This document discusses teacher philosophy of education. It begins by explaining that teacher applicants in the Department of Education must write their philosophy of education, including their views on the nature of the learner, how the learner learns, and how the learner should live meaningfully. Based on these philosophical concepts, teachers describe how they will relate to learners, what to teach, and how to teach so that learners learn and live happily. The document then provides learning outcomes and objectives for understanding prevailing philosophies of education based on DepEd documents and the K-12 curriculum. It discusses how teachers' behaviors are founded on philosophies of education and articulating one's own teaching philosophy.
Curriculum
Meaning, Definition and Nature
Dictionary meaning of the word curriculum stands for ‘chariot for racing’.
Derived from the Latin word ‘currere’.
The Chariot takes us from what we are to what we shall be.
According to Secondary Education Commission (1952-53) “Curriculum does not mean only the academic subjects traditionally taught in the school, but it includes the totality of the experiences that learner receives through the manifold activities that go in the school, in the classroom, library, laboratory, workshop, playground and in the numerous informal contacts between the teacher and the learners”.
According to Cunningham “Curriculum is the tool in the hands of the artist (the teacher) to mould his material (the students) according to his ideals (aims and objectives) in his studio (the school)”.
According to Krug “Curriculum is subject matter content which is taught to a person in order to educate him”.
According to Kerr “Curriculum comprises all the course offered to the learner which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school”.
According to Crow and Crow “Curriculum includes all the learners’ experience which the child gets under the guidance of a teacher, in or outside school, that are included in the programme which has been devised to help him develop mentally, physically, emotionally, socially, spiritually and morally”.
According to Saylor and Alexander “Curriculum is the Environment in which the education takes place”.
According to Saylor, Alexander and Lewis “Curriculum is planned opportunities for learning for persons to be educated”.
According to Smith “Curriculum deals with the learning outcomes which are to be achieved through instruction or experience”.
Nature
Curriculum is a means to achieve some end.
Curriculum is a series of experiences.
Curriculum is a process of living.
Curriculum is a dynamic process.
Curriculum helps in the development of a balanced personality
Curriculum and the society are interrelated and inter-dependent.
Makabayan is the learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation.
It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic.
Curriculum
Meaning, Definition and Nature
Dictionary meaning of the word curriculum stands for ‘chariot for racing’.
Derived from the Latin word ‘currere’.
The Chariot takes us from what we are to what we shall be.
According to Secondary Education Commission (1952-53) “Curriculum does not mean only the academic subjects traditionally taught in the school, but it includes the totality of the experiences that learner receives through the manifold activities that go in the school, in the classroom, library, laboratory, workshop, playground and in the numerous informal contacts between the teacher and the learners”.
According to Cunningham “Curriculum is the tool in the hands of the artist (the teacher) to mould his material (the students) according to his ideals (aims and objectives) in his studio (the school)”.
According to Krug “Curriculum is subject matter content which is taught to a person in order to educate him”.
According to Kerr “Curriculum comprises all the course offered to the learner which is planned and guided by the school, whether it is carried on in groups or individually, inside or outside the school”.
According to Crow and Crow “Curriculum includes all the learners’ experience which the child gets under the guidance of a teacher, in or outside school, that are included in the programme which has been devised to help him develop mentally, physically, emotionally, socially, spiritually and morally”.
According to Saylor and Alexander “Curriculum is the Environment in which the education takes place”.
According to Saylor, Alexander and Lewis “Curriculum is planned opportunities for learning for persons to be educated”.
According to Smith “Curriculum deals with the learning outcomes which are to be achieved through instruction or experience”.
Nature
Curriculum is a means to achieve some end.
Curriculum is a series of experiences.
Curriculum is a process of living.
Curriculum is a dynamic process.
Curriculum helps in the development of a balanced personality
Curriculum and the society are interrelated and inter-dependent.
Makabayan is the learning area that lays most stress on the development of social awareness, empathy and a firm commitment to our common goal as a nation.
It entails the use of integrated units, which enable the individual to personally process, assimilate and systematically practice wide range of values and life skills including work ethic.
MANAGEMENT OF ATRIOVENTRICULAR CONDUCTION BLOCK.pdfJim Jacob Roy
Cardiac conduction defects can occur due to various causes.
Atrioventricular conduction blocks ( AV blocks ) are classified into 3 types.
This document describes the acute management of AV block.
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
New Directions in Targeted Therapeutic Approaches for Older Adults With Mantl...i3 Health
i3 Health is pleased to make the speaker slides from this activity available for use as a non-accredited self-study or teaching resource.
This slide deck presented by Dr. Kami Maddocks, Professor-Clinical in the Division of Hematology and
Associate Division Director for Ambulatory Operations
The Ohio State University Comprehensive Cancer Center, will provide insight into new directions in targeted therapeutic approaches for older adults with mantle cell lymphoma.
STATEMENT OF NEED
Mantle cell lymphoma (MCL) is a rare, aggressive B-cell non-Hodgkin lymphoma (NHL) accounting for 5% to 7% of all lymphomas. Its prognosis ranges from indolent disease that does not require treatment for years to very aggressive disease, which is associated with poor survival (Silkenstedt et al, 2021). Typically, MCL is diagnosed at advanced stage and in older patients who cannot tolerate intensive therapy (NCCN, 2022). Although recent advances have slightly increased remission rates, recurrence and relapse remain very common, leading to a median overall survival between 3 and 6 years (LLS, 2021). Though there are several effective options, progress is still needed towards establishing an accepted frontline approach for MCL (Castellino et al, 2022). Treatment selection and management of MCL are complicated by the heterogeneity of prognosis, advanced age and comorbidities of patients, and lack of an established standard approach for treatment, making it vital that clinicians be familiar with the latest research and advances in this area. In this activity chaired by Michael Wang, MD, Professor in the Department of Lymphoma & Myeloma at MD Anderson Cancer Center, expert faculty will discuss prognostic factors informing treatment, the promising results of recent trials in new therapeutic approaches, and the implications of treatment resistance in therapeutic selection for MCL.
Target Audience
Hematology/oncology fellows, attending faculty, and other health care professionals involved in the treatment of patients with mantle cell lymphoma (MCL).
Learning Objectives
1.) Identify clinical and biological prognostic factors that can guide treatment decision making for older adults with MCL
2.) Evaluate emerging data on targeted therapeutic approaches for treatment-naive and relapsed/refractory MCL and their applicability to older adults
3.) Assess mechanisms of resistance to targeted therapies for MCL and their implications for treatment selection
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
ARTIFICIAL INTELLIGENCE IN HEALTHCARE.pdfAnujkumaranit
Artificial intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. It encompasses tasks such as learning, reasoning, problem-solving, perception, and language understanding. AI technologies are revolutionizing various fields, from healthcare to finance, by enabling machines to perform tasks that typically require human intelligence.
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Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
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16.docx
1. Ff
SPARK Your Interest
One thing asked of teacher applicants in the Department of Education is to write their philosophy of
education. This means that they have to write their concept of the nature of the nature of the learner,
how that learner learns and how that learner ought to live life meaningfully. Based on these
philosophical concepts, the teacher applicants describe how they ought to relate to the learner, what to
teach and how to teach so that the learner learns and live life happily and meaningfully.
TARGET Your Intended learning Outcomes
At the end of this Episode, I must be able to:
Determine prevailing philosophies of education based on DepEd Vision and Mission statements,
core values and mandate, the K to 12 curriculum framework and guide and RA 10533;
Cite teacher’s teaching behaviours and the philosophies of education on which these behaviours
are founded; and
Articulate my philosophy of teaching.
REVISIT the learning Essentials
We are beneficiaries of a rich philosophical heritage passed on to us great thinkers of the past
and of the present. They way teachers relate to learners and the way teaches are anchored on
philosophies of education.
Basic documents such as the vision and mission statements, core values and manmade of the
Department of Education and the features of the k to 12 curriculum as contained in Section 3 of RA
10533 and the k to 12 curriculum guide are manifestations or expressions of the philosophies of
education of the country. They state the standards and the outcomes of education towards which all
curricular activities and teaching-learning should be directed.
FILED STUDY 1
FS 1
LEARNING EEPISODE
16
On Teacher’s Philosophy
of Education
2. OBSERVE, ANALYZE, REFLECT
A Analyzing DepEd’s philosophy of Education
Resource Teacher:_______________ Tecaher’s Signature: _____________ School: _________________
Grade/Year level: _______________ Subject Area: ____________________ Date: _________________
OBSERVE
Determine prevailing philosophies of Education based on DepEd Vision and Mission statements,
core values and mandate and on K to 12 curriculum framework and guide.
Study the Deped Vision and Mission statements, core values and mandate.
Read the features of the K to 12 curriculum based on the K to 12 curriculums Framework and
guide and Sec 5 of RA 10533.
Accomplish the table below by answering this question: Which philosophies are expressed?
Cite relevant statements to back up an identified philosophy of education. You are given an
example.
Philosophies of Education Which philosophies are
expressed in the DepEd
Vision, Mission statements,
core values, Mandate? Give
proof.
Which philosophies are
expressed in the K to 12
curriculum framework and
guide and Sec 5 of RA
10533? Give proof.
1. Essentialism- teach
mastery of the
prescribed: subject
matter-centered there
are universal, objective
values; inculcate values
in subject matter
Essentialism- The core values
of maka-Diyos, maka-tao,
maka-kalikasan and maka-
bansa show that DepEd is
essentialist. DepEd believes in
unchanging values that need
to be inculcated.
Essentialism – List of
standards and competencies
that learners are expected
to attain is the subject
matter that students are
expected to learn –
essentialist
2. Perennialism – teach
those that last, the
classics; there are
universal values:
inculcate these universal
objective values
Any proof of perennialism?
3. Progressivism – very
child- centered; teach
those that interest the
child; one learns by
experience; a learners
learn by doing so
teachers teaching is
experimental; values are
subjective; no
inculcation of values
since they are
subjective; instead
teachers help students
clarify their values
Any proof of progressivism?
4. Reconstructionism-
school is agent of
change; schooling is
preparing students for
the social changes;
teaching is involving the
Any proof of
reconstructionism?
ACTIVITY 16.1
3. students in discussions
of moral dilemmas
5. Exitentialism - Teachers
teach learners to make a
choice, to make
decisions and not
merely to follow the
crowd; one who does
not make a choice and
so simply follow others
do not leave meaningful
life
Any proof of existentialism?
6. Pragmatism – That
which is practical and
that which works is
what is good; that which
works is efficient and
effective is that which is
good. e.g. showing a
video clip on mitosis is
more efficient and more
effective and therefore
more practical than
teacher coming up with
a visual aid by drawing
mistosis on a cartolina
or illustration board
Any proof of pragmatism?
7. Rationalism –
emphasizes the
development of the
learners reasoning
powers; knowledge
comes though reason;
teacher must develop
the reasoning power of
the learner
Any proof of rationalism?
8. Utilitarianism – what is
good is that which is
most useful ( that which
brings happiness) to the
greatest number of
people;
Any proof of Utilitarianism?
9. Empiricism – source of
knowledge is through
the senses; teacher
must involve the senses
in teaching- learning
Any proof of empirism?
10. Behaviorism – behaviour
is shaped deliberately by
forces in the
environment and that
the type of person and
actions desired can be
the product of design;
behavior is determined
by others, rather than
by persons own free
will; teacher must
carefully shape desirable
behaviour; drills are
commonly used to
Any proof of behaviourism?
4. enhance learning.
Rewards reinforce
learning.
11. Constructivism –
Learners are capable of
constructing knowledge
and meaning; teaching –
learning therefore is
constructing knowledge
and meaning; teaching
does not just “tell” or
dictate but asks learners
for knowledge they
construct and meaning
of lesson
12. Other Philosophies
Any proof of contructism?
Articulating my personal philosophy of teaching
Resource Teacher: _________________ Teacher’s Signature: _______________ School: ____________
Grade/ Year level: ______________ Subject Area: _________________ Date: ____________________
OBSERVE
Observe how a teacher relates to every learner and how he/she proceeds with her teaching.
Accomplish this Observation sheet.
Here are philosophies of education. Find out which philosophies were manifested in class by
observing what and how teacher and relates to learners.
Philosophies of Education Teaching Behavior (State what the teacher
said, taught or did).
1. Essentialism- teach mastery of the
basics; curriculum is prescribed; subject
matter – centered there are universal,
objective values; inculcate values;
subject
In what way was teacher essentialist?
e.g. He/ She saw to it that the students
mastered basic concepts and skills.
He/ She inculcated values.
2. Prennialism – teach those that last; the
classics; there are universal values:
inculcate these universal, objective
values
3. Progressivism – very child-centered;
teach those that interest the child; one
learns by experience; learners learn by
doing so teacher teacher’s teaching is
experimental; values are subjective; no
inculcation of values since they are
subjective; instead teachers help
students clarify their values
4. Reconstructionism – school is agent of
change; schooling is preparing students
Activity 16.2
5. for social changes; teaching is involving
the students in discussion of moral
dilemmas
5. Existentialism – teachers learners to
make a choice, to make decisions and
not merely to follow the crowd; one
who does not make a choice and so
simply follow others do not leave
meaningful life
6. Pragmatism – that which is useful, that
which is practical and that which works
is what is good; that which is efficient
and effective is that good. e.g. showing
a video clip on mitosis is more efficient
and more effective and therefore more
practical than teacher coming up with a
visual aid by drawing mitosis on a
cartolina or illustration or illustration
board
7. Rationalism – emphasizes the
development of the learners reasoning
powers; knowledge comes though
reason; teacher must develop the
reasoning of the learner
8. Utilitarianism – what is good is that
which is most useful ( that which bring
happiness the reasoning power of the
learner
9. Empiricism – source of knowledge is
through the senses; teacher must
involve the senses in teaching-learning
10. Behaviorism – behaviour is shaped
deliberately by forces in the
environment and that the type of
person and actions desired can be the
product of design; behaviour is
determined by others, rather than by
person’s own free will; teacher must
carefully shape desirable behaviour;
drills are commonly used to enhance
learning, rewards reinforce learning.
11. Constructivism – Learners are capable
of constructing knowledge and
meaning; teaching-learning therefore is
constructing knowledge and meaning;
teacher does not just “tell” or dictate
but asks learners of knowledge they
construct and meaning of lesson
12. Other philosophies
6. ANALYZE
1. Based on your findings and observations in Activity 16.1 and Activity 16.2, which philosophies of
education are dominant in Philippine basic schools? Why do you say so?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. If there is one philosophy that schools and teachers should give more attention to, what should
that be and why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
REFLECT
What is your philosophy of teaching? This describes what you believed you should teach, how
you should teach and how you should relate to others in school – with the learners, your colleagues,
your superiors and all other stakeholders. Write them down. This is your title, “My, Philosophy of
teaching”.
My Philosophy of teaching
These may be of help:
I believe that the learner……………….. (Concept of the learner)
I believe that I should teach the learners ………. (What)
By…………… (How)
I believe that I……. (How should you relate to learners, colleagues, superiors, parents and other
stakeholders?)
SHOW Your Learning Artifacts
Accomplished observation sheets
My Philosophy of teaching
7. EVALUATE Performance Task
Evaluate your work Task field study 1, Episode 10 – The instructional Cycle
Learning Outcomes. Identify the application of some guiding principles in the selection and use of teaching strategies. Determine whether
or not the lesson development was in accordance with outcome-based teaching and learning. Identify the Resource Teacher’s questioning
and reacting techniques. Outline a lesson in accordance with outcome-based teaching-learning.
Name of FS Student _____________________________________ Date Submitted:________________
Year & Section: ____________________________ Course: ___________________________________
Learning Episode Excellent
4
Very Satisfactory
3
Satisfactory
2
Needs Improvement
1
Accomplished
Observation sheet
All observation
question/task
completely
answered
accomplished.
One (1) to two (2)
observation
questions/ tasks not
answered/
accomplished.
Three (3)
observation
questions/tasks
not answered/
accomplished.
Four (4) or more
observation
questions/ tasks not
answered/
accomplished.
Analysis All questions were
answered
completely;
answers are with
depth and are
thoroughly
grounded on
theories; grammar
and spelling are
free from error.
All questions were
answered
completely; answers
are clearly
connected to
theories; grammar
and spelling are free
from errors.
Question were not
answered
completely;
answer are not
clearly connected
to theories; one (1)
to three (3)
grammatical/
spelling errors.
Four (4) or more
observation questions
were not answered;
answers not
connected to theories;
more than four (4)
grammatical spelling
errors.
Reflection Profound and
clear; supported by
what were
observed and
analysed
Clear but lacks
depth; supported by
what were observed
and analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
Unclear and shallow;
rarely supported by
what were observed
and analyzed
Learning Artifacts Portfolio is
reflected on in the
context of the
learning outcomes;
complete, well-
organized, highly
relevant to the
learning outcome
Portfolio is reflected
on in the context of
the learning
outcomes.
Complete; well
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
context of the
learning outcomes.
Complete; not
organized.
Relevant to the
learning outcome
Portfolio is not
reflected on in the
context of the
learning outcomes;
not complete; not
organized, not
relevant
submission Submitted before
the deadline
Submitted on the
deadline
Submitted a day
after the deadline
Submitted two (2)
days or more after the
deadline
COMMENT/S Over-all score Rating (based
On transmutation
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.6 5.00
99 96 93 90 877 84 81 78 75 72 71-below
______________________________________ ________________________________
Signature of FS Teacher above Printed name Date
8. LINK Theory to Practice
1. In its vision and mission statements, DepEd wants to develop learners….” Whose values and
competencies enable them to realize their full potential……. “On which Philosophy of education
is this mission statement anchored?
A. Existentialism C. Essentialism
B. Empiricism D. Pragmatism
2. Based on the DepEd’s mission statement, “quality basic education means that students learn in
a child-friendly, gender-sensitive, safe, and motivating environment”?
A. Utilitarianism C. Essentialism
B. Empiricism D. behaviourism
3. Field study 1 which is primarily observation of classes and teachers, is based on which
philosophy of education?
A. Utilitarianism C. Essentialism
B. Empiricism D. behaviorism
4. The inclusion of logic and critical thinking as subject in the curriculum is an offshoot of which
philosophy?
A. Rationalism C. Existentialism
B. Utilitarianism D. Progressivisms
5. It’s valentines’ Day. The lesson is a part of human digestive system – the stomach. Students
bargain with teacher and so ask if they can discuss the heart in place of the stomach. Teacher
responds “Let’s talk about the stomach which is the lesson for today then go the heart when we
are done with stomach. Based on philosophies of education, which is TRUE of teacher?
A. Is essentials in the sense that she sticked to the subject matter for the day and progressivist
since she also considered student’s interest
B. Is pragmatic because it was practical to give way to student’s request even if she prepared
for the day’s lesson
C. Is utilitarinist because she considered both lessons useful
D. Is empiricist, she used visual aids for her lesson
6. What do the DepEd vision and mission statements a core values imply about Philippine
educational system?
I. It is highly essentialist and perennialist.
II. It believes in universal, objective, unchanging Values.
III. It is Reconstructionist.
A. I only C. II and III
B. I and III D. I, II and III
7. For a lesson on developing classifying skills, instead of making students bring objects to classify,
teacher considers it most practical to simply use the student’s body parts like kinds of ear lobes,
kinds of hair line or a lesson on classifying. On which philosophy is teacher’s practice anchored?
A. Pragmatism C. utilitarianism
B. Progressivism D. Empricism
9. 8. The history of curriculum development in the Philippines shows reduction of units in the
humanities but an increase in the natural and physical sciences. On which thought is this action
based?
A. Perennialism C. Utilitarianism
B. Progressivsim D. Emprcism
9. There are a number of laws in the Philippines requiring the teaching of subject matter such as
taxation and agrarian reform , etc. This proves that schools must bring about reform in society
on which philosophies of education is this based?
A. Perennialism C. Empricism
B. Progressivism D. Reconstructionism
10. Teacher makes use of moral dilemmas to enable students a stand in moral issues. Which word
CORRECTLY applies to teacher’s teaching practice?
A. Behaviorist C. Rationalist
B. Existentialist D. Pragmatist