enhanced teacher education curruculum anchored on obe (mr.balana)
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The document outlines the desired competencies and outcomes of a teacher education curriculum based on Outcomes-Based Education (OBE). It lists the ideal competencies for graduates, including being multiliterate, reflective, mastering content knowledge, and being highly skilled, sensitive, multicultural, innovative, professional, and lifelong learners. As an example, it then lists the specific outcomes graduates are expected to demonstrate by the end of their degree, such as literacy skills, understanding of teaching and learning processes, mastery of subject matter and pedagogy, application of teaching skills, and understanding of educational contexts.
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OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
Enhanced teacher education curriculum anchored on
Enhanced basic education curriculum which anchored on outcome-based education in the 21st century. Education is essential.
Akon1
This document contains a review test for educational assessment consisting of 58 multiple choice questions. The questions cover topics like Bloom's taxonomy, test construction, measurement of central tendency and variation, interpreting test scores, and performance assessment. The test is intended to assess understanding of key concepts in educational measurement and evaluation.
Basic Enhanced Teacher Education Curiculum
The document outlines the key principles of outcomes-based education including: defining outcomes-based education as focusing on what students should be able to do successfully at the end of learning; identifying the four principles as clarity of focus, designing backwards, high expectations, and expanded opportunities; and describing how teaching, learning, and assessment relate to outcomes-based education and students' responsibilities for their own learning.
The roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
Teacher as curricularist
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
Recommended
OUTCOMES-BASED EDUCATION (OBE) OR OUTCOMES-BASED TEACHING AND LEARNING (OBTL)
This document provides information about outcomes-based education (OBE), including:
- The key differences between traditional teaching and OBE, which focuses on what students can do rather than what teachers teach.
- The three views of OBE as an educational theory, systemic structure, or classroom practice.
- The constructive alignment framework which aligns intended learning outcomes, teaching methods, and assessments.
- Guidelines for writing effective intended learning outcomes, including making them student-focused, specific, and measurable.
The overall purpose is to explain the principles of OBE and provide tools to design curriculum and assessments aligned with learning outcomes.
Enhanced teacher education curriculum anchored on
Enhanced basic education curriculum which anchored on outcome-based education in the 21st century. Education is essential.
Akon1
This document contains a review test for educational assessment consisting of 58 multiple choice questions. The questions cover topics like Bloom's taxonomy, test construction, measurement of central tendency and variation, interpreting test scores, and performance assessment. The test is intended to assess understanding of key concepts in educational measurement and evaluation.
Basic Enhanced Teacher Education Curiculum
The document outlines the key principles of outcomes-based education including: defining outcomes-based education as focusing on what students should be able to do successfully at the end of learning; identifying the four principles as clarity of focus, designing backwards, high expectations, and expanded opportunities; and describing how teaching, learning, and assessment relate to outcomes-based education and students' responsibilities for their own learning.
The roles of stakeholders in curriculum implementation
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
Teacher as curricularist
1. Teachers play a complex role that involves curriculum development, instruction, assessment, and facilitating learning. They are involved with curriculum throughout the entire school day.
2. Traditionally, those who developed curriculum theories were considered "curricularists", but the teacher's role is broader as they are responsible for knowing, writing, planning, implementing, evaluating, and innovating the curriculum.
3. As the first point of curriculum engagement for students, the classroom teacher deserves the label of "curricularist" as they must know the curriculum, write curriculum materials, plan curriculum, initiate new curricula, innovate the existing curriculum, implement it, and evaluate its effectiveness.
Curriculum Development Essentials: The Teacher as A Curricularist
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
K to12 ASSESSMENT AND RATING OF LEARNING OUTCOMES
This document outlines the assessment and rating system for learning outcomes under the K to 12 Basic Education Curriculum. It discusses the philosophy, nature, levels, tools, and frequency of assessment. Assessment will be standards-based and focus on knowledge, skills, understanding, and performance. Student proficiency will be rated on a scale and determine promotion. Rubrics will provide clear guidelines for evaluating student work. Formative and summative assessments will track progress and measure proficiency. The system aims to support quality learning through self-reflection and accountability.
Assessment of student learning 1
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Curriculum Evaluation Through Learning Assessment
A requirement for CURRICULUM DEVELOPMENT class
PREPARED BY:
BAHIAN, JOAN M.
POCOT, RODELYN A.
ABUCEJO, BRIDGET
BSED IV
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Practicality and-efficiency
The document discusses practicality and efficiency as important factors for teacher assessments. Assessments should be familiar to teachers and easy to administer and score so they don't require too much time or resources. Multiple choice tests are efficient to score but time-consuming to create, while essay tests are quicker to make but longer to grade. Performance assessments take the most time. Assessments should also have simple instructions, accurate scoring methods, clear results, and low costs.
Instructional decision
Instructional decisions are made using student performance data to identify individual instructional needs and guide future education. Decisions proactively provide early assistance and resources matched to student needs. Teachers systematically collect informal and formal information on student learning through tests, assignments, observations and activities to help students grow and inform instructional decisions like curriculum pacing and communicating with parents.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Outcome based education
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
NCBTS
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Approaches to Curriculum Design
Approaches to Curriculum Design
Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
Features of a Curriculum
Sources of expected student learning outcome
The institution's mission statement and government education agency policies are prescribed sources for defining student learning expectations. Expected competencies from professions, businesses, and industries should also be adopted to ensure graduates can perform as expected in their workplaces. International trends and developments should be considered as well when identifying learning outcomes, to promote competitiveness of graduates abroad.
21st Century Curricular Landscape
The document discusses the skills needed for 21st century learners and curriculum. It identifies issues facing the 21st century like globalization, environmental concerns, and technological change. Curriculum should provide knowledge, skills, and values to address these issues. Key skills identified include: learning and innovation skills like critical thinking; knowledge, information, media and technology literacy; life skills like collaboration; and citizenship skills like global awareness. It also discusses five frames of thinking and seven survival skills needed for the 21st century curriculum, such as agility, collaboration, communication, and accessing information.
Characteristics of 21st Century Assessment
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
Unpacking Strands to Learning Competencies
This presentation is one among the lectures I presented during the Division Training-Workshop on K-12 for Untrained Grade 8 Teachers (SY 2013-2014).
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Outcomes Based-Education
The document discusses outcomes-based education (OBE), which focuses on defining the essential knowledge and skills students should gain by the end of their education. OBE has four key principles: clarity of focus on outcomes, designing education backwards from outcomes, high expectations for all students, and expanded opportunities for students. The document provides tips for teaching and learning in OBE, including preparing students and creating a positive learning environment. It also discusses assessment principles for OBE, such as ensuring assessments are valid, reliable, and fair. Finally, the document emphasizes that learning depends on the learner's own determination.
Principles of high quality assessment
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Multigrade Program in Philippine Education
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
Chapter 5 product-oriented performance-based assessment
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
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.
1681300484710_LESSON 7 maam jo reporting pasagdan and rendoque.pptx
The document outlines the new teacher education curriculum in the Philippines that is anchored on outcome-based education. It discusses the desired learning outcomes, competencies, course contents, pedagogical approaches, and assessment methods of the new curriculum. The curriculum aims to develop quality teachers with 10 key competencies. It introduces new degree programs, enhances experiential learning courses, and ensures all teachers are trained to use technology. The curriculum components of outcomes, content, teaching methods, and assessment are designed to be constructively aligned to achieve the desired learning outcomes.
SD_Module-1_Session-2.pptx
This document summarizes a session on empowering teachers to integrate content across learning areas. The session objectives are to evaluate and demonstrate content knowledge application across curriculum teaching areas. Key topics covered include content knowledge, curriculum areas, and mapping learning area core content. Activities include using metacards to share understanding of key concepts, examining example lesson plans, and providing evidence of teaching practices that apply content across areas. The session aims to help teachers deliver responsive lessons through knowledge, skills and attitude development.
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Assessment of student learning 1
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Curriculum Evaluation Through Learning Assessment
A requirement for CURRICULUM DEVELOPMENT class
PREPARED BY:
BAHIAN, JOAN M.
POCOT, RODELYN A.
ABUCEJO, BRIDGET
BSED IV
Approaches to School Curriculum
This document discusses three approaches to school curriculum: as content, process, and product. It describes each approach and provides examples. Curriculum as content focuses on transmitting a body of knowledge to students. As process, it emphasizes teaching methods and student learning activities. As product, it formulates behavioral objectives and intended learning outcomes demonstrated by students. The document explores each approach in depth and how they relate to defining and implementing an effective curriculum.
Practicality and-efficiency
The document discusses practicality and efficiency as important factors for teacher assessments. Assessments should be familiar to teachers and easy to administer and score so they don't require too much time or resources. Multiple choice tests are efficient to score but time-consuming to create, while essay tests are quicker to make but longer to grade. Performance assessments take the most time. Assessments should also have simple instructions, accurate scoring methods, clear results, and low costs.
Instructional decision
Instructional decisions are made using student performance data to identify individual instructional needs and guide future education. Decisions proactively provide early assistance and resources matched to student needs. Teachers systematically collect informal and formal information on student learning through tests, assignments, observations and activities to help students grow and inform instructional decisions like curriculum pacing and communicating with parents.
The teacher and the School Curriculum
This material is an introduction to the subject, The Teacher and the School Curriculum. Class rules and target goals for the subject have been included aside from the definition, concepts, determinants or factors encompassing curriculum.
Outcome based education
This document provides an overview of a presentation on outcome-based education (OBE) by Group 6. It defines OBE as an educational approach that focuses on defining learning goals and designing curriculum, instruction, and assessments to help students achieve those outcomes. The presentation will cover what OBE is, its principles, how it relates to teacher education curriculum, teaching and learning in OBE, and assessing learning outcomes. Various presentation strategies like concept webs and flowcharts will be used. The goal is for attendees to understand OBE and how it can be applied to teacher education in the Philippines.
NCBTS
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
Approaches to Curriculum Design
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Learner-Centered Approach
Subject-Centered Approach
Problem-Centered Approach
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Sources of expected student learning outcome
The institution's mission statement and government education agency policies are prescribed sources for defining student learning expectations. Expected competencies from professions, businesses, and industries should also be adopted to ensure graduates can perform as expected in their workplaces. International trends and developments should be considered as well when identifying learning outcomes, to promote competitiveness of graduates abroad.
21st Century Curricular Landscape
The document discusses the skills needed for 21st century learners and curriculum. It identifies issues facing the 21st century like globalization, environmental concerns, and technological change. Curriculum should provide knowledge, skills, and values to address these issues. Key skills identified include: learning and innovation skills like critical thinking; knowledge, information, media and technology literacy; life skills like collaboration; and citizenship skills like global awareness. It also discusses five frames of thinking and seven survival skills needed for the 21st century curriculum, such as agility, collaboration, communication, and accessing information.
Characteristics of 21st Century Assessment
The document discusses the key characteristics of 21st century assessment:
1) Assessments should be responsive, flexible, and integrated into daily instruction rather than isolated events.
2) Assessments need to be informative, using clear goals and exemplars to guide student learning.
3) A variety of assessment methods should be used to accommodate all students and communicate results to stakeholders.
N.C.B.T.S.-National Competency-Based Teacher's Standard (2013)
The document outlines the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. It describes NCBTS as defining effective teaching and providing a single framework for teacher development from school to national levels. It aims to minimize confusion about teaching standards. The NCBTS framework has 7 domains: (1) Social Regard for Learning, (2) The Learning Environment, (3) Diversity of Learners, (4) Curriculum, (5) Planning/Assessing/Reporting, (6) Community Linkages, and (7) Personal Growth. It also discusses the Code of Ethics for teachers established by the Philippine Teachers Professionalization Act.
Unpacking Strands to Learning Competencies
This presentation is one among the lectures I presented during the Division Training-Workshop on K-12 for Untrained Grade 8 Teachers (SY 2013-2014).
Performance-Based Assessment (Assessment of Learning 2, Chapter 2))
This document discusses performance-based assessment. It defines performance-based assessment as a direct and systematic observation of student performance based on predetermined criteria. This is presented as an alternative form of assessment to traditional paper-and-pencil tests. The document outlines key features of performance-based assessment, including greater realism and complexity of tasks, as well as greater time needed for assessment and use of judgment in scoring. It also discusses different types of performance-based assessment, developing rubrics to evaluate student performance, and the advantages and limitations of this assessment approach.
Outcomes Based-Education
The document discusses outcomes-based education (OBE), which focuses on defining the essential knowledge and skills students should gain by the end of their education. OBE has four key principles: clarity of focus on outcomes, designing education backwards from outcomes, high expectations for all students, and expanded opportunities for students. The document provides tips for teaching and learning in OBE, including preparing students and creating a positive learning environment. It also discusses assessment principles for OBE, such as ensuring assessments are valid, reliable, and fair. Finally, the document emphasizes that learning depends on the learner's own determination.
Principles of high quality assessment
The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
Multigrade Program in Philippine Education
Multigrade schools were the first type of schools in North America and the Philippines. In the late 1800s, one-room schoolhouses were common in North America before single grade classrooms were organized. Similarly, the earliest schools in the Philippines were multigrade due to factors like remote locations, teacher shortages, and lack of funding. Multigrade classrooms combine two or more grade levels and are used where enrolment does not support single grade classes. They provide an opportunity for student-centered, collaborative learning. The Philippines refers to multigrade classrooms as "combination classes."
Chapter 5 product-oriented performance-based assessment
This document discusses product-oriented performance-based assessment and the use of scoring rubrics to evaluate student work. It defines performance-based tasks as those that require students to demonstrate their knowledge and skills through a completed product or project. Scoring rubrics are presented as a tool to assess student performance based on learning competencies defined at different levels from beginner to expert. Examples are provided of developing rubrics to evaluate projects in areas like history, geometry, and typing.
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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enhanced teacher education curruculum anchored on obe (mr.balana)
- 3. Teacher Education Curriculum on OBE 1. Desired Outcomes of the Teacher Education Programs (Ideal Graduate of teacher Education Program Competencies)
- 4. Competencies for all future teacher in the teacher education curriculum
- 5. Intended competencies/outcomes that are addressed by the different NCBTS domain
- 6. Outcomes for ideal graduate of the teacher education programs as a new breed of TEACHERS are: • Multiliterate • Relfective • Master subject content • Highly skilled • Sensitive to issue • Multicultural • Innovative • Highly professional • Lifelong learner
- 7. 2. Teacher Education Curriculum: An Example Using the OBE framework, the competencies previously stated are now translated into outcomes. These are the outcomes we need to see in every graduate.
- 8. Teacher Education Programs Outcomes At the end of the degree plan for elementary or secondary teaching,the future teacher must have: • Demonstrated basic and higher levels of literacy for teaching and learning. • Demonstrated deep and principled understanding of the teaching and learning process. • Mastered and applied the subject matter content and pedagogical principles appropriate for teaching and learning
- 9. • Applied a wide range of teaching related skills in curriculum development, instructional material production, learning assestment and teaching delivery. • Articulated and applied clear understanding of how educational processes relate to political, historical, social and cultural context. • Facilitated learning in various classroom setting diverse learning coming from different cultural backgrounds.
- 10. • Experienced direct field and clinical activities in the teaching milieu as an observer, teaching assistant or practice teacher. • Created and innovated alternative teaching approaches to improve student learning. • Practiced professional and ethical standards for teachers anchored for both local and global perspective. • Pursued continously lifelong learning for personal and professional growth as a teacher.
- 17. Thank you!!! Lemuel J.Lucaban Jean Rechel D. Albarote Gabriela Marie Estrabas