This document provides an overview of higher education in the Philippines. It discusses the distribution of higher education institutions by type, trends in student enrollment, socioeconomic profiles of students, and government initiatives to improve access and equity. Key points include:
- Private higher education institutions make up the majority (88%) of all HEIs in the Philippines.
- Total undergraduate enrollment has declined in recent years due to K-12 but is projected to increase under new policies.
- Students from poorer families are less likely to attend college and graduate.
- The government has significantly increased funding for state universities and colleges and provides financial assistance targeted at poorer students.
- New laws aim to provide universal access to quality tertiary education through free
The Public Schools District Supervisor Samoore S. Ladjahali issues designation orders appointing four teachers as Teacher-In-Charges of various primary schools in Indanan South District. Faijal I. Andan is appointed TIC of Sapah Malawm PS and Sapie PS. Nagdar U. Sasapan is appointed TIC of Panglima Misuari PS and Cmdr. Bara Jalaidi PS. Delda J. Amdan is appointed TIC of Dayuan PS and Lugmah PS. Kauzar I. Jawang is appointed TIC of Manilop Primary School. The teachers are instructed to clear responsibilities at their former
Intended vs Implemented vs Achieved CurriculumClarence Yarte
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
Legal bases of philippine education systemElen Simborio
The document outlines the legal bases of the Philippine education system according to the 1987 Constitution and various education acts. It discusses the rights of students, teachers, parents and schools, as well as their responsibilities. Key points include the right to free and compulsory elementary education, the obligation of parents to enable their children to attend school, and the aims of all educational institutions to develop students' character and skills.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
DepEd's New Vision, Mission and Core Values Bryan Arreo
This document outlines the vision and goals of the Department of Education (DepEd) in the Philippines. It states that DepEd aims to develop learners who passionately love their country and possess values and skills that enable them to reach their full potential and contribute to nation-building. DepEd seeks to continually improve and adapt to better serve the needs of its stakeholders, especially the Filipino learners. The overall goal is to protect and promote every Filipino's right to a quality, equitable, and complete basic education.
The document provides an overview of Oplan Kalusugan sa Department of Education (OK sa DepEd), the Department of Education's new framework for learner support services. It describes the organizational structure of the Department of Education and the Bureau of Learner Support Services. It outlines the history of health programs in DepEd and explains that OK sa DepEd aims to converge existing programs to improve learner health and readiness. The presentation provides details on the implementation, services, capacity building and monitoring of OK sa DepEd.
This document provides an overview of higher education in the Philippines. It discusses the distribution of higher education institutions by type, trends in student enrollment, socioeconomic profiles of students, and government initiatives to improve access and equity. Key points include:
- Private higher education institutions make up the majority (88%) of all HEIs in the Philippines.
- Total undergraduate enrollment has declined in recent years due to K-12 but is projected to increase under new policies.
- Students from poorer families are less likely to attend college and graduate.
- The government has significantly increased funding for state universities and colleges and provides financial assistance targeted at poorer students.
- New laws aim to provide universal access to quality tertiary education through free
The Public Schools District Supervisor Samoore S. Ladjahali issues designation orders appointing four teachers as Teacher-In-Charges of various primary schools in Indanan South District. Faijal I. Andan is appointed TIC of Sapah Malawm PS and Sapie PS. Nagdar U. Sasapan is appointed TIC of Panglima Misuari PS and Cmdr. Bara Jalaidi PS. Delda J. Amdan is appointed TIC of Dayuan PS and Lugmah PS. Kauzar I. Jawang is appointed TIC of Manilop Primary School. The teachers are instructed to clear responsibilities at their former
Intended vs Implemented vs Achieved CurriculumClarence Yarte
The document discusses the three types of curriculum: intended, implemented, and achieved.
1) The intended curriculum refers to the objectives and competencies students are meant to develop. The Basic Education Curriculum aims to raise learner quality and use innovative instruction.
2) The implemented curriculum involves learning activities like social studies and values education classes to achieve objectives.
3) Initial evaluations found the Basic Education Curriculum achieved increased student motivation, performance, and teacher development of facilitation skills.
The document outlines guidelines and processes for providing technical assistance to schools. It describes technical assistance as a process aimed at professional help and guidance for improvement. The objectives are to describe technical assistance, analyze processes for providing it, demonstrate readiness in applying guidelines, and appreciate adherence to standards. The technical assistance mechanism involves assessing needs, planning, implementation, monitoring, evaluation, and adjustment. Key steps include organizing provider teams, assessing school needs, designing plans relevant to recipients, implementing plans, and verifying the process with documents. Crucial technical assistance areas for strengthening school-based management are also listed.
Legal bases of philippine education systemElen Simborio
The document outlines the legal bases of the Philippine education system according to the 1987 Constitution and various education acts. It discusses the rights of students, teachers, parents and schools, as well as their responsibilities. Key points include the right to free and compulsory elementary education, the obligation of parents to enable their children to attend school, and the aims of all educational institutions to develop students' character and skills.
The three-year plan aims to address 7 priority improvement areas:
1) Repair school buildings to improve physical facilities
2) Procure health supplies and construct handwashing stations to address health crisis
3) Implement a school reading program to increase literacy in English and Filipino
4) Increase ICT integration among teachers
5) Expand online learning opportunities for students
6) Participate in limited face-to-face classes
7) Ensure personnel receive booster shots for COVID safety
The plan outlines activities, outputs, timelines, responsibilities, and budgets to achieve objectives in these priority areas over 2022-2024.
DepEd's New Vision, Mission and Core Values Bryan Arreo
This document outlines the vision and goals of the Department of Education (DepEd) in the Philippines. It states that DepEd aims to develop learners who passionately love their country and possess values and skills that enable them to reach their full potential and contribute to nation-building. DepEd seeks to continually improve and adapt to better serve the needs of its stakeholders, especially the Filipino learners. The overall goal is to protect and promote every Filipino's right to a quality, equitable, and complete basic education.
The document provides an overview of Oplan Kalusugan sa Department of Education (OK sa DepEd), the Department of Education's new framework for learner support services. It describes the organizational structure of the Department of Education and the Bureau of Learner Support Services. It outlines the history of health programs in DepEd and explains that OK sa DepEd aims to converge existing programs to improve learner health and readiness. The presentation provides details on the implementation, services, capacity building and monitoring of OK sa DepEd.
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
The document discusses community linkages between schools and local resources. It outlines how partnerships can benefit schools and communities by sharing facilities, volunteers, expertise and more. This enhances educational opportunities, strengthens neighborhoods, and leads to improved outcomes for youth and families. Effective collaboration requires strategic planning from professionals in schools and communities.
Here are 3 strategic directions that could help achieve the visions outlined in my vision board:
1. Continuously upgrade my teaching skills and competencies through participation in professional development programs, seminars, and trainings. This will help me better serve my learners and contribute meaningfully to nation-building.
2. Establish strong partnerships and engagement with stakeholders like parents, community leaders, and local government to support initiatives that promote the holistic development of learners. This will help create a conducive learning environment.
3. Implement learner-centered and innovative teaching pedagogies using technology and multimedia to develop 21st century skills in learners. This will help learners achieve their full potential and prepare them for an
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 Indigenous Peoples Education Curriculum Framework adopted by the Department of Education in the Philippines. The framework aims to (1) recognize indigenous peoples' right to culturally-rooted basic education by localizing and indigenizing the K-12 curriculum, (2) establish partnerships between indigenous communities and schools to include indigenous knowledge and practices, and (3) enable indigenous peoples to develop basic literacy and livelihood skills while preserving their culture. The framework focuses on using indigenous communities, languages, knowledge, stories, and practices in the curriculum to strengthen cultural identity and foster lifelong learning.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
This document is a lesson plan form template for beginning level teacher candidates to use when planning lessons. It provides sections for candidates to include information such as the directed standard, lesson objective, essential questions, lesson type, cognitive level, affective level, psychomotor level, multiple intelligences used, technology used, differentiated instruction approaches, special needs accommodations, and materials needed. Candidates are to fill in each section with the appropriate information for the lesson they are planning.
- The document is the annual instructional supervisory plan for Lambakin Elementary School for the school year 2023-2024. It outlines the school's objectives, activities, and expected outcomes on a weekly basis for each quarter. The objectives are focused on instructional leadership, human resource development, learning environment, school management, and community partnership. Planned activities include teacher supervision and development, parent and stakeholder engagement, facilities maintenance, and school operations. The goals are to improve instructional quality, support teachers, enhance the learning environment, and strengthen community involvement.
The document summarizes the Open High School Program (OHSP) in the Philippines. It provides an alternative mode of secondary education through distance learning for learners unable to attend regular classes. The OHSP aims to provide educational access and reduce dropout rates. It is managed through a structure that designates roles for school heads, coordinators, teachers, and learners. Participation requirements include testing and interviews to assess readiness. Learners are evaluated by teachers and work towards promotion requirements. The program is evaluated at multiple levels to assess implementation and improve the program.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
The document discusses a seminar on the critical issues and emerging development of the MATATAG curriculum. It provides an overview of the MATATAG curriculum, which aims to develop learners who are Makadiyos, Makatao, Makakalikasan, Makabansa. Key aspects of the MATATAG curriculum discussed include the learning areas, values education, peace education, implementation process, and ways to address challenges in implementing the new curriculum.
This document establishes a framework for governance of basic education in the country. It renames the Department of Education, Culture and Sports to the Department of Education and defines the roles and responsibilities within the education system. The goals are to provide skills, knowledge and values to students to become productive citizens and establish authority and accountability. It outlines the national, regional, and school level offices and their respective powers, duties and functions.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
The Greeks are known for their achievements in literature, sculpture, architecture, and philosophy. They developed a passion for true democracy that was not understood by their neighbors. Greek art and architecture from this time, such as sculptures and the Parthenon, are still admired today for their beauty and skill. The Greeks depicted their gods in human form and believed they lived on Mount Olympus and interacted in human affairs. Greek literature produced renowned authors like Homer, Pindar, and Plato. The Greeks valued virtues like physical courage, temperance, wisdom, and justice.
This is a presentation on the challenges of Applied Linguistics. Specifically, it tackles on the Standard Language, The Differing Views of Native Speakers and Sociocultural Theory
This document provides an overview of special education at the secondary level in the Philippines. It defines special education and its scope, philosophy and goals which include integrating students with special needs into regular classrooms. It describes identification and assessment of students, curriculum and instruction, personnel requirements and administration of special education programs. The legal bases of special education policies in the Philippines are also outlined.
The document discusses community linkages between schools and local resources. It outlines how partnerships can benefit schools and communities by sharing facilities, volunteers, expertise and more. This enhances educational opportunities, strengthens neighborhoods, and leads to improved outcomes for youth and families. Effective collaboration requires strategic planning from professionals in schools and communities.
Here are 3 strategic directions that could help achieve the visions outlined in my vision board:
1. Continuously upgrade my teaching skills and competencies through participation in professional development programs, seminars, and trainings. This will help me better serve my learners and contribute meaningfully to nation-building.
2. Establish strong partnerships and engagement with stakeholders like parents, community leaders, and local government to support initiatives that promote the holistic development of learners. This will help create a conducive learning environment.
3. Implement learner-centered and innovative teaching pedagogies using technology and multimedia to develop 21st century skills in learners. This will help learners achieve their full potential and prepare them for an
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 Indigenous Peoples Education Curriculum Framework adopted by the Department of Education in the Philippines. The framework aims to (1) recognize indigenous peoples' right to culturally-rooted basic education by localizing and indigenizing the K-12 curriculum, (2) establish partnerships between indigenous communities and schools to include indigenous knowledge and practices, and (3) enable indigenous peoples to develop basic literacy and livelihood skills while preserving their culture. The framework focuses on using indigenous communities, languages, knowledge, stories, and practices in the curriculum to strengthen cultural identity and foster lifelong learning.
Privileges of Teaching Personnel in Public and Private schoolsVictoria Superal
Teaching personnel in public and private schools enjoy various privileges outlined in laws and regulations. These privileges include maternity/study leave, retirement benefits through GSIS, job security protections, salary increases, and medical benefits. Privileges are granted to recognize the important work of educators and ensure their rights and welfare are protected under the law.
This document outlines the Annual Implementation Plan (AIP) for a school in Mabalacat City, Pampanga, Philippines for the 2021-2022 school year. The AIP details projects and objectives across 5 domains: 1) Leading Strategically, 2) Managing School Operations & Resources, 3) Focusing on Teaching & Learning, 4) Developing Self & Others, and 5) Community Engagement. Each project lists activities, timelines, and personnel responsible for achieving objectives aligned with the DepEd vision, developing school plans, managing resources, improving teaching and learning, developing school personnel, and strengthening community partnerships.
This document is a lesson plan form template for beginning level teacher candidates to use when planning lessons. It provides sections for candidates to include information such as the directed standard, lesson objective, essential questions, lesson type, cognitive level, affective level, psychomotor level, multiple intelligences used, technology used, differentiated instruction approaches, special needs accommodations, and materials needed. Candidates are to fill in each section with the appropriate information for the lesson they are planning.
- The document is the annual instructional supervisory plan for Lambakin Elementary School for the school year 2023-2024. It outlines the school's objectives, activities, and expected outcomes on a weekly basis for each quarter. The objectives are focused on instructional leadership, human resource development, learning environment, school management, and community partnership. Planned activities include teacher supervision and development, parent and stakeholder engagement, facilities maintenance, and school operations. The goals are to improve instructional quality, support teachers, enhance the learning environment, and strengthen community involvement.
The document summarizes the Open High School Program (OHSP) in the Philippines. It provides an alternative mode of secondary education through distance learning for learners unable to attend regular classes. The OHSP aims to provide educational access and reduce dropout rates. It is managed through a structure that designates roles for school heads, coordinators, teachers, and learners. Participation requirements include testing and interviews to assess readiness. Learners are evaluated by teachers and work towards promotion requirements. The program is evaluated at multiple levels to assess implementation and improve the program.
This performance monitoring and coaching form tracks an educator's progress and development over time. It documents critical incidents, their impact on teaching and student learning, and action plans for improvement. Dates are included alongside descriptions of lessons, student performance on summative tests, time management challenges, interventions for struggling students, effective teaching strategies, integrating technology, and incorporating higher-order thinking skills. Signatures from the rater and ratee are included to acknowledge progress.
The document discusses several major laws related to the Philippine educational system:
- The 1987 Constitution outlines principles like quality education for all, free public education, and academic freedom. It also addresses the roles of different entities in the educational system.
- Presidential Decree No. 6-A of 1972 aims to achieve economic and social progress through education. It establishes goals and objectives, and outlines a 10-year program for improvement.
- Batas Pambansa Blg. 232 (The Education Act of 1982) provides for an integrated education system. It defines national development goals and promotes equal access to education. The law also establishes rights and duties of parents, students, and school personnel.
The document discusses a seminar on the critical issues and emerging development of the MATATAG curriculum. It provides an overview of the MATATAG curriculum, which aims to develop learners who are Makadiyos, Makatao, Makakalikasan, Makabansa. Key aspects of the MATATAG curriculum discussed include the learning areas, values education, peace education, implementation process, and ways to address challenges in implementing the new curriculum.
This document establishes a framework for governance of basic education in the country. It renames the Department of Education, Culture and Sports to the Department of Education and defines the roles and responsibilities within the education system. The goals are to provide skills, knowledge and values to students to become productive citizens and establish authority and accountability. It outlines the national, regional, and school level offices and their respective powers, duties and functions.
The document outlines the objectives and key features of the Revised Basic Education Curriculum (RBEC) in the Philippines. The RBEC aimed to improve education standards by focusing on developing students' skills, values, and preparation for work or further education. It emphasized interactive learning, values formation, and producing citizens who are patriotic, humane, environmentally conscious, and spiritual. The desired outcomes were functionally literate students equipped with life skills to contribute positively to society.
The document outlines DepEd's policy on implementing the Multi-Factored Assessment Tool (MFAT) to identify learners with special educational needs. The MFAT is a screening tool for Grade 1 teachers to gather information on learner strengths/needs to assist with instructional planning and educational placement. It will be administered monthly after the start of the school year. The roles and responsibilities of regional supervisors, principals, teachers and other personnel in supporting MFAT implementation are defined. Procedures for pre-, during and post-assessment using various forms are also established, along with standards for monitoring, evaluation and effectiveness of the new policy.
The Organizational Structure in the Philippine Education SystemMichael Caesar Tubal
The Philippine education system is organized into two main levels - the Central Office which oversees administration at the national level, and Field Offices which oversee regional and local administration. The Central Office contains various bureaus, centers, and services that handle areas like curriculum, assessment, and staff development. It is headed by the Secretary and assisted by Undersecretaries. Field Offices include 16 Regional Offices, 157 Schools Divisions, and over 48,000 schools at the elementary and secondary levels. The Commission on Higher Education (CHED) regulates higher education and aims to improve quality and relevance, broaden access, and strengthen the sector for national development goals.
School Improvement Plan aligned with MATATAG Agenda.pptxJoeyDinopol1
The document provides guidance on writing a School Improvement Plan (SIP) according to the SIP style guide. It outlines the required parts of the SIP, which include chapters on the DepEd vision, mission, and values; the school's current situation; the plan; and monitoring and evaluation. Each chapter contains details on the necessary content, such as documenting vision sharing activities, presenting data on the school's situation, identifying priority improvement areas, listing solutions to address root causes, and including project monitoring forms. Templates and annexes are referenced to help complete sections like the planning worksheet, annual implementation plan, and project work plan and budget matrix. A timeline at the end requires finalizing the SIP by August 14 and submitting it by August 31
The Greeks are known for their achievements in literature, sculpture, architecture, and philosophy. They developed a passion for true democracy that was not understood by their neighbors. Greek art and architecture from this time, such as sculptures and the Parthenon, are still admired today for their beauty and skill. The Greeks depicted their gods in human form and believed they lived on Mount Olympus and interacted in human affairs. Greek literature produced renowned authors like Homer, Pindar, and Plato. The Greeks valued virtues like physical courage, temperance, wisdom, and justice.
This is a presentation on the challenges of Applied Linguistics. Specifically, it tackles on the Standard Language, The Differing Views of Native Speakers and Sociocultural Theory
This document outlines the steps for planning and conducting a successful field trip, including preliminary planning, pre-planning with students, taking the field trip, and follow-up activities. It discusses contacting the field trip location, making arrangements with the school, creating objectives and questions, preparing students, taking the trip, and evaluating the experience. The document also notes potential educational benefits of field trips, such as acquiring lasting concepts through rich experiences, but acknowledges disadvantages like costs and logistics. Community resources that could enhance field trips are also listed.
The document discusses listening as the most important communication skill. It covers various aspects of listening such as it being an active process that requires attention and practice. Effective listening involves analyzing sounds, organizing them into patterns, interpreting the patterns and understanding the message. Many problems in communication can be attributed to ineffective listening. The document also discusses different types of listening like discriminative, comprehension and evaluative listening and provides tips for becoming a better listener such as focusing attention, letting the speaker finish, asking questions and providing feedback.
This document provides tips for maximizing the use of chalkboards in the classroom. It recommends writing clearly and legibly, using an organized outline, not crowding the board, using color chalk to highlight key points, writing from left to right for clarity, and checking that writing can be seen from all areas of the room. Further tips include using curtains to avoid glare, mounting chalkboards at a slight concave angle, and sharpening chalk for good line quality when writing on the board. The overall message is to capitalize on available resources like the chalkboard rather than looking for other technologies not available.
Strategies for developing listening skillsAnn Rone
This document discusses strategies for effective listening. It explains that listening provides the basis for language acquisition and enables spoken communication. Effective instructors show students how to adjust their listening for different situations and purposes by developing listening strategies. There are top-down strategies that use background knowledge and prediction, and bottom-up strategies that rely on linguistic elements. Strategic listeners also use metacognitive strategies to plan, monitor, and evaluate their listening. To extract meaning, students should figure out the listening purpose, attend to relevant parts, select appropriate top-down and bottom-up strategies flexibly, and check their comprehension.
This document discusses the use of instructional media in teaching science. It defines instructional media as audio-visual tools ranging from simple materials like stones to more advanced technologies like videos. The document then lists different types of instructional media including projected materials, models, maps, and recordings. It emphasizes that these materials can enhance science teaching by providing hands-on experiences for students and capturing their attention. The document concludes by providing suggestions for effectively utilizing instructional media, such as choosing age-appropriate materials and involving students in creating their own models and displays.
This document is a law passed by the Congress of the Philippines that requires all elementary and secondary schools to adopt anti-bullying policies. It defines bullying and directs schools to prohibit bullying on campus and at school events. It also mandates that anti-bullying policies outline procedures for reporting, investigating, and responding to bullying incidents, as well as educating students and parents on anti-bullying. Schools must submit reports about bullying incidents to education officials, and the Department of Education must provide anti-bullying training for school staff.
This document summarizes many gods and mythological figures associated with water in Greek mythology. It describes Poseidon as the ruler of the sea and Oceanus as the chief god of all waters. It also discusses water nymphs like the Naiads, Nereids, and Arethusa, as well as sea monsters like Charybdis, Scylla, and the Gorgons. The document provides brief descriptions of each figure's relationship to the sea and water-related powers or attributes.
The document summarizes Greek myths involving several early kings of Athens and their descendants. It discusses Cecrops, the first king who helped establish Athens and was grandfather to Theseus. It then describes myths involving Procne and Philomela and how they were wronged by Tereus; Procris and her marriage to Cephalus; Orithya's abduction by Boreas; and Creusa, who became pregnant by Apollo and later discovered her son Ion.
The document outlines the six key features of an effective curriculum: 1) Teachers teach the curriculum, 2) Teachers teach learners, 3) Teachers teach knowledge, skills, and values, 4) Teachers use strategies and methods to teach, 5) Performance is used to measure how much was learned, and 6) Community partners are involved in the teaching.
This document discusses demonstrations as a teaching method. It defines a demonstration as showing how something is done while emphasizing its merits. Demonstrations can be used with both large and small groups and are most effective when accompanied by verbalization. When using demonstrations as a teaching method, the presenter should establish rapport, avoid assuming prior knowledge, and watch for key points. Proper planning and preparation is also important, such as clarifying objectives and ensuring necessary materials are available.
The document discusses three common approaches to curriculum design: the child/learner-centered approach which divides activities into units and allows freedom for self-discovery using various media; the subject-centered approach which focuses primarily on detached subject matter bits; and the problem-centered approach which develops independent, civic-minded learners by engaging them in problem recognition and solution-seeking.
The document discusses the importance of studying Philippine history. It argues that understanding history helps explain how the country developed and why it has struggled to progress. Recognizing past events shapes perceptions of the present and allows new generations to preserve the historical record for the future. The document also notes that Philippine youth should learn about their own culture and country's history to be aware of past mistakes and successes.
The document lists various revolts and uprisings in the Philippines against Spanish rule from the 16th century onwards. It provides the causes and leaders of each revolt, including efforts to regain freedom and protest oppression, taxes and forced labor. It also outlines the growth of the Philippine nationalist movement in the 19th century through organizations like La Solidaridad, La Liga Filipina and Katipunan, and key documents like the Biyak-na-Bato constitution. The Spanish-American war resulted in the United States gaining control of the Philippines.
Athena and Poseidon had been allies among the gods but became enemies after the fall of Troy. When the Greeks left Troy, Poseidon struck them with a storm. After the Greeks attacked Troy and Ajax disrespected Athena's temple, she convinced Poseidon to take revenge on the Greeks. Many ships and men were lost at sea, including Ajax who was drowned by Poseidon. Odysseus faced many hardships and dangers as he tried to return home for many years, constantly hindered by Poseidon. After 20 years away, Odysseus finally returns home in disguise and, with the help of Telemachus and Athena, defeats the suitors who were imposing on his household
This document contains information from Avemaria College in the Philippines. It discusses the key differences between history and prehistory. Prehistory refers to the time before written records, while history relies on written sources. The document also outlines the three age system used to characterize prehistory - the Stone Age, Bronze Age, and Iron Age based on the tool materials. Additionally, it discusses history as a social science and its relationship to other disciplines like anthropology. The document provides information on sources of historical data and the historical method of source criticism.
The document defines and provides examples of different types of representations of real things including models, mock ups, specimens, simulations, and games. It explains that these representations are used to overcome limitations like space and time, allow users to focus on specific parts or processes, address issues of size, and help learners understand abstractions. It stresses the importance of indicating the scale if a representation differs from the real thing in size or color.
The document summarizes key aspects of Philippine population and demographics. It notes that the Philippines population is over 100 million as of 2014 and ranks as the 12th most populated country. Some key stats included are the infant mortality rate of 17.64 deaths per 1,000 live births, life expectancy of 69.52 years for males and 75.59 years for females, and total fertility rate of 3.06 children born per woman. The birth and death rates and dependency ratios are also provided.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.