Licensure examination for teachers set 2 part 4 answer keys
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Module11.ppst5.2.2
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Module10.ppst5.1.2
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
Module4.ppst2.3.2
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
Module3.ppst1.5.2
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development related to applying these strategies in their classrooms."
Module1.ppst1.1.2
Here are some key points I reflected on regarding my current practice in applying content knowledge within and across curriculum teaching areas:
- Knowledge - I assessed my depth and breadth of understanding of the subject matters I teach and how I can continue expanding my expertise.
- Skills - I evaluated how well I plan and organize teaching and learning strategies to effectively apply my content knowledge within my subject area and make meaningful connections across other learning areas.
- Attitude - I reflected on my belief that relating content to other subjects and real-world examples helps learners better acquire and retain the concepts, and enhances their engagement and achievement.
Continuous self-reflection is important to identify our strengths and areas for growth as teachers. Sharing reflections
Module5.ppst2.6.2
The document provides illustrations of practice for managing learner behavior constructively through positive and non-violent discipline. The first illustration is a transcript of a teacher-learner consultation where the teacher addresses a learner's absence in a caring manner without threats. The second illustration describes a teacher redirecting a learner who is wandering around the classroom back to their seat politely. The third illustration shows a teacher having a respectful conversation with a learner about taking their personal belongings out of class. The illustrations demonstrate positive approaches to discipline that maintain a learning-focused environment."
Module2.ppst1.4.2
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills for success in learning and life."
5 alignment of ppst to other systems
This document discusses a resource package for teachers that aims to encourage professional growth. It outlines career stages, domains, strands, and indicators that are aligned in a RPMS tool for self-assessment. Teachers are assessed on 12 indicators for proficiency levels. Summary data is provided comparing indicator ratings for teachers in different career stages. The package includes classroom observation tools that bring a new perspective to mentoring and coaching teachers. The goal is to help teachers improve, maximize their potential, and bring out a better version of themselves. The tools were created by teachers for teachers.
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Decision making policy making and policy analysis
This document discusses decision-making, policy-making, and policy analysis. It defines decision-making as making a rationally calculated choice between two or more alternatives. Policy is defined as a set of interrelated decisions by actors concerning goals and means of achieving them. Policy-making is a complex process with three stages: formulation by identifying problems, developing alternatives, and selecting the best; implementation by considering policy content, resources, clients, and environment; and evaluation to determine if objectives are achieved. Policy analysis examines potential impact before formulation and seeks to answer questions about the policy, its determination, alternatives, effectiveness, success or failure, and potential improvements.
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The electronic class record user manual for grades 1 3 (self-contained class)
This document provides instructions for using the Electronic Class Record (E-Class Record) for grades 1-3. It details the learning areas and subjects covered each quarter for each grade level. It then provides step-by-step instructions on how to input student data, encode scores, and view consolidated quarterly grades. Important reminders are included, such as keeping student names consistent each quarter and where to place names of students who transfer in. Technical support information is also listed.
Module9.ppst4.5.2
This resource package provides teachers with modules to help them better understand and implement the Philippine Professional Standards for Teachers (PPST). The document introduces Module 9 which focuses on the indicator of selecting, developing, organizing and using appropriate teaching and learning resources, including information and communication technology, to address learning goals. It provides an overview of the module's contents and structure, which includes introductions, key concepts, examples of practices, and resources. The goal is to help teachers grow in their profession by understanding and applying the PPST standards.
Module8.ppst4.4.2
This module focuses on the indicator "4.4.2 Participate in collegial discussions that use teacher and learner feedback to enrich teaching practice." It introduces key concepts related to professional collaboration such as collegial discussion, feedback, and professional collaboration. It prompts the teacher to reflect on their own knowledge, skills, and attitudes regarding professional collaboration using the framework of what they know, do, and feel as a proficient teacher. The support group then provides suggestions to improve the teacher's current practice through probing questions and recommendations.
Module7.ppst4.1.2
This module focuses on planning, managing, and implementing developmentally sequenced teaching and learning processes to meet curriculum requirements through various teaching contexts. It discusses key concepts such as curriculum areas and developmentally sequenced teaching and learning processes. The module contains illustrations of practice that demonstrate how to plan developmentally sequenced lessons, including using a Daily Lesson Log template. It also provides guidance on managing and implementing developmentally sequenced lessons effectively. The overall goal is to help teachers fulfill their role in preserving quality teaching and learning processes in their classrooms.
Module6.ppst3.1.2
This document provides an introduction to Module 6 of a teacher resource package on the Philippine Professional Standards for Teachers (PPST). The module focuses on Indicator 3.1.2 - using differentiated, developmentally appropriate learning experiences to address learners' gender, needs, strengths, interests and experiences. The introduction defines key concepts related to this indicator, such as differentiated teaching strategies, learners' gender, needs, strengths, and interests. It outlines the parts of each module, including an overview, self-reflection, key concepts, illustrations of practice, and a professional development plan. Teachers Jen and Mike introduce the module and will act as supports to help teachers understand and apply the indicator.
Module12.ppst5.4.2
This resource package provides 12 modules that correspond to the 12 indicators of the Philippine Professional Standards for Teachers (PPST). Each module discusses a specific indicator, defines key concepts, and provides illustrations of practices to help teachers understand and attain the indicator. This module focuses on communicating learners' needs, progress, and achievement promptly and clearly to key stakeholders such as parents and guardians.
Module11.ppst5.2.2
Here is my reflection:
As a teacher, I recognize the importance of continuously monitoring my learners' progress to determine if my instructional strategies are working and to identify learners who need additional support. However, I realize I can improve in systematically collecting and analyzing learner attainment data.
While I check for understanding during lessons and provide feedback, I do not have a consistent system for recording this data. I also rely more on summative assessments like tests and quizzes to evaluate learning rather than using a variety of formative and summative strategies.
In evaluating learner achievement, I can improve in analyzing assessment results to identify learning gaps and adjust my teaching approaches accordingly. I also need to effectively communicate results to stakeholders
Module10.ppst5.1.2
The document provides an introduction to a teacher resource package focused on the Philippine Professional Standards for Teachers (PPST). It explains that the package contains 12 modules that correspond to the 12 indicators of the PPST and are intended to support teachers' professional development. Each module will define key concepts, provide illustrations of teaching practices, and help teachers reflect on and plan their professional development related to the given indicator.
Module4.ppst2.3.2
This module focuses on managing classroom structure to engage learners in meaningful activities. Key concepts include classroom structure, which refers to the physical set-up of the learning environment, and classroom activities, which are tasks intended to meet lesson objectives. These can include discovery learning activities that require learners to use past knowledge to discover new information, and hands-on activities that involve physical manipulation of objects. The module will provide illustrations of practice that show how to manage classroom structure based on activities and structure. It aims to help teachers establish well-managed routines and procedures to ensure a child-friendly, safe and motivating learning environment.
Module3.ppst1.5.2
This document discusses applying a range of teaching strategies to develop critical and creative thinking skills, as well as higher-order thinking skills. It introduces the key concepts of teaching strategies, creative thinking skills, critical thinking skills, and higher-order thinking skills. The document provides illustrations of practice using strategies like problem-based learning, effective questioning, visualization, PMI (Plus, Minus, Interesting), and RAFT to develop these skills. It aims to help teachers reflect on their own practices and identify areas for professional development related to applying these strategies in their classrooms."
Module1.ppst1.1.2
Here are some key points I reflected on regarding my current practice in applying content knowledge within and across curriculum teaching areas:
- Knowledge - I assessed my depth and breadth of understanding of the subject matters I teach and how I can continue expanding my expertise.
- Skills - I evaluated how well I plan and organize teaching and learning strategies to effectively apply my content knowledge within my subject area and make meaningful connections across other learning areas.
- Attitude - I reflected on my belief that relating content to other subjects and real-world examples helps learners better acquire and retain the concepts, and enhances their engagement and achievement.
Continuous self-reflection is important to identify our strengths and areas for growth as teachers. Sharing reflections
Module5.ppst2.6.2
The document provides illustrations of practice for managing learner behavior constructively through positive and non-violent discipline. The first illustration is a transcript of a teacher-learner consultation where the teacher addresses a learner's absence in a caring manner without threats. The second illustration describes a teacher redirecting a learner who is wandering around the classroom back to their seat politely. The third illustration shows a teacher having a respectful conversation with a learner about taking their personal belongings out of class. The illustrations demonstrate positive approaches to discipline that maintain a learning-focused environment."
Module2.ppst1.4.2
This document introduces Module 2 which focuses on using a range of teaching strategies to enhance learner achievement in literacy and numeracy skills. It provides an overview of the module contents and introduces key concepts such as literacy, numeracy, teaching strategies, and learner achievement. The module aims to help teachers examine the knowledge and skills needed to help learners gain fundamental literacy and numeracy skills for success in learning and life."
5 alignment of ppst to other systems
This document discusses a resource package for teachers that aims to encourage professional growth. It outlines career stages, domains, strands, and indicators that are aligned in a RPMS tool for self-assessment. Teachers are assessed on 12 indicators for proficiency levels. Summary data is provided comparing indicator ratings for teachers in different career stages. The package includes classroom observation tools that bring a new perspective to mentoring and coaching teachers. The goal is to help teachers improve, maximize their potential, and bring out a better version of themselves. The tools were created by teachers for teachers.
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The electronic class record user manual for grades 1 3 (self-contained class)
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Licensure examination for teachers set 2 part 4 answer keys
- 1. SET 2 PART 4 ANSWER KEYS 76. D 77. C 78. C 79. C 80. A 81. B 82. C 83. B 84. B 85. D 86. B 87. B 88. A 89. A 90. D 91. B 92. D 93. C 94. D 95. D 96. B 97. A 98. B 99. A 100. C