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School administrators have several obligations including performing their duties according to the school's philosophy and goals, efficiently managing the school, and maintaining a healthy school environment conducive to learning. They must also behave professionally, provide reports to staff on performance, and discipline personnel fairly while keeping required records. Academic non-teaching personnel are obligated to improve professionally, maintain an atmosphere for service and learning, and promote an environment conducive to learning.
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This document outlines new policies and standards for undergraduate teacher education programs in the Philippines put forth by the Commission on Higher Education. It aims to rationalize teacher education to improve quality and keep pace with global competitiveness. Key points include: establishing a Bachelor of Elementary Education degree; specifying program objectives, competencies, curriculum and course requirements; and providing guidelines for teacher preparation institutions to obtain proper authority to offer the program.
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The Philippine Education For All (EFA) 2015 Plan of Action aims to achieve three main goals by 2015:
1. Universal functional literacy for all Filipinos by ensuring they possess cognitive, affective, and behavioral skills to function effectively.
2. Universal coverage of quality Early Childhood Education (ECE) for all 3-5 year old children through programs like day care centers and preschools.
3. Universal school participation and elimination of drop-outs and repetition from Grades 1-3 by making schools child-friendly and ensuring students master foundational literacy and numeracy skills. The curriculum will guide teachers' efforts to help achieve these goals.
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_CHED.-Memorandum
This document outlines revised policies and standards for undergraduate teacher education curriculum in the Philippines. It details the requirements for Bachelor of Elementary Education (BEEd) and Bachelor of Secondary Education (BSEd) degrees, including general education courses, professional education courses, and specialization courses. It provides information on course requirements and objectives for theories, methods, field studies, and practice teaching to develop teachers' content knowledge, teaching skills, and ability to address diverse learners' needs. The curriculum aims to prepare teachers qualified to teach in primary and secondary schools in the Philippines.
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2002 Basic Education Curriculum
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2. Universal coverage of quality Early Childhood Education (ECE) for all 3-5 year old children through programs like day care centers and preschools.
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Project CHILD is an instructional program developed at Florida State University that uses technology to enhance curriculum. It modifies school structures and creates classrooms conducive to learning with technology. Teachers become specialists in reading, writing, or math and students rotate between classrooms to receive instruction from each teacher in their cluster. The program focuses on self-contained K-5 classrooms and uses stations for different types of learning activities.
2002 Basic Education Curriculum
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Reference: Curriculum Development by Purita P. Bilbao Ed.D., et.al.
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Appendix 4-cot-rpms-for-mt-i-iv-sy-2020-2021-in-the-time-of-covid-19
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1. An 8-level rubric for rating teachers on various indicators of teaching quality and impact.
2. Descriptions of 3 indicators related to content knowledge, addressing special student needs, and use of teaching resources.
3. Features of practice examples for each indicator at different rubric levels.
4. Clarification of key terms used in the observation tool.
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A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Learning Action Cell
LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.
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The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
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1) An overview of the internship activities including supervision of teaching practice and preparation of reports.
2) A description of the AMU City School where internship took place, established in 1889.
3) Details on supervision of B.Ed. students' teaching practice, including evaluation criteria and a table with ratings and remarks.
4) Learning experiences gained from the internship including responsibility, supervision skills, self-evaluation.
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Global curricular-innovations
Project CHILD is an instructional program that aims to increase students' academic performance through hands-on learning using technology, hands-on activities, and traditional paper and pencil methods. It groups teachers into clusters to specialize in specific subject areas and has students rotate between classrooms for different lessons. The program provides various materials to help with planning and assessment. Brain-based learning is an educational approach grounded in neuroscience research showing that the brain naturally learns through authentic and challenging experiences in social environments while avoiding stress. It identifies principles like rich environments, movement, emotion, meaning-making, and social interaction that enhance learning.
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The document discusses the importance of establishing clear learning targets to guide effective curriculum, instruction, and assessment. It defines learning targets as specific, short-term goals that lead to mastery of broader standards. Teachers should deconstruct standards to identify the intended learning, knowledge, skills, or reasoning and write student-friendly "I can" statements. Having visible learning targets allows students and teachers to know what is being taught and assessed and improves student achievement.
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Curriculum development repport
This document discusses various curriculum innovations at both the local and global levels.
Locally, innovations include the 2002 Basic Education Curriculum, Third Elementary Education Program, Secondary Education Improvement and Development Program, and new teacher education curriculums. The Instructional and Curricular Excellence in School Leadership program also aims to develop instructional leadership.
Globally, innovations discussed are Project CHILD, which integrates technology and hands-on learning, and brain-based learning. Brain-based learning uses techniques like cooperative learning and multiple intelligences based on neuroscience research findings. Interactive teaching methods in brain-based learning include orchestrated immersion and relaxed alertness.
Curriculum and instruction
The document discusses curriculum and instructional design. It provides definitions of curriculum, including macro and micro curriculum. It also discusses objectives and characteristics of different curriculum models used in the Philippines like the Secondary Education Development Plan curriculum, New Secondary Education Curriculum, Basic Education Curriculum, and Revised Basic Education Curriculum. Instructional design models and theories are also covered, including Gagné's nine events of instruction and the ADDIE model of analyze, design, develop, implement, and evaluate. Learning domains and outcomes based on behaviorism, cognitivism, and constructivism are summarized as well.
Curriculum of primary school
The document discusses the history and development of primary school science curriculum in Malaysia from 1968 to the present. It describes 4 major curriculum programs over this period that shifted the teaching approach from scientific method to inquiry-based learning to constructivism. The most recent curriculum focuses on teaching science in English to improve English language skills while learning science.
Its implications to preservice teacher education
Hi. This is Marvin Morales, i hope this slide will help you in your studies in as an Bachelor of Secondary Education Major in English. i just want to share.
0 syllabus-in-e-lective-1-teaching-multigrade-classes
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Appendix 4-cot-rpms-for-mt-i-iv-sy-2020-2021-in-the-time-of-covid-19
This document contains a classroom observation tool for highly proficient teachers in the Philippines. It includes:
1. An 8-level rubric for rating teachers on various indicators of teaching quality and impact.
2. Descriptions of 3 indicators related to content knowledge, addressing special student needs, and use of teaching resources.
3. Features of practice examples for each indicator at different rubric levels.
4. Clarification of key terms used in the observation tool.
The tool provides a structured way to observe and evaluate teachers across multiple dimensions of teaching practice.
Philippine Professional Standards for Teachers
The document outlines the 7 domains of the Philippine Professional Standards for Teachers (PPST), which were created by the Department of Education to establish standards for teacher quality and professional development. The PPST improved upon the previous National Competency-Based Teacher Standards to better address changes in education brought about by the K-12 reform program and 21st century learning needs. The 7 domains cover teachers' content knowledge and pedagogy, learning environment, diversity of learners, curriculum planning, assessment and reporting, community engagement, and personal growth.
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The document discusses concerns with the current teacher education system in India and proposed reforms based on the National Curriculum Framework (NCF) 2005. It notes that the current system treats knowledge as fixed and does not allow critical examination of curriculum. It also lacks opportunities for student teachers to reflect on their experiences. The proposed reforms aim to shift to a learner-centered approach with the teacher acting as a facilitator rather than source of knowledge. The curriculum would focus on understanding learners, participatory learning processes, examining one's own beliefs and biases, and relating academic learning to students' social realities. The reformed teacher education curriculum would include courses in learner studies, contemporary studies, educational studies, curriculum studies, pedagogic studies,
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BRC and CRC are two resources used for academic activities and resource teachers training programs. here the definition of brc and crc and role of BRC and CRC for disabled childrens. under SSA
2010 sec ub d report
The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
curriculum development at secondary level
A curriculum is the combination of instructional practices, learning experiences, and students' performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.
Curriculum development is a process of improving the curriculum. Approaches for curricula:
Analysis
Selecting
Formation
Review
Curriculum development is significant because it
Takes contents and shapes into plan for effective teaching and learning
Provide a map to achieve outputs
Provide appropriate learning activities and assessments
secondary education
In British India, the structure and curricula of secondary education were mandated by British colonial rule
After independence, Pakistan then developed its own Boards of Intermediate and Secondary Education (BISE) which were tasked with developing and conducting final examinations at the ends of grades 9 to 12
Admission requires completion of middle school
Consists of two years education (grades 9 and 10) followed by two years of higher-secondary education
Compulsory subjects include Urdu, English, Islamic education (civics for non-Muslim students), and Pakistan studies along with both required and elective courses in the specific stream.
The exams are conducted by one of the Boards of Intermediate and Secondary Education (BISE).
Curriculum Domain at Secondary Level\
According to the Constitution of Pakistan, curriculum development is the domain of the federal government.
Curriculum development up to intermediate level is the responsibility of the Curriculum Wing of the Ministry of Education.
Textbooks are developed by the provincial Textbook Boards strictly in accordance with the curriculum developed by the committees.
Developed after extensive analysis of the previous curriculum in order to bring desired changes in teaching and learning.
Assessment patterns (development and evaluation ) together with recommendations for teacher training were included in the curriculum
Learning Action Cell
LAC refers to a school-based professional development program where teachers engage in instructional dialogues and team learning. School heads and teachers are responsible for conducting LAC meetings. Meetings typically involve teachers sharing experiences, introducing new instructional topics, preparing instructional materials, and providing feedback to each other. LAC meetings aim to improve teaching quality and are intended to take place weekly or bi-weekly for 2-4 hours with topics focused on curriculum, instruction, assessment, and teacher development. Schools receive funding from their MOOE budgets to support LAC activities. The roles of different educational offices are also outlined to support and monitor LAC implementation across school, district, division, and national levels.
Report curriculum
The document discusses innovations in education and the 2002 Basic Education Curriculum implemented in the Philippines. It describes how innovations are necessary to keep pace with societal changes. The 2002 BEC aims to raise quality and accessibility of education through a restructured curriculum focusing on five learning areas. It emphasizes interactive, collaborative and innovative teaching approaches like thematic teaching, content-based instruction, focusing inquiry, and developing generic competencies across subjects.
School based orientation on lac
The document outlines a policy for establishing Learning Action Cells (LACs) in schools as a teacher professional development strategy. LACs are groups of teachers who meet regularly to collaboratively plan lessons, discuss challenges, and improve teaching practices. The policy details the objectives, theoretical framework, topics of discussion, implementation process, and roles of various DepEd offices in supporting LACs. Progress will be monitored based on evidence of critical reflection, increased curriculum knowledge, and changes to pedagogy rather than direct correlations between LAC activities and student performance.
M.Ed. School Internship programme / M.Ed. Internship Report
This document summarizes an M.Ed. internship presentation on supervision of B.Ed. student teachers. It includes:
1) An overview of the internship activities including supervision of teaching practice and preparation of reports.
2) A description of the AMU City School where internship took place, established in 1889.
3) Details on supervision of B.Ed. students' teaching practice, including evaluation criteria and a table with ratings and remarks.
4) Learning experiences gained from the internship including responsibility, supervision skills, self-evaluation.
Teacher Autonomy and Accountability
This document discusses teacher autonomy and accountability. It defines teacher autonomy as the capacity for teachers to have control over their own teaching, including freedom of study, learning, and teaching. Teacher accountability refers to the responsibility teachers have to students and educational goals. The document provides characteristics of accountable teachers, such as being adaptable, caring, compassionate, dedicated, determined, empathetic, forgiving, joyful, kind, and trustworthy. It also lists responsibilities of teachers, such as attending assemblies, following conduct rules, maintaining lesson plans, and evaluating students.
Global curricular-innovations
Project CHILD is an instructional program that aims to increase students' academic performance through hands-on learning using technology, hands-on activities, and traditional paper and pencil methods. It groups teachers into clusters to specialize in specific subject areas and has students rotate between classrooms for different lessons. The program provides various materials to help with planning and assessment. Brain-based learning is an educational approach grounded in neuroscience research showing that the brain naturally learns through authentic and challenging experiences in social environments while avoiding stress. It identifies principles like rich environments, movement, emotion, meaning-making, and social interaction that enhance learning.
Curriculum And Instruction Session 3 Learning Targets[1]
The document discusses the importance of establishing clear learning targets to guide effective curriculum, instruction, and assessment. It defines learning targets as specific, short-term goals that lead to mastery of broader standards. Teachers should deconstruct standards to identify the intended learning, knowledge, skills, or reasoning and write student-friendly "I can" statements. Having visible learning targets allows students and teachers to know what is being taught and assessed and improves student achievement.
Pre-Service Teacher Training for longer term resilience and preparedness
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Presentation by Olga Guerrero at the European Education Practitioner's Network seminar "Live & Learn: Exploring Education in Fragile Contexts" on the 2nd June in BrusselsModule 2.4 no limits
The document outlines the legislative and policy frameworks that guide the work of educators in the Philippines regarding inclusive education. It discusses key national legislation, international agreements, and DepEd policies and guidelines that promote the right of all learners to access quality education, including those with disabilities. The legislation and policies establish the responsibilities of educators to provide inclusive learning opportunities and support for learners with disabilities.
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0 syllabus-in-e-lective-1-teaching-multigrade-classes
0 syllabus-in-e-lective-1-teaching-multigrade-classes
Appendix 4-cot-rpms-for-mt-i-iv-sy-2020-2021-in-the-time-of-covid-19
Appendix 4-cot-rpms-for-mt-i-iv-sy-2020-2021-in-the-time-of-covid-19
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Classroom management
Classroom management involves addressing issues related to student discipline, teaching techniques, supplies, classroom environment, and student relationships. There are several approaches to classroom management, including assertive, business academic, behavior modification, group managerial, group guidance, acceptance, and success approaches. The assertive approach involves clearly communicating rules and consequences. The behavior modification approach uses reinforcement to modify behavior. The group managerial approach aims to quickly address inappropriate group behavior. Effective classroom management also requires preventing problems through planned activities, rules, routines, and monitoring of students.
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Programmed instruction is a step-by-step teaching method that presents information in small units and tests students frequently before allowing them to advance. It applies behaviorist learning theories that posit learning as a sequential process. Students can learn at their own pace and receive reinforcement for correct answers before moving forward. While computers helped enable programmed instruction, some critics argue it may not support language communication skills.
Whole Language Approach
- The document discusses the whole language approach to literacy, which emphasizes making meaning from text rather than breaking words down phonically. It focuses on strategy instruction, cultural literature, and integrating reading and writing across subjects. The approach believes learning occurs through interpreting whole texts rather than isolated chunks. However, critics argue it may hamper spelling and decoding skills.
Thematic teaching
The document discusses thematic and interdisciplinary teaching approaches. Thematic teaching involves identifying a central theme that connects learning across subjects. A theme provides relevance and allows students to see relationships between disciplines. Lessons can be studied thematically in various subjects like social studies, reading, art, and music. Interdisciplinary teaching also uses themes but retains boundaries between subjects while drawing related topics from multiple disciplines to supplement the core subject. Both thematic and interdisciplinary approaches involve selecting a topic or theme, goals, objectives, instructional procedures, and assessments. They aim to provide coherence and engagement for student learning.
Effective questioning (2)
1. Effective questioning involves asking a variety of questions at different cognitive levels, including convergent, divergent, and evaluative questions. Teachers should aim to ask both lower-level and higher-level questions.
2. Important questioning skills for teachers include varying question types, not directing questions to specific students, calling on non-volunteers, rephrasing questions if needed, sequencing questions logically, and allowing sufficient wait time after asking a question.
3. Teachers can improve their questioning techniques by reflecting on the types of questions they typically ask, getting feedback from colleagues, increasing their repertoire of question types, considering students' abilities and interests, and spending time to improve the questions they ask.
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Classroom Management Presentation
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Principles of Teaching:Different Methods and Approaches
The document discusses different approaches and methods for teaching. It defines key concepts like teaching approach, strategy, method, and technique. It also provides examples of different teaching approaches that range from teacher-centered to learner-centered. Direct instruction/lecture and demonstration are two methods discussed in more detail. For direct instruction, steps include demonstrating skills or concepts and providing guided and independent practice. Formative assessment is used during the process. Demonstration involves a teacher or student showing a process while others observe, and guidelines are provided for effective demonstrations.
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Principles of Teaching:Different Methods and Approaches
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Educ 32 report
- 1. CHAPTER 3 Duties and Obligations Prepared by: Astrid P. Rocha EDUC 32 EDA February 21, 2013
- 3. Sec. 17.School Administrators' Obligations Every school administrator shall: 1. Perform his duties to the school by discharging his responsibilities in accordance with the philosophy, goals and objectives of the school. 2. 2. Be accountable for the efficient and effective administration and management of the school.
- 4. Sec. 17.School Administrators' Obligations 3. Develop and maintain a healthy school atmosphere conducive to the promotion and preservation of academic freedom and effective teaching and learning, and to harmonious and progressive school- personnel relationship. 4. Assume and maintain professional behavior in his work and in dealing with students, teachers, academic non- teaching personnel, administrative staff, and parents or guardians.
- 5. Sec. 17.School Administrators' Obligations 5. Render adequate reports to teachers, academic non-teaching personnel and non-academic staff on their actual performance in relation to their expected performance and counsel them on ways of improving the same. 6. Observe due process, fairness, promptness, privacy, constructiveness and consistency in disciplining his teachers and other personnel.
- 6. Sec. 17.School Administrators' Obligations 7. Maintain adequate records and submit required reports to the Ministry of Education, Culture and Sports.
- 7. Sec. 18.Obligations of Academic Non- Teaching Personnel Academic non-teaching personnel shall: 1. Improve himself professionally be keeping abreast of the latest trends and techniques in his profession. • 2. Assume, promote and maintain an atmosphere conducive to service and learning. • 3. Promote and maintain an atmosphere conducive to service and learning.