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Similar to ppt unit 2: C. school as community, D .school as a learning community
ppt unit 2: C. school as community, D .school as a learning community
- 1. C. THE SCHOOLAS A COMMUNITY
- 2. C. THE SCHOOLAS A COMMUNITY School Is an educational institution designed to provide learning spaces and environments for learners. Community Is a group of people living together in one place sharing of a common characteristics which link them all irrespective of locality, interest, passion, needs, expectations, knowledge, resources, beliefs, occupation, and etc. School culture Refers to the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school function.
- 3. HOW ARE SCHOOLS COMMUNITIES INA COMMUNITY?
- 4. HOW ARE SCHOOLSCOMMUNITIES IN A COMMUNITY? Teacher Student Administrator Non-teaching staff Parents LGUs Other stakeholders Members of the school Members of the community LGUs Non-government agencies Civic organizations Residents
- 5. The School asa Community Members of the school will be members of their local community reflecting its beliefs and values, conveyed through the action, behavior, and attitudes of pupils, teaching and non-teaching staff, parents, governors, and LEA (Local Educational Agency The connection between the school and the community is not static but develops on a continuum
- 6. School-Community Relationship Patterns The ClosedDoor Pattern The Open Door Pattern The Balanced Pattern
- 7. School-Community Relationship Patterns The ClosedDoor Pattern • The school deals with all the child's educational and social problems • Community involvement and interventions are minimal. • Schools will be unaware of changes occurring in these systems. • According to Friedman (1986), the closed door policy towards the community needs feedback.
- 8. School-Community Relationship Patterns The OpenDoor Pattern • The school and the parents operate as open systems. • It makes the parents be partners to their child's educational process and strives to become an influential factor in the life of the community. • There is a shared commitment. • There is a healthy exchange of ideas between the school and the community.
- 9. School-Community Relationship Patterns The BalancedPattern • The school and the parents set the degree of closeness or distance between them in otder to achieve educational and social goals to the optimal extent. • There is no "overstepping of boundaries".
- 10. Roles of Parentsand Families • When the parents take part in the educational process, the pupils are exposed to a variety of people who represent different worlds in terms of the experience, age, occupation, hibbies, and mentality, these encounters afford many opportunities for learning, enrichment, and identification (Noy. 1984). Parental involvement increase awareness of the importance of the community action (Stein and Harpaz, 1995) these encounters afford many opportunities for learning, enrichment, and identification (Noy, 1984).
- 11. What is yourrole as a teacher?
- 12. What is yourrole as a teacher? • Acknowledge and draw on parental knowledge and expertise. • Ensure that parents understand the procedures, are aware of how to access support, and are given documents to be discussed well before meetings. • Educate individuals to become active participants in the community.
- 13. • Every schoolis central to its local community. • Members of the school become members of their local community. • All members contribute to the educational experience of a child THE SCHOOL AS A COMMUNITY
- 14. D. SCHOOL ASA LEARNING COMMUNITY A Learning Community is a group where all members work together, learn from one another, and take responsibility for the growth of the organization. Everyone’s contribution matters, and mutual respect and collaboration are essential (Argyris & Schön, 1996). A strong connection must exist between the members’ efforts and the organization’s goals.
- 15. 1. Community ofPractice The term "Community of Practice" (CoP) was first introduced by Etienne Wenger, an education practitioner and scholar. He described CoPs as groups who share a passion for something they know how to do and who interact regularly to learn how to do it better. Teachers play a central role in establishing learning environments that respond effectively to learner diversity. ETIENNE WENGER
- 16. 2. School LearningAction Cells (SLAC): Professional Learning Communities • As stated in Department of Education Order No. 35, s. 2016, Learning Action Cell (LAC) is a session conducted by group of teachers who engage in collaborative learning sessions to solve shared challenges such as learners' diversity, content and pedagogy, assessment and reporting, and ICT integration. • These LAC Sessions served as school-based continuing professional development strategy for the improvement of teaching and learning. As such, this study aimed to assess the perceptions of teachers about the conduct of LAC sessions, its effects on their professional development, and the problems encountered in participating to it.
- 17. Importance of SLAC •The advocacies of the Department of Education implies that every teacher should be properly guided and equipped with the know-how of teaching and learning process through revisiting and reviewing some areas or concerned in performing duties and responsibilities of an effective efficient teacher. • It emphasizes the teacher’s relationship with the state, with the community, learners, higher authorities, parents and business. Teachers can identify the learning in children and know the causes of learning difficulties.
- 18. Objectives of SLAC •To improve the learning process that will lead to improve learning among the students. • To nurture successful teacher. • To enable teachers support each other to continuously improve their content and pedagogical knowledge, practice, skills and attitudes.
- 19. Topic for LACSessions 5. Curriculum contextualization, localization and indignation 2. Content and pedagogy of the K to 12 basic education program 3. Assessment and reporting in the K to 12 basic education program 4. 21st century skills and ICT integration in instruction and assessment 1. Learner diversity and students inclusions
- 20. Topic for LACSessions 1. Learner diversity and students inclusions • Success teachers know and care for their students, including learner diversity and student inclusion in the LAC sessions emphasizes that learners are the reason for all education processes. • It is the central role of teachers to establish learning environment that are responsive to learner diversity.
- 21. Topic for LACSessions 2. Content and pedagogy of the K to 12 basic education program • Content and performance standards and learning competencies must be mastered by teachers so that they can plan lessons, deliver instructions effectively and assess the learning that resulted from their teaching.
- 22. Topic for LACSessions 3. Assessment and reporting in the K to 12 basic education program • Every teacher should understand how to implement the learner-centered assessment policies for the K to 12 Curriculum. • Discussion about lesson should necessarily include ways in assessing the learning of the students and how data from formative assessment can improve subsequent lessons.
- 23. Topic for LACSessions 4. 21st century skills and ICT integration in instruction and assessment • Bringing 21st century skills into the teaching and learning situation is a central feature of the K to 12 Basic Education Program. • Teachers must enrich lessons with simple integration strategies learning Information and Communication Technology (ICT) that are developmentally appropriate.
- 24. Topic for LACSessions 5. Curriculum contextualization, localization and indignation • Curriculum contextualization is the process of matching the curriculum content and instructional strategies relevant to learners. • Student’s diversity requires that teachers always consider individual differences in lesson planning and implementation. • Teachers identify and respond to opportunities to link teaching and learning in the classroom to the experiences, interest and aspirations of the wider school community and other key stakeholders.
- 25. Professional Learning Communities PLCsare groups of educators who work together to improve student learning. Instead of relying on top-down training, teachers collaborate to study learning standards, share strategies, and solve classroom challenges. When trust is built and collaboration leads to better student outcomes, it strengthens their shared commitment and motivation.
- 26. Deepening Learning inPLCs Foster In-Person Collaboration Encourage teachers to work together to solve specific problems, gaining insights from others' expertise and finding new approaches to issues. In- person collaboration also boosts morale and enhances school culture. Maximize Observation Benefits Build observation into PLC work to determine effective methods. Focus on students' experiences while recognizing the value of watching other professionals in action as a learning opportunity for teachers. Model Successful Lessons Demonstrate what works, especially for new educators. Create an open- door culture of observation where teachers can lead their own professional growth based on their specific needs. Leverage Data Effectively Use data to determine students' needs and measure the success of new teaching methods, making informed decisions about instructional approaches.
- 27. Benefits of ActiveProfessional Learning Communities 1 Direct Improvement 2 Stronger Relationships 3 Current Research & Technology 4 Reflective Practice • PLCs allow educators opportunities to directly improve teaching and learning • PLCs build stronger relationship between team members • PLCs help teacher on top of new research and emerging technology tools for classroom. • PLCs help teacher reflect ideas.