing Programs ImplementingProgramsfor Instructional Improvement Domain 3 CREATING A STUDENT CENTERED LEARNING CLIMATE Setting high social & academic expectations Creating school environments focused on the needs of the learner Domain 6 SCHOOL MANAGEMENT AND DAILY OPERATIONS Managing Daily Operations Fiscal Management Use of technology in the Management of Operations Domain 4 HR MANAGEMENT AND PROFESSIONAL DEVELOPMENT Creating a Professional Learning Community Recruiting and Hiring Instructional Supervision Managing Performance of teachers and Staff Domain 5 PARENT INVOLVEMENT AND COMMUNITY PARTNERSHIP Parental Involvement External Community Partnership
  • 17.  Prioritizing  Aligning  Assessing  Monitoring  Learning
  • 18.  Prioritizing ◦ Decades of research confirm that those principals who place academics as a priority experience increased student achievement (Bartell, 1990; Cotton, 2000; Johnson & Asera, 1999; Short & Spencer, 1990). ◦ Instructional improvement involves modernizing through the use of technology (i. e., improved primary grade reading instruction using technology). ◦ Arrange instructional schedules where technology is used ◦ Set aside time for grade-level teams to meet on integrating technology ◦ Provide released time for teachers to attend professional development on technology integration ◦ Monitor progress and implementation of technology to ensure that scientifically based instruction implemented schoolwide.
  • 19.  Aligning ◦ Principals must impart upon teachers the importance of aligning curriculum, technology instruction, and assessment to the standards. ◦ The principal must also guide teachers in effective alignment practices. ◦ Study groups or departmental meetings can be established with the expectation that teachers will work together:  How technology I taught with the standards  study the scope and sequence of lessons with technology  share effective technology instructional strategies  examine released assessment tasks online  analyze student work using LMS to determine instructional effectiveness
  • 20.  Align the kind of items you write based on given standards.
  • 21.  Classify materials based on its ability to absorb water, float, sink, undergo decay  Item:  Which of the following materials will float in water?  A. Styrofoam  B. foam  C. metal  D. glass
  • 22.  Demonstrate proper disposal of waste according to the properties of its materials  Performance task  Final Output: A slide show with illustrations showing proper disposal of materials.  Task: Take a photo on how to properly dispose the following materials: plastic bottles, food scrap, papers. Present the picture in class and explain the procedure.  Criteria: Accuracy of disposal procedure, ability to explain, clarity of illustrations
  • 23.  Assessing  The principal plays a key role in selection of schoolwide assessment instruments.  Using technology in the administration, scoring, reporting, and appropriate use of assessment data should be stressed as a critical element of increased student achievement.  Principals should regularly analyze student achievement data available through databases to inform decisions regarding policy, programs, and professional development.  Teachers may need guidance in using technology to effectively administer, score, interpret, and analyze the data and also to utilize the data in making instructional changes.
  • 24.  Assessments in the LMS needs to be based on specific competencies in order to help teachers and students work on the skill ◦ What skill is the student weak at? ◦ What skills can be done? ◦ What will be the implication of weak and poor skills on teachers planning
  • 25. Learning Competencies of Grade 3 in English Score Percent correct for the level 1. Note details regarding character, setting and plot 1 70.97 2. Note details regarding character, setting and plot 0 22.58 3. Sequence 3 events 0 6.45 4. Distinguish fact from opinion 0 16.13 9. Identify cause and effect 0 25.81 10. Distinguish sentences from non-sentences 0 35.48 11. Distinguish declarative from an interrogative sentence 0 32.26 13. Use proper punctuation for declarative and interrogative sentences 1 29.03 14. Use proper punctuation for declarative and interrogative sentences 1 41.94 15. Identify an exclamatory sentence 0 25.81 16. Identify an imperative sentence 0 22.58 17. Use nouns (e.g. people, animals, places,, things events) in simple sentences 0 45.16 18. Use common and proper nouns 1 58.06 http://cladasia2015.wixsite.com/cladasia
  • 26.  How do we use assessment results to help students learn better?  Assessment is used to determine: ◦ What students can do and cannot do.. ◦ What students know and do not know.. ◦ Misconceptions of students ◦ Confusion  Provide teachers information on what to do next to bring students forward in their learning
  • 27.  Using assessment results to make decisions about: ◦ Individual student ◦ Planning for instruction ◦ Planning the curriculum ◦ School improvement
  • 28.  Results are made public with greater accountability  Performance are based on national and international standards  Ascertain that the assessment task is aligned with the needed standards
  • 29.  Monitoring  Monitoring will ensure that the school’s technology integration in the curriculum is implemented with fidelity and that any instructional changes actually occur driven by data.  Once data are analyzed using technology and the school staff understands what implications the data have for instruction, instructional decisions are made.  The principal follows up by asking questions, visiting classrooms, and reviewing subsequent data to guarantee instructional changes are occurring and progress is being made.  Principals should follow the advice of the old adage, “Don’t expect what you don’t inspect.”  If instructional changes are not inspected, leaders should not expect improvements.
  • 30.  Align the competencies in the test to the competencies in the syllabus  Competencies in the test and not present in the syllabus needs to be added  Indicate the percent of students with correct answer.  Plan the time for competencies with low percentage
  • 31. Listening Comprehension Days Viewing Comprehe nsion Vocabualry Development Day s Literatu re Writing and Compositio n Oral Language Day s note important details pertaining to (66%) 4i X X X a. character b. setting c. events Use/Respond appropriately to polite expressions 3i x Use words that are related to self, family, school, community, and concepts such as the names for colors, shapes, and numbers 4x x
  • 32. Listening Comprehen sion Days Viewing Comprehen sion Vocabualry Developme nt Days Literature Writing and Compositio n Oral Language Days 2. Give the correct sequence of three events 5i X x x 3. Infer the character feelings and traits (80%) 5i x x Use/Respo nd appropriate ly to polite expressions5i x x Talk about oneself and one's family 2i 4. Identify cause and/or effect of events (49%) 7i x x x
  • 33.  How do I improve the quality of instruction in my school?  How much time do teachers need for students to attain mastery?  Did my teachers prepare assessment tasks tapping directly the needed competencies?  Did the teachers look at the national curriculum to guide then in formulating the learning plans?
  • 34.  Domain 1: Content Knowledge and Pedagogy  1. Content knowledge and its application within and across curriculum areas  2. Research-based knowledge and principles of teaching and learning  3. Positive use of ICT  4. Strategies for promoting literacy and numeracy  5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills  6. Mother Tongue, Filipino and English in teaching and learning  7. Classroom communication strategies
  • 35.  Domain 2: Learning Environment  1. Learner safety and security  2. Fair learning environment  3. Management of classroom structure and activities  4. Support for learner participation  5. Promotion of purposive learning  6. Management of learner behavior
  • 36.  Domain 3: Diversity of Learners  1. Learners’ gender, needs, strengths, interests and experiences  2. Learners’ linguistic, cultural, socio- economic and religious backgrounds  3. Learners with disabilities, giftedness and talents  4. Learners in difficult circumstances  5. Learners from indigenous groups
  • 37.  Domain 4: Curriculum and Planning  1. Planning and management of teaching and learning process  2. Learning outcomes aligned with learning competencies  3. Relevance and responsiveness of learning programs  4. Professional collaboration to enrich teaching practice  5. Teaching and learning resources including ICT
  • 38.  Domain 5: Assessment and Reporting  1. Design, selection, organization and utilization of assessment strategies  2. Monitoring and evaluation of learner progress and achievement  3. Feedback to improve learning  4. Communication of learner needs, progress and achievement to key stakeholders  5. Use of assessment data to enhance teaching and learning practices and programs
  • 39.  Domain 6: Community Linkages and Professional Engagement  1. Establishment of learning environments that are responsive to community context  2. Engagement of parents and the wider school community in the educative process  3. Professional ethics  4. School policies and procedures
  • 40.  Domain 7: Personal Growth and Professional Development  1. Philosophy of teaching  2. Dignity of teaching as a profession  3. Professional links with colleagues  4. Professional reflection and learning to improve practice  5. Professional development goals
  • 41.  Intentional Teaching – teach directly the competencies needed for the future assessment  Assessment for learning – use assessment results to help students  Use formative assessment  Feedback  Create similar assessment tasks in the classroom  Supervising curriculum and assessment
  • 42.  Devote time on essential skills that are indicated in the standards (teaching is aligned with standards)  Established success criteria  Use a subject-matter budget to see how many standards can be mastered within a quarter
  • 43.  Start with student friendly targets  Models of strong and weak work  Continous descriptive feedback  Teach self-assessment and goal setting  Teach one facet at a time  Teach focused revision  Teach self-reflection to track growth
  • 44. Make learners aware of the learning goal Determine current status of students Move students closer to the goals
  • 45.  Understanding and articulating targets in advance of teaching/learning (formative Assessment)  Informing students about learning goals in terms that students understand, from the very beginning of the teaching and learning process (Formative Assessment)  Becoming assessment literate and able to transform expectations into assessment exercises and scoring procedures that accurately reflect student achievement
  • 46. Given after students complete a task • After seat works, exercises, drill, board work, demonstration Given while students are conducting the task • While students are writing, reminders, giving cues, rechecking, point out the error, retell the criteria
  • 47. 1. Relates Student Performance to learning goals. 2. Help students with the strategies needed to meet the learning goals. 3. Tells Student Progress (i.e. beginning, developing, advanced) 4. Given Frequently and Immediately 5. Is Specific and Descriptive 6. Focuses on Key Errors (i.e. what when wrong) 7. Acknowledges Student Efforts
  • 48.  Praise can be helpful to students if it draws attention to student progress and performance in relation to standards.  “Praise + Feedback Formula”  Praise is most effective when it is delivered as a spontaneous but accurate message.  No more biting around the bush, praise them directly!
  • 49.  Prepare assessment tasks in advance ◦ Diagnostic ◦ Formative ◦ Summative  Assessment tasks are directly aligned with the competencies and standards.  Formative and summative assessment needs to be parallel
  • 50.  School leaders are accountable on quality of technology integration in the school  Ensures that competencies are delivered and developed  Observes and monitors instruction
  • 51.  Learning  As the school leader works to improve student achievement, the principal collaborates with teachers on alignment, instruction, and assessment issues;  Offers constructive feedback and support to teachers on their technology needs.  Principals have an obligation to be well informed about the professional development teachers are receiving.  Providing teachers time for professional growth and personally attending those professional development sessions reinforces the principal’s conviction in the positive aspects of a continuous learning environment.
  • 52.  Driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative.  Big Idea 1: Ensure that students learn  Big idea 2: A culture of collaboration  Big Idea 3: Focus on Results
  • 53.  How do we know we are in the right track in technology integration? ◦ Looking at standards on technology Use
  • 54.
  • 55.  Learners are provided with computer hardware.  Learners hardware meets the requirements of the course.  Learners are provided with internet access.
  • 56.  The application software provided drill and practices.  The learning Management System includes assessment and diagnostics.  The curriculum is implemented through the use of the Learning Management System.  The Learning Management System includes creativity tools (paint/draw, desktop video, sound-editing, presentation)  The Learning Management System includes simulations (e. g., frog Dissector, Oregon Trail, SimCity).  The Learning Management System integrates tool-based softwares (graphic organizers, word processors, spreadsheets, databases, webpage development)  The Learning Managament System contains search options for research (database, encyclopedia).  The Learning Management System allows communication (email, instant messaging)
  • 57.  The teacher grade the students work promptly in the Learning Management System  The teachers monitors students attendance in the Learning Management System  The teacher tracks students work in the Learning Management System  The teacher provides feedback on students work through the Learning Management System.  The teacher communicates to students online (Video conferencing, Webinars; Webpage  publishing; Podcasting).  The teacher uploads quality materials in the Learning Management System.  The teacher is available when their help is needed.
  • 58.  Intensity ◦ Classes are created using Genyo ◦ Genyo is used to create learning experiences ◦ Lessons are identified to be used with Genyo ◦ Multimedia devised provided for each classroom ◦ Computer units are enough for all students to use ◦ Internet is provided to students ◦ Network security is in place ◦ Software and applications are provided to students ◦ The hardware is well-maintained
  • 59.  Cont. ◦ Monitoring the use of Genyo ◦ Teacher have advance knowledge in using Genyo ◦ Genyo is used to assess and report student learning ◦ Technical support is provided to use Genyo
  • 60.  Extensity ◦ Internet speed is enough for all students in the school ◦ Genyo is used with different ways of teaching ◦ Use of Genyo is specified in the lesson plans and syllabus
  • 61.  What do I need to commit to ensure student learns using technology in my school?  What should I do to promote better student achievement in using technology in my school?