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Module 2 Learning Tasks EDUTC04

This document compares the 7 domains of the National Competency-Based Teacher Standards (NCBTS) and the Philippine Professional Standards for Teachers (PPST). The NCBTS and PPST contain similar guidelines for teachers, both outlining the competencies, skills, and professionalism needed to provide quality education. The domains of each standard parallel each other, focusing on topics like the learning environment, diversity of learners, curriculum, and professional development. The main difference between the first domains is that the NCBTS' "Social Regard for Learning" focuses on the teacher's role modeling and interactions, while the PPST's "Content Knowledge and Pedagogy" emphasizes applying appropriate teaching methods and strategies
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0% found this document useful (0 votes)
88 views8 pages

Module 2 Learning Tasks EDUTC04

This document compares the 7 domains of the National Competency-Based Teacher Standards (NCBTS) and the Philippine Professional Standards for Teachers (PPST). The NCBTS and PPST contain similar guidelines for teachers, both outlining the competencies, skills, and professionalism needed to provide quality education. The domains of each standard parallel each other, focusing on topics like the learning environment, diversity of learners, curriculum, and professional development. The main difference between the first domains is that the NCBTS' "Social Regard for Learning" focuses on the teacher's role modeling and interactions, while the PPST's "Content Knowledge and Pedagogy" emphasizes applying appropriate teaching methods and strategies
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Figueroa, Alexanndra Danielle B.

28057 EDU TC04 The Teaching Professions


Module 2
Learning Task No. 1
Direction: The Philippine Professional Standards for teachers (PPST), which was built on
the National Competency-Based teacher Standards (NCBTS) complements the reform
initiatives on teacher quality from pre-service education to in-service training. Using online
resources as your source of data, accomplish the following:
Identify the 7 domains of the National Identify the 7 domains of the Philippine
Competency-Based Teacher Standards Professional Standards for Teachers
(PPST)
1. Social Regard for Learning (SRFL) 1. Content Knowledge and Pedagogy
The SRFL domain focuses on the ideal that This domain focuses on the teachers’ ability
teachers serve as positive and powerful role to apply appropriate and meaningful
models of the value in the pursuit of different pedagogy on content knowledge and
efforts to learn. The teacher’s action, current research. Considering the teachers’
statements, and different types of social proficiency in communicating, teaching and
interactions with students exemplify this using technologies to promote high quality
ideal. learning outcomes.
2. Learning Environment (LE) 2. Learning Environment
This domain focuses on importance of This domain centers on creating an
providing a social, psychological and physical environment that is learning-focused to
environment within which all students, ensure the safety and fair learning experience
regardless of their individual differences in of the learners as well as to efficiently
learning, can engage in the different learning manage learners’ behavior in the school
activities and work towards attaining high premises.
standards of learning.
3. Diversity of Learners (DOL) 3. Diversity of Learners
The DOL domain emphasizes the ideal that This domain establishes a learning
teachers can facilitate the learning process environment that are responsive to learner
even with diverse learners, by recognizing diversity. Teachers must keep in mind the
and respecting individual differences and by multiple intelligences in order to create
using knowledge about their differences to appropriate and diverse materials and inputs
design diverse sets of learning activities to to the planning and
ensure that all learners can attain the desired design of learning opportunities.
learning goals.
4. Curriculum (Curr.) 4. Curriculum and Planning
The curriculum domain refers to all elements This domain contains the teachers’ ability to
of the teaching-learning process that work in translate curriculum content into learning
convergence to help students understand the activities that are relevant and appropriate to
curricular goals and objectives, and to attain learners and based on the principles of

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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.

Learning Task No. 2


Direction: To find out how much you have learned from this module, answer the
following application questions:
1. Describe a safe and well-maintained learning environment.
A safe and well-maintained learning environment is when a teacher is knowledgeable regarding
the curriculum, learners, and pedagogy. The ideal and needed learning environment composes of
the teachers’ fairness, impartiality, honesty and consideration towards the learners and the

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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.

2. Formulate five indicators of teacher’s mastery of content knowledge and its


interconnectedness within and across curriculum areas.

2.1 Understanding of the principles and theories of teaching and learning

2.2 Application of appropriate and meaningful pedagogy

2.3 Proficiency in Mother Tongue, Filipino, and English language

2.4 Use of skills in communicating

2.5 Ability to create, present, and provide diverse activities

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).

3.1 Curriculum based monitoring tests

3.2 Analytic and Holistic Rubrics

3.3 Portfolio

3.4 Observation and Interaction

3.5 Assessment for, of, as learning

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.

Learning Task No. 3

Direction: In Column A. there is a list of characteristics of the Philippine Professional


Standards for Teachers (PPST). Identify these characteristics by writing the domain of the
PPST on the corresponding row in Column B.

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.

Learning Task No. 4

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

Learning Task No. 5

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

your frame of reference)

PERSONAL PHILOSOPHY OF TEACHING

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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