This document discusses national competency-based teacher standards for domains 4 through 7, which cover curriculum, planning/assessing/reporting, community linkages, and professional growth and ethics. It provides descriptions of the domains and strands within each domain, along with key questions and performance indicators for teachers. The document outlines standards for how teachers should demonstrate mastery of subjects, communicate clear learning goals, make effective use of time, select appropriate teaching methods, assess student learning, and establish links between school and community.
The document discusses curriculum and outlines four strands for teachers to demonstrate effective curriculum implementation:
1) Demonstrate mastery of the subject matter to engage students' interest and motivate higher-order thinking.
2) Communicate clear learning goals that students understand and adopt.
3) Make efficient use of instructional time to help students achieve learning goals.
4) Select appropriate teaching methods, learning activities, and resources aligned with learning objectives and student diversity.
Developmental continua are provided to help teachers assess their practice in each strand.
The document outlines key principles of pedagogy including:
- Active inquiry, hands-on learning, and helping students construct their own meaning.
- Considering adolescent development, social support, identity formation, and self-concept.
- Making curriculum connections, ensuring depth of understanding.
- Differentiating instruction for content, process, product, and learning environment.
- Focusing on effective learning through attention, memory, and teaching skills.
This document discusses the importance of setting clear, measurable, and achievable learning objectives at the beginning of any educational plan. It lists questions educators should consider to ensure objectives are within student developmental levels, can be accomplished within the timeframe, have adequate resources, and meet the SMART criteria of being specific, measurable, attainable, relevant, and time-bound.
This document discusses concepts and domains of educational technology. It defines educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It describes how the instructional technology domain involves analyzing problems and designing, evaluating and managing solutions. The domain includes teaching management, development, and learning resources functions. Later, the document outlines five domains of educational technology from 1994: design, development, use, management, and evaluation. It also discusses the role of educational technology in teaching and learning, including how it can promote positive learning environments and change decision-making, systems, learning experiences, and approaches through cooperative and collaborative learning.
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. Key concepts are defined for differentiated teaching strategies, learners' gender, needs, strengths, and interests. The document outlines what teachers can expect to find in 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.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
The document outlines criteria for assessing teachers' understanding of Outcome-Based Education (OBE), including utilizing interactive teaching strategies, learner-centered instruction, formative and summative assessment, and giving feedback. It also provides questions that could be asked in an interview to determine if teachers integrate OBE premises and principles in their teaching practices and differentiate between traditional and OBE approaches. The questions aim to discover how teachers facilitate learning, engage students, and assess performance.
The document discusses curriculum and outlines four strands for teachers to demonstrate effective curriculum implementation:
1) Demonstrate mastery of the subject matter to engage students' interest and motivate higher-order thinking.
2) Communicate clear learning goals that students understand and adopt.
3) Make efficient use of instructional time to help students achieve learning goals.
4) Select appropriate teaching methods, learning activities, and resources aligned with learning objectives and student diversity.
Developmental continua are provided to help teachers assess their practice in each strand.
The document outlines key principles of pedagogy including:
- Active inquiry, hands-on learning, and helping students construct their own meaning.
- Considering adolescent development, social support, identity formation, and self-concept.
- Making curriculum connections, ensuring depth of understanding.
- Differentiating instruction for content, process, product, and learning environment.
- Focusing on effective learning through attention, memory, and teaching skills.
This document discusses the importance of setting clear, measurable, and achievable learning objectives at the beginning of any educational plan. It lists questions educators should consider to ensure objectives are within student developmental levels, can be accomplished within the timeframe, have adequate resources, and meet the SMART criteria of being specific, measurable, attainable, relevant, and time-bound.
This document discusses concepts and domains of educational technology. It defines educational technology as the study and practice of facilitating learning through appropriate technological processes and resources. It describes how the instructional technology domain involves analyzing problems and designing, evaluating and managing solutions. The domain includes teaching management, development, and learning resources functions. Later, the document outlines five domains of educational technology from 1994: design, development, use, management, and evaluation. It also discusses the role of educational technology in teaching and learning, including how it can promote positive learning environments and change decision-making, systems, learning experiences, and approaches through cooperative and collaborative learning.
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. Key concepts are defined for differentiated teaching strategies, learners' gender, needs, strengths, and interests. The document outlines what teachers can expect to find in 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.
WHAT ARE THE SUITABLE INSTRUCTIONAL STRATEGY AND MEDIA FOR STUDENT LEARNING S...IJITE
This study aims to find out what instructional strategy and media more properly based on learning styles in
middle schools. For this purpose, 307 students of 7th to 9th grade from three middle schools were the
respondents. Index Learning Styles was used to know the student learning styles based on Felder-Silverman
learning styles. The students were also asked with the questions to know what instructional strategy and
media they like much. The results show instructional strategies that could be applicated in middle schools
are; question and answer methods, student presentations, games and simulations, lectures, problem solving
based learning, role playing, and panel discussions. Instructional media that could be applicated are;
pictures, graphics, videos, simulations, online group learning, newspapers, chatting/messenger, powerpoint
slides, computer animations, book/e-book, magazines, audio recorded, and email. This is than checked off
with the combinations of student learning style to get the most suitable one.
The document outlines criteria for assessing teachers' understanding of Outcome-Based Education (OBE), including utilizing interactive teaching strategies, learner-centered instruction, formative and summative assessment, and giving feedback. It also provides questions that could be asked in an interview to determine if teachers integrate OBE premises and principles in their teaching practices and differentiate between traditional and OBE approaches. The questions aim to discover how teachers facilitate learning, engage students, and assess performance.
This document provides information about Ohio's Standards for the Teaching Profession, specifically Standard 4 regarding effective instruction. It outlines the elements of Standard 4 at proficient, accomplished, and distinguished levels. Teachers are expected to align instruction with standards, use student data to plan instruction and close achievement gaps, communicate clear goals, apply knowledge of learning, differentiate instruction, develop independent learning, and use resources including technology. Examples of artifacts for a teaching portfolio are also provided.
This document contains rubrics for evaluating a student teacher's lesson observation in 5 domains: planning and preparation, classroom environment, instruction, professional responsibilities, and overall. It provides ratings from unsatisfactory to distinguished for various components within each domain. The rubrics will be used by the cooperating teacher, university supervisor, and student teacher to discuss the observed lesson and guide evaluation of the student teacher's performance.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
This document outlines the Ohio Standards for the Teaching Profession related to content knowledge. Standard 2 focuses on teachers knowing the content they teach. It includes 5 elements: 1) knowing content-specific concepts, theories and skills; 2) understanding instructional strategies for their content; 3) understanding school/district curriculum and state standards; 4) relating their content to other areas; and 5) connecting content to real-life experiences. The document provides descriptions and examples of what each element looks like at different proficiency levels from proficient to distinguished. It prompts teachers to reflect on their understanding and application of content knowledge in planning and instruction.
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.
The document discusses Ohio's standards for teachers regarding assessment. It outlines four elements of Standard 3 on assessment: 1) Understanding assessment types and data, 2) Selecting, developing and using assessments, 3) Analyzing assessment data to modify instruction, and 4) Communicating student progress. For each element, it describes proficient, accomplished and distinguished levels of teacher performance, such as selecting appropriate assessments to match student needs and using assessment data to differentiate instruction.
Curriculum criteria are guidelines used to make decisions about curriculum and evaluate learning achievement. They include clearly stating curriculum goals and using them to choose content, materials, and activities. The criteria also involve engaging students in planning goals and assessing whether goals relate to society, community, individual learners, and are used to select learning materials and evaluate achievement. Characteristics of a good curriculum are that it evolves over time, is based on community needs, involves democratic input, results from long-term efforts, includes detailed plans, sequences subjects logically, complements other community programs, has educational quality, and allows flexible administration.
This document provides an overview of Module 4 of a training on the Massachusetts Model System for Educator Evaluation. Module 4 focuses on establishing S.M.A.R.T. goals for student learning and professional practice that will be included in Educator Plans. The training teaches participants how to write specific, measurable, attainable, results-focused and time-bound (S.M.A.R.T.) goals and develop Educator Plans that include actions, supports, resources, and timelines to meet the goals. Sample goals and plans are provided to demonstrate how to develop high-quality goals and plans that promote continuous educator growth and keep student learning as the core focus.
This document discusses social regard for learning and outlines key performance indicators for teachers. It focuses on teachers serving as positive role models who exemplify the pursuit of learning through their interactions with students. The document outlines several strands of desired teaching performance, including demonstrating that learning is valuable, comes from different sources, and requires effort. It provides questions for teachers to reflect on whether students can appreciate the value of learning through the teacher's examples and interactions.
Here are the key points about learners' characteristics that are relevant to science teaching:
1. Learners develop holistically - their cognitive, physical, social, emotional development are intertwined. Teachers should foster whole development.
2. Learners grow at different rates. Teachers should accommodate individual differences in abilities and development.
3. Learners learn best through active involvement with hands-on, concrete experiences. This aligns with constructivist views of learning as active construction of understanding.
4. Learners are naturally curious and motivated when learning is meaningful and interests/needs are considered. A relaxed environment fosters learning better than a highly structured one.
5. Learners have different
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
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.
This document discusses strategies for ensuring all students have opportunities to actively participate and express themselves in the classroom. It recommends incorporating a variety of learning activities that appeal to different learning styles, such as using games to make math concepts more engaging. It also suggests ways to include students who are shy, such as group projects that promote cooperation. Finally, it proposes celebrating diversity through activities highlighting different cultures, like a United Nations day parade, to foster unity among students from various backgrounds. The overall message is that providing airtime for each student through inclusive teaching methods allows all learners to achieve their highest potential.
The document outlines the policy guidelines for daily lesson preparation under the K to 12 Basic Education Program in the Philippines. It discusses the importance of instructional planning and the elements of an effective lesson plan, including objectives, content, learning resources, procedures, remarks, and reflection. Teachers are required to fill out a Daily Lesson Log on a weekly basis that includes these elements. The log is meant to guide teachers' instruction and assessment while allowing flexibility. It also requires teachers to reflect on the effectiveness of their lessons and address student needs.
The document outlines the Ohio Standards for the Teaching Profession related to understanding students and their learning. Standard 1 focuses on teachers understanding student development and learning styles. It addresses teachers using their knowledge of students to meet individual needs, setting high expectations for all students, respecting student diversity, and assisting in identifying gifted students or those with disabilities. The standards describe what teachers should know and be able to do at various levels from proficient to distinguished.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
THE FIELD OF CURRICULUM (1). hgvhuv guhfAzahraAzhar1
This document outlines the National Competency Based Teacher Standards (NCBTS) framework used in the Philippines. It describes the 7 domains of effective teaching: 1) Social Regard for Learning 2) Learning Environment 3) Diversity of Learners 4) Curriculum 5) Planning, Assessing and Reporting 6) Community Linkages 7) Personal Growth and Professional Development. Each domain contains key questions and performance indicators to guide teachers' practice. The framework provides an integrated approach to define and assess qualities of good teaching.
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
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.
This document discusses assessing curriculum through intended, implemented, and achieved approaches. It defines each approach and provides examples of how to measure them.
The intended curriculum refers to initial objectives and goals. The implemented curriculum involves learning activities and experiences. The achieved curriculum assesses student learning outcomes based on the first two.
The document provides questions to measure each type of curriculum. For intended, it addresses whether objectives are clear and measurable. For implemented, it examines alignment of activities to objectives. For achieved, it focuses on how student performance compares to initial objectives.
Overall, the document outlines a framework for comprehensively assessing curriculum design, delivery, and student mastery to evaluate the effectiveness of educational programs.
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
This document provides information about Ohio's Standards for the Teaching Profession, specifically Standard 4 regarding effective instruction. It outlines the elements of Standard 4 at proficient, accomplished, and distinguished levels. Teachers are expected to align instruction with standards, use student data to plan instruction and close achievement gaps, communicate clear goals, apply knowledge of learning, differentiate instruction, develop independent learning, and use resources including technology. Examples of artifacts for a teaching portfolio are also provided.
This document contains rubrics for evaluating a student teacher's lesson observation in 5 domains: planning and preparation, classroom environment, instruction, professional responsibilities, and overall. It provides ratings from unsatisfactory to distinguished for various components within each domain. The rubrics will be used by the cooperating teacher, university supervisor, and student teacher to discuss the observed lesson and guide evaluation of the student teacher's performance.
The document discusses the intended, implemented, and achieved curriculum in the context of the Basic Education Curriculum (BEC) implemented in the Philippines. It outlines the goals of the BEC as the intended curriculum, how it was implemented through various reforms and teaching approaches, and some initial achievements observed, though no formal evaluation was cited. The key points made are that the BEC aimed to improve quality of education and decongest the curriculum, it was implemented through teacher training and interdisciplinary teaching, and early signs of success included increased student motivation and performance.
This document discusses curriculum assessment and the different types of assessments: intended curriculum, implemented curriculum, and achieved curriculum. The intended curriculum refers to the objectives set at the beginning, while the implemented curriculum involves the learning activities. The achieved curriculum assesses learning outcomes based on the first two. The goals of the Philippines' Basic Education Curriculum (BEC) are to raise quality and decongest the curriculum. It was implemented through innovative teaching approaches and integrating subjects. The BEC has achieved increased student motivation and performance, as well as teacher development and stakeholder involvement.
This document outlines the Ohio Standards for the Teaching Profession related to content knowledge. Standard 2 focuses on teachers knowing the content they teach. It includes 5 elements: 1) knowing content-specific concepts, theories and skills; 2) understanding instructional strategies for their content; 3) understanding school/district curriculum and state standards; 4) relating their content to other areas; and 5) connecting content to real-life experiences. The document provides descriptions and examples of what each element looks like at different proficiency levels from proficient to distinguished. It prompts teachers to reflect on their understanding and application of content knowledge in planning and instruction.
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.
The document discusses Ohio's standards for teachers regarding assessment. It outlines four elements of Standard 3 on assessment: 1) Understanding assessment types and data, 2) Selecting, developing and using assessments, 3) Analyzing assessment data to modify instruction, and 4) Communicating student progress. For each element, it describes proficient, accomplished and distinguished levels of teacher performance, such as selecting appropriate assessments to match student needs and using assessment data to differentiate instruction.
Curriculum criteria are guidelines used to make decisions about curriculum and evaluate learning achievement. They include clearly stating curriculum goals and using them to choose content, materials, and activities. The criteria also involve engaging students in planning goals and assessing whether goals relate to society, community, individual learners, and are used to select learning materials and evaluate achievement. Characteristics of a good curriculum are that it evolves over time, is based on community needs, involves democratic input, results from long-term efforts, includes detailed plans, sequences subjects logically, complements other community programs, has educational quality, and allows flexible administration.
This document provides an overview of Module 4 of a training on the Massachusetts Model System for Educator Evaluation. Module 4 focuses on establishing S.M.A.R.T. goals for student learning and professional practice that will be included in Educator Plans. The training teaches participants how to write specific, measurable, attainable, results-focused and time-bound (S.M.A.R.T.) goals and develop Educator Plans that include actions, supports, resources, and timelines to meet the goals. Sample goals and plans are provided to demonstrate how to develop high-quality goals and plans that promote continuous educator growth and keep student learning as the core focus.
This document discusses social regard for learning and outlines key performance indicators for teachers. It focuses on teachers serving as positive role models who exemplify the pursuit of learning through their interactions with students. The document outlines several strands of desired teaching performance, including demonstrating that learning is valuable, comes from different sources, and requires effort. It provides questions for teachers to reflect on whether students can appreciate the value of learning through the teacher's examples and interactions.
Here are the key points about learners' characteristics that are relevant to science teaching:
1. Learners develop holistically - their cognitive, physical, social, emotional development are intertwined. Teachers should foster whole development.
2. Learners grow at different rates. Teachers should accommodate individual differences in abilities and development.
3. Learners learn best through active involvement with hands-on, concrete experiences. This aligns with constructivist views of learning as active construction of understanding.
4. Learners are naturally curious and motivated when learning is meaningful and interests/needs are considered. A relaxed environment fosters learning better than a highly structured one.
5. Learners have different
The document outlines the steps for conducting classroom observations using the COT-RPMS (Classroom Observation Tool - Results-Based Performance Management System).
The key steps are:
1. Review the COT-RPMS rubric and indicators to be observed before the classroom observation.
2. Observe the entire class period without discussing observations with other observers.
3. Individually rate the teacher's performance on each indicator using the observation notes and COT-RPMS rubric.
The document provides details on preparing and completing observation forms, rating teacher performance, and procedures for single or multiple observers.
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.
This document discusses strategies for ensuring all students have opportunities to actively participate and express themselves in the classroom. It recommends incorporating a variety of learning activities that appeal to different learning styles, such as using games to make math concepts more engaging. It also suggests ways to include students who are shy, such as group projects that promote cooperation. Finally, it proposes celebrating diversity through activities highlighting different cultures, like a United Nations day parade, to foster unity among students from various backgrounds. The overall message is that providing airtime for each student through inclusive teaching methods allows all learners to achieve their highest potential.
The document outlines the policy guidelines for daily lesson preparation under the K to 12 Basic Education Program in the Philippines. It discusses the importance of instructional planning and the elements of an effective lesson plan, including objectives, content, learning resources, procedures, remarks, and reflection. Teachers are required to fill out a Daily Lesson Log on a weekly basis that includes these elements. The log is meant to guide teachers' instruction and assessment while allowing flexibility. It also requires teachers to reflect on the effectiveness of their lessons and address student needs.
The document outlines the Ohio Standards for the Teaching Profession related to understanding students and their learning. Standard 1 focuses on teachers understanding student development and learning styles. It addresses teachers using their knowledge of students to meet individual needs, setting high expectations for all students, respecting student diversity, and assisting in identifying gifted students or those with disabilities. The standards describe what teachers should know and be able to do at various levels from proficient to distinguished.
The document provides an overview of the Teacher Keys Effectiveness System (TKES) used to evaluate teachers in Georgia. TKES uses 3 components to generate a Teacher Effectiveness Measure: professional growth (20%), teacher assessment on 10 performance standards (50%), and student growth (30%). Teachers of tested subjects use Student Growth Percentiles while other teachers use LEA Determined Measures. The document reviews the TKES process, components, performance standards, and teacher responsibilities for goal-setting and evaluation conferences.
THE FIELD OF CURRICULUM (1). hgvhuv guhfAzahraAzhar1
This document outlines the National Competency Based Teacher Standards (NCBTS) framework used in the Philippines. It describes the 7 domains of effective teaching: 1) Social Regard for Learning 2) Learning Environment 3) Diversity of Learners 4) Curriculum 5) Planning, Assessing and Reporting 6) Community Linkages 7) Personal Growth and Professional Development. Each domain contains key questions and performance indicators to guide teachers' practice. The framework provides an integrated approach to define and assess qualities of good teaching.
Curriculum assessment involves collecting information to evaluate curriculum goals, student learning, and instruction. There are three types of curriculum: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum involves teaching methods and activities, and the achieved curriculum assesses student learning outcomes. Effective curriculum assessment uses multiple strategies to evaluate student performance against clear criteria and curriculum goals throughout the learning process.
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.
This document discusses assessing curriculum through intended, implemented, and achieved approaches. It defines each approach and provides examples of how to measure them.
The intended curriculum refers to initial objectives and goals. The implemented curriculum involves learning activities and experiences. The achieved curriculum assesses student learning outcomes based on the first two.
The document provides questions to measure each type of curriculum. For intended, it addresses whether objectives are clear and measurable. For implemented, it examines alignment of activities to objectives. For achieved, it focuses on how student performance compares to initial objectives.
Overall, the document outlines a framework for comprehensively assessing curriculum design, delivery, and student mastery to evaluate the effectiveness of educational programs.
The document discusses assessing curriculum at three levels: intended, implemented, and achieved. The intended curriculum refers to initial objectives, the implemented curriculum refers to teaching methods and activities, and the achieved curriculum refers to student learning outcomes. It provides examples of questions to assess each level, such as whether objectives are clear for intended or if activities match objectives for implemented. The document also discusses criteria for curriculum assessment, including ensuring goals and objectives are specific, measurable, and address both knowledge and behaviors. Overall, the document outlines a framework for assessing curriculum through different levels and provides criteria and examples to guide such assessments.
Teachers in Philippine schools are committed to providing high-quality classroom instruction and ensuring student learning outcomes. They are dedicated to serving students and communities while accounting for cultural diversity. The document discusses the 7 domains of teaching performance: social regard for learning; learning environment; diversity of learners; curriculum; planning, assessing, and reporting; community linkages; and personal growth and professional development. Each domain contains several strands that define the desired teaching skills and responsibilities.
The NCBTS outlines 7 domains of effective teaching in the Philippines which include creating a positive learning environment, considering learner diversity, effective curriculum implementation, aligning assessment to standards, community linkages, and personal and professional growth. An ideal teacher serves as a role model, treats students with respect, engages students in varied activities to high standards, and links with communities to help achieve curricular goals through continuous learning and development.
intended vs implemented vs achieved curriculumobemrosalia
The document discusses the intended, implemented, and achieved curriculum. It defines each type of curriculum: the intended curriculum refers to the objectives and goals set out at the beginning, the implemented curriculum consists of the learning activities and experiences provided to students, and the achieved curriculum reflects the learning outcomes based on evaluations of students' performance. The document also provides examples of how each type of curriculum could be assessed and compared.
The National Competency-Based Standards for Teachers outlines 7 domains for effective teaching: 1) Social Regard for Learning, which focuses on teachers serving as positive role models for learning. 2) Learning Environment, which focuses on creating an environment where all students can learn. 3) Diversity of Learners, which emphasizes recognizing individual differences to design diverse learning activities. 4) Curriculum, which refers to elements that help students attain curricular goals. 5) Planning, Assessing and Reporting, which focuses on using assessment to plan teaching and ensure appropriate learning. 6) Community Linkages, which focuses on meaningfully linking school to students' communities. 7) Personal Growth and Professional Development, which emphasizes valuing continuous improvement as a
The document discusses assessing curriculum in three parts: intended, implemented, and achieved curriculum.
1) The intended curriculum refers to initial goals and objectives, the implemented curriculum refers to learning activities and experiences provided to students, and the achieved curriculum refers to actual learning outcomes based on the first two.
2) Examples are provided for assessing each part, such as whether intended objectives are clear and measurable, whether implemented activities align with objectives, and whether achieved outcomes meet intended standards.
3) Criteria for curriculum assessment include goals and objectives being specific, observable, and able to guide instruction and evaluation of student performance.
This document discusses assessing the curriculum through intended, implemented, and achieved assessments. The purposes of curriculum assessments are to highlight expectations, gather student knowledge, motivate learning, and provide feedback. Intended assessments refer to initial objectives, implemented assess learning activities and methods, and achieved assess student performance against objectives. Questions are provided to measure if objectives are clear, activities are appropriate, and outcomes meet expectations. Overall, assessments ensure the curriculum achieves its goals.
The document discusses various criteria for curriculum assessment, goals and objectives, instruction, and evaluation. It provides:
1. Criteria are standards used to assess different elements of the curriculum and determine competency levels. Goals and objectives must reflect curriculum domains and student needs.
2. There are two approaches to instruction - supplantive is teacher-directed while generative is student-directed. The appropriate approach depends on student and task factors.
3. Evaluation determines the value or achievement of goals by collecting assessment data and making inferences. Formative evaluation provides ongoing feedback while summative evaluation assesses learning at the end.
The document discusses curriculum assessment, which involves collecting information to evaluate the intended, implemented, and achieved curriculum. The intended curriculum refers to the objectives and goals set at the beginning. The implemented curriculum consists of the learning activities and experiences provided to students. The achieved curriculum measures the actual learning outcomes and whether students have achieved the intended objectives. Regular assessment of all three areas is important to ensure the curriculum is effective and meeting its desired goals.
The document discusses curriculum assessment and establishing goals and objectives. It defines the intended, implemented, and achieved curriculum. The intended curriculum refers to initial objectives, the implemented refers to student learning activities, and the achieved refers to outcomes based on the first two. It also lists six purposes of curriculum assessment, including highlighting expectations and providing feedback. Criteria for assessment and writing goals/objectives are discussed, including ensuring syntactic correctness, compliance with legal requirements, addressing knowledge and behavior, and passing various tests.
The document outlines a teacher education and development program with 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal/professional development. Each domain contains statements of principles and criteria for teachers to maintain high standards for student learning, teaching practices, professional growth, and community engagement. The program aims to develop well-rounded teachers who promote holistic student learning.
Module 4: Lesson 1 Assessing the CurriculumJUJIE ATILANO
The 3 types of curriculum assessment are:
1. Intended curriculum - refers to objectives set at the beginning and is measured using questions like "Are the objectives achievable?"
2. Implemented curriculum - refers to learning activities and is measured using questions like "Are activities congruent with objectives?"
3. Achieved curriculum - refers to outcomes and is measured using questions like "Do outcomes achieve levels of performance set?"
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework in the Philippines. The NCBTS defines effective teaching across 7 domains covering teachers' professional responsibilities. Each domain contains strands that define specific teaching practices, and performance indicators that outline observable teacher behaviors. The framework is intended to provide clear guidelines to help teachers develop and improve their practice over time to better facilitate student learning.
The document outlines the Graduate Teacher Standards that the author's teaching portfolio addresses. It includes a teaching philosophy statement focusing on inclusive education and developing each student. It then addresses each standard through evidence in the portfolio such as lesson plans, assessments, use of technology, and reflections that demonstrate understanding of how students learn, catering to diverse needs, effective goal setting, using resources and communication. The evidence provided shows the author's development in applying research-informed teaching practices.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Domain 4 Curriculum
Refers to elements of the teaching-learning
process to help students understand the
curricular goals and objectives, to attain high
standards of learning defined in the
curriculum.
Elements include: the teacher’s knowledge of
subject matter and learning process, teaching-
learning approaches and activities,
instructional materials and learning resources.
7 Strands of Desired Teaching Performance
22 Performance indicators
3. Strand 4.1: Demonstrates mastery
of the subject
Specific Questions for the Teacher:“ “Can I
clearly and accurately explain the goals,
procedures, and content involved in the
lessons?”
Specific Questions for the Teacher:
1. “Can I clearly and accurately explain the goals,
procedures, and content involved in the lessons?”
2. “Can I clearly and meaningfully show the
relationships between the different lessons in the
subject?”
4. 3. “Can I design learning activities and
assessment procedures that are truly aligned with
the important objectives of the lessons?”
4. “Can I present the subject matter in meaningful
and relevant ways that engage the students’
interest and motivation to learn?”
5. Performance Indicator
1. Delivers accurate and updated content
knowledge using appropriate methodologies,
approaches and strategies
2. Integrates language, literacy and
quantitative skill development and values in
his/her subject area
3. Explain learning goals, instructional
procedures and content clearly and accurately
to students
4. Links the current content with past and
future lessons
6. 5. Aligns with lesson objectives the teaching
methods, learning activities and instructional
materials or resources appropriate to learners
6. Creates situations that encourage learners to
use high order thinking skills
7. Engages and sustains learners’ interest in the
subject by making content meaningful and
relevant to them.
8. Integrates relevant scholarly works and ideas to
enrich the lesson as needed.
9. Integrates content of subject area with other
discipline.
7. Strand 4.2: Communicates clear learning
goals for the lessons that are appropriate for
learners
Key Question for the Teacher:
“Can my students see and appreciate the value of
the curricular goals and objectives I have set for
the different lessons in my class?”
Specific Questions for the Teacher:
1. “Am I clear about what my learning goals are
for my different students?”
2. “Do my students understand the learning goals
that I have set for them?”
3. “Do the students adopt the learning goals I
have set for the lesson as their own goals in my
class?”
9. Strand 4.3: Makes good use of
allotted instructional time
Key Question for the Teacher:
“Am I able to help my students attain all the curricular
goals within the time provided in the school
calendar?”
Specific Questions for the Teacher:
1. “Do I design lessons that would allow various
learning objectives to be addressed in an efficient and
meaningful fashion?”
2. “Do I establish routines and procedures to allow my
students to engage the different learning activities
efficiently?”
3. “Do I plan lessons in ways that consider the amount
of time students need to effectively attain the learning
goals of the lessons?”
10. Performance Indicator
1 .Establishes routines and procedures to
maximize instructional time.
2. Plans lessons to fit within available
instructional time.
11. Strand 4.4: Selects teaching methods, learning
activities and instructional materials or resources
appropriate to learners and aligned to the
objectives of the lesson
Key Question for the Teacher:
“Do I use teaching-learning activities and learning
resources efficiently to challenge my students to
meet high levels of mastery and understanding of
curricular objectives?”
Specific Questions for the Teacher:
1. “Do I plan for and implement a variety of
appropriate teaching-learning activities to help my
diverse students attain the curricular goals?”
12. 2. “Do I plan for and use varied instructional
materials and learning resources to help my
diverse students attain the objectives of the
lessons?”
3. “Am I able to align the activities and available
learning resources with my students learning
styles, goals, and other differences?”
13. Performance Indicator
1. Translate learning competencies to instructional
objectives.
2. Selects, prepares and utilizes instructional
materials appropriate to the learners and to the
learning goals.
3. Provides activities and uses materials which fits the
learners’ learning styles, goals and culture.
4. Uses a variety of teaching approaches and
techniques appropriate to the subject matter and the
learners.
5. Utilizes information derived from assessment to
improve teaching and learning.
6. Provides activities and uses materials which
involves the students to meaningful learning.
14. Strand 4.5. Teacher recognizes general learning
processes as well as unique processes of
individual learners
Performance Indicators:
1. Design and utilizes teaching methods that take
into account the learning process.
15. Strand 4.6. Teacher promotes
purposive study
Performance Indicator:
1. Cultivates good study habits through
appropriate activities and projects
16. Strand 4.7. Teacher demonstrates skills in the use
of information and communication technology in
teaching and learning.
Performance Indicator:
1. Utilizes Information and Communication
Technology to enhance teaching and learning
17. Domain 5: Planning, Assessing and
Reporting The domain of Planning,
Assessing and Reporting
refers to the aligned use of assessment and
planning activities
To ensure that the teaching-learning activities
are maximally appropriate to the students’
current knowledge and learning levels.
In particular, the domain focuses on the use of
assessment data to plan and revise teaching-
learning plans, as well as the integration of
formative assessment procedures in the plan
and implementation of teaching-learning
activities.
18. Strand 5.1: Communicates promptly and clearly to
learners, parents, and superiors about the progress of
learners.
Key Question for the Teacher:
“Do I provide my stakeholders (learners, parents and
superiors) timely and accurate information about my
students’ learning progress?”
Specific Questions for the Teacher:
1. “Do my students know about their own progress
and attainment of the learning goals in my class?”
2. “Do the parents of my students get regular and
accurate feedback on their children’s progress in my
class?”
3. “Do my superiors in school know about the general
progress of the students in my class in relation to the
curriculum goals?”
19. Performance Indicators:
1. Shows proof of instructional planning.
2. Implements instruction as plan
3. Demonstrate ability to cope with varied
teaching milieu
20. Strand 5.2: Develops and uses a variety of
appropriate assessment strategies to monitor and
evaluate learning.
Key Question for the Teacher:
“Do I assess my students’ learning and
knowledge using appropriate educational
assessment procedures, and use the information
from these assessment procedures in planning
my teaching-learning activities for the students?”
Specific Questions for the Teacher:
1. “Do I use effective and appropriate educational
assessment procedures to determine whether my
students are learning during the different parts of
the teaching-learning activities?”
21. 2. “Do I use a variety of educational assessment
procedures to determine whether my students are
learning?”
3. “Do I use the results of the various educational
assessment procedures to guide how I plan,
implement, and revise the teaching-learning
activities I prepare for my students?”
22. Performance Indicator
1. Prepares formative and summative e test in
line with the curriculum.
2. Employs non-traditional assessment
techniques.
3. Interprets and uses assessment results to
improve teaching and learning.
4. Identifies teaching-learning difficulties and
possible causes and takes appropriate action
to address them.
5. Uses tools for assessing authentic learning.
23. Strand 5.3: Monitors regularly and provides
feedback on learners’ understanding of
content
Key Question for the Teacher:
“Do I provide regular feedback to each student
about their level of learning?”
Specific Questions for the Teacher:
1. “Do I have regular assessment procedures to
track each student’s level of learning?”
2. “Do I keep accurate records of each student’s
progress and level of learning?”
3. “Do I provide appropriate and timely feedback
for students to help them monitor their own
learning?
24. Performance Indicators
1. Provides timely and accurate feedback to
learners to encourage them to reflect on and
monitor their own learning growth.
2. Keeps accurate records of
grades/performance levels of learners.
3. Conducts regular meetings with learners
and parents to report learners’ progress.
4. Involves parents to participate in school
activities that promotes learning.
25. Domain 6: Community Linkages
The domain of Community Linkages focuses
on the ideal that school activities are
meaningfully linked to the experiences and
aspirations of the students in their homes and
communities.
Thus the domain focuses on teachers’ efforts
directed at strengthening the links between
school and community activities, particularly
as these links help in the attainment of the
curricular objectives.
26. Strand 6.1: Establishes learning
environments that respond to the
aspirations of the community
Key Question for the Teacher:
“Are the goals and characteristics of the teaching-
learning activities I implement relevant to the
experiences, values and aspirations in my
students’ communities?”
Specific Questions for the Teacher:
1. “Can my students see how the goals and
activities in school relate to the values and
aspirations in their homes and communities?”
27. 2. “Do I draw from resources, ideas, and
activities from my students’ communities in my
teaching learning activities?”
3. “Do I try to involve members of the
community in supporting the learning goals of
my classes?”
28. Performance Indicators
1. Involves community in sharing accountability for
the learners’ achievements.
2. Uses community resources to support learning.
3. Uses the community as a laboratory for
learning.
4. Participates in community activities that
promote learning.
5. Uses community networks to publicize school
events and achievements.
6. Encourages students to apply classroom
learning to the community.
29. Domain 7: Personal Growth and
Professional Development
The domain of Personal Growth and
Professional Development emphasizes the
ideal that teachers value having a high
personal regard, concern for professional
development, and continuous improvement as
teachers.
30. Strand 7.1: Takes pride in the
nobility of teaching as a profession.
Key Question for the Teacher:
“Do my actions and statements indicate a high
regard for the teaching profession and for my
continuous development as a professional
teacher?”
Specific Questions for the Teacher:
1. “Can my colleagues see in my actions and
statements how I value my profession as a
teacher?”
2. “Do I take systematic steps to ensure that I
continuously improve myself as a professional
teacher?”
3. “Am I enthusiastic about my responsibilities as
31. Performance Indicators:
1. Maintains stature and behavior that upholds the
dignity of teaching.
2. Allocates time for personal and professional
developments through participation in educational
seminars and workshops, reading educational
materials regularly and engaging in educational
research.
3. Manifest personal qualities such as
enthusiasm, flexibility and caring.
4. Articulates and demonstrate one’s personal
philosophy of teaching.
32. Strand 7.2: Builds professional links
with colleagues to enrich teaching
practice
Key Question for the Teacher:
“Do I try to learn from other colleagues in the
teaching profession to improve my teaching
practice?”
Specific Questions for the Teacher:
1. “Do I engage other teachers in my school in
discussions to improve our teaching practices?”
2. “Do I participate in some professional teacher
organizations that aim to improve teaching
practice?”
3. “Can I say that I am well-informed about recent
developments in education?
33. Performance Indicators
1. Keeps abreast with recent developments in
education.
2. Links with other institutions, organizations
for sharing best practices.
34. Strand 7.3: Reflects on the extent
of the attainment of learning goals
Key Question for the Teacher:
“Am I aware of the extent to which my practices
as a teacher influence my students’ attainment of
the learning goals?”
Specific Questions for the Teacher:
1. “Do I recognize the strong and weak aspects of
my teaching that may or may not help my
students learning?
2. “Do I feel responsible for the level of learning
and achievement of my students?
3. “Do I try to improve my teaching so that my
students can learn more?”
35. Performance Indicators
1. Reflects on the quality of his/her own
teaching.
2. Improves teaching performance based on
feedback from students, peers and superiors
and cooperating teachers.
3. Accepts personal accountability to learners’
achievement and performance.
4. Uses self-evaluation to recognize and
enhance one’s strengths and correct one’s
weakness.