Module 2 Learning Tasks EDUTC04
Module 2 Learning Tasks EDUTC04
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high standards of learning defined in the effective teaching and learning. The
curriculum. These elements include the professional knowledge to plan and design,
teacher’s knowledge of subject matter and the individually or in collaboration with
learning process, teaching-learning colleagues, well-structured and sequenced
approaches and activities, instructional lessons is essential.
materials and learning resources.
5. Planning, Assessing & Reporting (PAR) 5. Assessment and Reporting
This domain refers to the alignment of This domain is concerned with
assessment and planning activities. PAR the variety of assessment tools and strategies
focuses on the use of assessment data to plan used by the teachers in monitoring,
and revise teaching-learning plans; integration evaluating, documenting and reporting
of assessment procedures in the plan and learners’ needs, progress and achievement.
implementation of teaching-learning
activities, and reporting of the learners’ actual
achievement and behavior.
6. Community Linkages (CL) 6. Community Linkages and Professional
The LC domain refers to the ideal that Engagement
classroom activities are meaningfully linked This domain focuses on the teachers’ ability
to the experiences and aspirations of the in establishing school-community
learners in their homes and communities. partnerships aimed at refining and enriching
Thus, this domain focuses on teachers’ efforts the learning environment, as well as the
directed at strengthening the links between community’s engagement in the educative
schools and communities to help in the process.
attainment of the curricular goals.
7. Personal Growth & Professional 7. Personal Growth and Professional
Development (PGPD) Development
The PGPD domain emphasizes the ideal that This domain focuses on
teachers value having a high personal regard teachers’ personal growth and professional
for the teaching profession, concern for development. It recognizes the teachers’
professional development, and continuous proper and high personal regard for the
improvement as teachers. profession by maintaining qualities that
uphold the dignity of teaching.
References:
https://saicebrian.wordpress.com/2009/07/05/national-competency-based-teacher-standards-
ncbts/
Module 2: THE PHILIPPINE PROFESSIONAL STANDARDS FOR TEACHERS (PPST)
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Relate the NCBTS to the PPST. Compare and contrast the 7 domains of the NCBTS and
PPST (as to the expectations of teachers’ increasing levels of knowledge, practice and
professional engagement).
The domains of the National Competency-Based Teachers Standards and the Philippine
Professional Standards for Teachers are similar to one another as each standard composes of
parallel characteristics. Both the NCBTS and PPST contains the guidelines, purpose, and goal of
a professional teacher.
As a future educator, it is said that teachers are the catalysts for change. Teachers must be
equipped with competencies, skills, discipline, and professionalism in order to provide learners
with the quality education they need. Teachers are responsible for being a great model or
inspiration towards the learners. The NCBTS and PPST defines and describes what effective
teaching is and how to classify an effective teacher. This will aid to the improvement and
advancement of a teachers’ capabilities and abilities in not only creating and producing
appropriate and diverse set of learning activities but also in presenting and providing quality
education and great behavior towards the learners.
The arrangement and content of the different domains only differs in some matter such as
the arrangement of some domains. The difference between NCBTS and PPST is not massive,
distinct, and noticeable; however, the first domain is evidently distinguishable. Social regard for
learning mainly focuses on the positive and powerful role of the teacher in relation to the
teachers’ attitude and interaction. Content knowledge and pedagogy, on the other hand, focuses
on the teachers’ ability to apply appropriate and meaningful methods and strategies in
communicating and teaching.
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different approaches, methods, and activities to provide in order to aid the safe and well-
maintained learning environment inside the classroom and school premises.
3. Give five examples of assessment tools and strategies used by teachers in monitoring,
evaluating, documenting and reporting learners’ needs, progress and achievement. (Get
data from online and offline sources).
3.3 Portfolio
References:
https://www.bookwidgets.com/blog/2018/04/how-to-monitor-your-students-learning-progress-
bookwidgets-reports
4. What limitations do you see that prevent teachers from undertaking professional
updating and development?
The greatest barrier to quality professional development are in fragile contexts which are the
difficult conditions in which teachers work. The lack, irregular, delayed or low remuneration,
overcrowded classrooms, the potential or probability of sexual harassment or abuse, a lack of
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respect from school leaders and community members, violence, and a lack of teaching and
learning materials, all contribute to such difficult working conditions.
5. Is there really a need to establish learning environments that are responsive to learner
diversity? Why or why not?
The activities and discussions intended for diverse learners are extremely essential. An
environment allowing the learners to explore and to be confident in learning needs to be
emphasized. In creating, producing, and presenting materials that will cater the multiple
intelligences will create a learning environment that is enjoyable and full of learning for the
learners. In this case, the learners will not only aid their abilities but also improve their
relationship with the other learners, and their teacher as well.
6. As a future teacher, what benefits can you derive from studying the Philippine
professional Standards for teachers?
The PPST contains the standards of what an effective teaching one must understand and practice;
and how to become an effective teacher. This will aid to the teachers’ improvement and
enrichment of capabilities and abilities such as planning and creating of various and diverse
learning activities and materials, and presenting and embodying a quality education and
appropriate behavior to the students.
Column A Column B
Characteristics of PPST Domain of the PPST
Skills in the use of communication and Content Knowledge and Pedagogy
teaching strategies.
Teaching strategies that are responsive to the Diversity of Learners
learner’s socio-economic and religious
background.
Implementation of relevant and responsive Curriculum and Planning
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learning plans, programs and activities.
Managing classroom structure that engages Learning Environment
learners in meaningful teaching and learning
experiences.
Engagement of parents and the wider school Community Linkages and Professional
community in the educative process. Engagement
Uphold the dignity of teaching as a profession Personal Growth and Professional
by exhibiting qualities such as care, respect Development
and integrity.
Monitoring and evaluation of learner’s Assessment and Reporting
progress and achievement.
Direction: Matching Type: In order to understand the concepts learned in this module,
match the concepts in Column A with that of the description in Column B.
Column A Column B
1. j Content Knowledge a. Broad conceptual sphere of teaching and
learning practices defined by specific strands in
the set of professional standards for teachers.
2. a Domain b. Public document that defines teacher quality
through well-defined domains, strands and
indicators that provide measures of
professional learning, competent practice and
effective engagement.
3. b Professional Standards for c. Knowledge and skills acquisition designed
Teachers with a clear purpose, goal or objective in mind.
4. i Strand d. Teaching materials that teachers use in order
to enhance teaching and learning.
5. c Purposive learning e. Something most teachers do everyday, as
they reflect on their professional practice, work
together and share ideas and strive to improve
learner outcomes.
6. e Professional learning f. Teachers working together with colleagues
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and other stakeholders to enrich the teaching –
learning practice.
7. h Learning Programs g. Products and performance targets through
which students demonstrate the knowledge,
skills and attitudes they have learned.
8. d Teaching and learning h. Organized and sequenced set of strategies,
resources activities and tasks that effect learning.
9. g Learning outcomes i. More specific dimensions of teacher practice
under every domain in the set of professional
standards for teachers.
10. f Professional collaboration j. Competence that teachers are expected to
master for them to teach efficiently and
effectively
Direction: Formulate your personal philosophy of teaching using the concepts that you
have learned in this module. (You can use the models /examples found in the internet as
Education indeed, is something that we cannot remove from our lives. Education is similar to our
language, our country and culture, it is a part of our identity therefore, without education,
whatever it is that we have, will have, would not be available and evident in the past, present and
future. Education helps us improve and enhance our ability to think critically as well as in all the
aspects of becoming someone that of the highest form of animal.
Existentialism in education is a teaching and learning philosophy that focuses on the student’s
freedom and agency to choose their future. Existentialist educators believe there is no god or
higher power guiding their students. Thus, they encourage all students to exercise personal
agency and create their own meaning for life. Existentialism in education focuses on the
individual, seeking out a personal understanding of the world. Thus, each individual
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characterizes for himself the concepts of reality, truth and goodness and as a result, schools exist
to aid children in knowing themselves and their place in society.
I believe that one has the right to choose what they believe is something that will aid the
enrichment and refinement of one’s ability and capability. At the end of the day, we will be
gravitated towards something that we want and love to do. When one has the chance and
opportunity to choose for what they want, they will probably have all the courage to help
themselves as it was what they wanted in the beginning. In this case, an individual must have the
responsibility and integrity to face and accept the consequences that comes with the choice he
made.
Pragmatism is about doing practical things that get results. Pragmatism in education involves
practical lessons that have value to the lives of learners. Everything that students learn should
have utility. This means that everything should be useful to the student. Dewey argues that
students have four interests: conversation, investigation, construction and creative expression.
Pragmatists value experience over all else and curriculum content is not separate.
Pragmatists are always willing to change their minds when new information or circumstances
come about. The thing they care most about is taking action and achieving results. In that way,
do not be afraid to fail and make mistakes. Instead, do something new and different in order to
explore and gain multiple experiences that will lead to the betterment of one self.
The focus is to learn things and experiences that will be helpful for an individual. The learning
that you can apply in life is a learning that is successful. I believe that we learn to become better
human beings however, will the learning become effective when you cannot use and apply it to
your life? I believe that in order to become holistically better, we must decide for ourselves and
be equally responsible for the consequences. Use and apply all the learning to the further
exploration in life in order to achieve a successful learning experience.
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