UNIVERSITY OF MINDANAO

College of Teacher Education

All Programs

Physically Distanced but Academically Engaged

Self-Instructional Manual (SIM) for Self-Directed Learning

(SDL)

Course/Subject: GED 412 (TEACHING PROFESSION)

WEEK 1-3

Name of Teacher: Reita C. Palma

SIM Authors/ Writers: Dr. Aileen J. Sinang
Prof. Chrestine Torrejos

THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR

REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS
INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF
THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE
COURSE/SUBJECT.
EXPECT REVISIONS OF THE MANUAL.
 Table of Contents

Course Outline i

Week 1-3

ULOa. Explain the different philosophies of education 5

Metalanguage 5
Essential Knowledge 5
Self-Help 11
Let’s Check! 12
Let’s Analyze 13
In A Nutshell 18
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”

Course Outline: GED 412 – The Teaching Profession

Course Coordinator: REITA C. PALMA

Email: [email protected]
Student Consultation: thru email: [email protected]
Phone: 082-3050647 local 102
Effectivity Date: May, 2020
Mode of Delivery: Blended (On-Line with face to face or virtual sessions)
Time Frame: 54 Hours
Student Workload: Expected Self-Directed Learning
Requisites: None
Credit: 3
Attendance Requirements: A minimum of 70% attendance is required at all
scheduled Virtual or face to face sessions.

Course Outline Policy

Areas of Concern Details

Contact and Non-contact Hours This 3-unit course self-instructional manual is designed
for blended learning mode of instructional delivery with
scheduled face to face or virtual sessions. The
expected number of hours will be 54 including the face
to face or virtual sessions. The face to face sessions
shall include the summative assessment tasks (exams)
since this course is crucial in the licensure examination
for teachers.
Assessment Task Submission Submission of assessment tasks shall be on 3rd, 5th, 7th
and 9th week of the term. The assessment paper shall
be attached with a cover page indicating the title of the
assessment task (if the task is performance), the
name of the course coordinator, date of submission and
name of the student. The document should be emailed
to the course coordinator. It is also expected that you
already paid your tuition and other fees before the
submission of the assessment task.

If the assessment task is done in real time through the

features in the Blackboard Learning Management
System, the schedule shall be arranged ahead of time
by the course coordinator.

Since this course is included in the licensure

examination for teachers, you will be required to take
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College of Teacher Education “Physically Distanced but Academically Engaged”
the Multiple-Choice Question exam inside the
University. This should be scheduled ahead of time by
your course coordinator. This is non-negotiable for all
licensure-based programs.
Turnitin Submission To ensure honesty and authenticity, all assessment
tasks are required to be submitted through Turnitin
with a maximum similarity index of 30% allowed. This
means that if your paper goes beyond 30%, the
students will either opt to redo her/his paper or explain
in writing addressed to the course coordinator the
reasons for the similarity. In addition, if the paper has
reached more than 30% similarity index, the student
may be called for a disciplinary action in accordance
with the University’s OPM on Intellectual and Academic
Honesty.

Please note that academic dishonesty such as cheating

and commissioning other students or people to
complete the task for you have severe punishments
(reprimand, warning, expulsion).
Penalties for Late The score for an assessment item submitted after the
Assignments/Assessments designated time on the due date, without an approved
extension of time, will be reduced by 5% of the possible
maximum score for that assessment item for each day
or part day that the assessment item is late.

However, if the late submission of assessment paper

has a valid reason, a letter of explanation should be
submitted and approved by the course coordinator. If
necessary, you will also be required to present/attach
evidences.
Return of Assessment tasks will be returned to you two (2) weeks
Assignments/Assessments after the submission. This will be returned by email or
via Blackboard portal.

For group assessment tasks, the course coordinator will

require some or few of the students for online or virtual
sessions to ask clarificatory questions to validate the
originality of the assessment task submitted and to
ensure that all the group members are involved.
Assignment Resubmission You should request in writing addressed to the course
coordinator his/her intention to resubmit an assessment
task. The resubmission is premised on the student’s
failure to comply with the similarity index and other
reasonable grounds such as academic literacy
standards or other reasonable circumstances e.g.
illness, accidents financial constraints.
Re-marking of Assessment You should request in writing addressed to the program
Papers and Appeal coordinator your intention to appeal or contest the score
given to an assessment task. The letter should explicitly
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College of Teacher Education “Physically Distanced but Academically Engaged”
explain the reasons/points to contest the grade. The
program coordinator shall communicate with the
students on the approval and disapproval of the
request.

If disapproved by the course coordinator, you can

elevate your case to the program head or the dean with
the original letter of request. The final decision will
come from the dean of the college.
Grading System Course exercises – 40% (including BlackBoard forum)
1st exam – 10%
2nd exam – 10%
3rd exam – 10%
Final exam – 30%
Preferred Referencing Style (IF APA 6th Edition
THE TASK REQUIRES)
Student Communication You are required to create a umindanao email account
which is a requirement to access the BlackBoard
portal. Then, the course coordinator shall enroll the
students to have access to the materials and resources
of the course. All communication formats: chat,
submission of assessment tasks, requests etc. shall be
through the portal and other university recognized
platforms.

You can also meet the course coordinator in person

through the scheduled face to face sessions to raise
your issues and concerns.

For students who have not created their student email,

please contact the course coordinator or program head.
Contact Details of the Dean Dr. Jocelyn Bacasmot
Email: [email protected]
Phone: 082-3050647 local 102
Contact Details of the Program Giovanni Pelobillo
Head Email: [email protected]
Phone: 082-3050647 local 102
Students with a Special Needs Students with special needs shall communicate with the
course coordinator about the nature of his or her special
needs. Depending on the nature of the need, the
course coordinator with the approval of the program
coordinator may provide alternative assessment tasks
or extension of the deadline of submission of
assessment tasks. However, the alternative
assessment tasks should still be in the service of
achieving the desired course learning outcomes.
Online Tutorial Registration You are required to enroll in a specific tutorial time for
this course via the www.cte.edu.ph portal. Please note
that there is a deadline for enrollment to the tutorial.
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College of Teacher Education “Physically Distanced but Academically Engaged”

Help Desk Contact 0923-602-8780

email: [email protected]

Library Contact Brigida E. Bacani

Head-LIC
[email protected]
09513766681
GSTC CTE Facilitator Contact Ronadora E. Deala
GSTC Head
[email protected]
09212122846

Ivy Jane Regidor

GSTC Facilitator
[email protected]
09105681081

Course Information – see/download course syllabus in the Black Board LMS

CC’s Voice: Hello prospective teacher! Welcome to this course GED 412: The
Teaching Profession. By now, I am confident that you really wanted to
become a teacher and that you have visualized yourself already being in
front of the classroom teaching.

CO Before the actual teaching performance, you have to be equipped with

knowledge and deep understanding of your role as a professional within the
context of national and global teacher’s standards and educational
philosophies. In order to realize this, you are expected to be able to explain
the different educational philosophies, principles, and programs
influencing the teacher education, discuss educational laws and
professional responsibilities, and examine education and teacher-
related laws which are the intended outcomes of this course.

Let us begin!

Big Picture A

Week 1-5: Unit Learning Outcomes (ULO): At the end of the unit, you are expected
to:

a. Explain the different philosophies of education; and

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College of Teacher Education “Physically Distanced but Academically Engaged”
b. Examine the present teacher education curriculum in relation to the Philippine
Professional Standards for Teachers (PPST)

Big Picture in Focus: ULO 1. Explain the different Philosophies of

Education

Metalanguage

In this section, the most essential terms relevant to the study of teaching
profession and to demonstrate ULO1 will be operationally defined to establish a
common frame of refence as to how the texts work in your chosen field or career. You
will encounter these terms as we go through the study of the Teaching Profession.
Please refer to these definitions in case you will encounter difficulty in understanding
educational concepts.

1. Philosophy – it refers to one’s beliefs about why, what, and how one teaches, whom
one teaches, and about the nature of learning. It is a set of principles that guides
professional action through the events and issues faced in the teaching environment. (

2. Principle – a rule for guiding the ship education so that it will reach the port
designated by the philosophy of education; a guiding norm by which a process is carried
on.

3. Morality – a particular system of values and principles of conduct, especially one

held by a specified person or society.

4. Value – an abstract, desirable end state that people strive for or aim to uphold, such
as freedom, loyalty, or tradition.

5.Transcendent – goes beyond normal limits and boundaries because it is more

significant than them.

Essential Knowledge

To perform the aforesaid big picture (unit learning outcomes) for the first five (5)
weeks of the course, you need to fully understand the following essential knowledge
that will be laid down in the succeeding pages. Please note that you are not limited to
exclusively refer to these resources. Thus, you are expected to utilize other books,
research articles and other resources that are available in the university’s library e.g.
ebrary, search.proquest.com etc.

Philosophy of education
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College of Teacher Education “Physically Distanced but Academically Engaged”
Having and owning an educational philosophy plays an essential role in the teacher’s
execution of their instructional practices. It is a strong belief that is translated in action that will
guide teachers what to teach, how to teach, and why to teach.

Philosophy Why teach? What to teach? How to teach?

Essentialism This philosophy The emphasis is on Essentialist teachers
contends that academic content for emphasize mastery
teachers teach for student to learn the of subject matter.
learners to acquire basic skills or the They are expected to
basic knowledge, fundamental r’s – be intellectual and
skills, and values. reading, ‘riting, moral models. They
Teachers teach “to ‘rithmetic, ‘rite are seen as
transmit the conduct. The “fountain” of
traditional moral essentialist information and as a
values and curriculum includes “paragon of virtue”.
intellectual traditional disciplines Core requirements,
knowledge that such as math, natural longer school day,
students need to science, history, and longer academic
become model foreign language, year have to be
citizens.” and literature. observed.
Progressivism Progressivist Progressivist are Experiential methods
teachers teach to identified with need- are employed.
“develop learners into based and relevant Learners learn by
becoming curriculum. It doing. Problem
enlightened and responds to students solving method is
intelligent citizens of needs and relates to heavily relied upon.
a democratic students’ personal “Hands-on-minds-on-
society”. Teachers life and experience. hearts-on” methods
teach learners to so The subjects that are like field trips,
they may live life fully emphasized are thought-provoking
NOW not to prepare natural and social games, and puzzles
them for adult life. sciences. are also utilized.
Perennialism Perennialists teach It is heavy on The perennialist
to develop students’ humanities, on classroom are
rational and moral general education. “centered around
powers. Views all There is less teachers”. The
human beings to emphasis on teachers do not allow
possess the same vocational and the students’
essential nature. technical education. interests or
What the perennialist experiences to
teacher teach are substantially dictate
lifted from the Great what they teach.
Books. Students engage in
Socratic dialogues or
mutual inquiry
sessions.
Existentialism The main concern is The humanities are Learning is self-
“to help students given tremendous paced, self-directed.
understand and emphasis to help Teachers employ
appreciate students unleash values clarification
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themselves as creativity and self- strategy while
unique individuals expression. Actions remaining non-
who accept complete of historical judgmental and
responsibility for their individuals are given keeping themselves
thoughts, feelings, emphasis to provide from imposing their
and action”. students possible values on their
“Existence precedes models for their own students since values
essence”. behavior. Vocational are personal.
education is also
regarded to teach
students about
themselves.
Behaviorism Concerned with Behaviorist teach Teachers “ought to
modification and students to respond arrange
shaping students’ favorably to various environmental
behavior by providing stimuli in the conditions so that
for a favorable environment since students can make
environment, since behaviorists look at responses to stimuli.
they believe that they people and other Physical variables
are a product of their animals as complex like light,
environment. combinations of temperature,
matter that act only in arrangement of
response to internally furniture, size and
or externally quantity of visual aids
generated physical have to be controlled
stimuli. to get the desired
responses of
learners.
Linguistic Teachers teach to Learners are taught Experiential method
Philosophy develop the to communicate is the most effective
communication skills clearly – how to send way to teach
of the learner clear, concise language and
because the ability to messages and how communication. The
articulate, to voice to receive and teacher facilitates
out the meaning and correctly understand dialogue among
values of things that messages sent. learners and between
one obtains from Communication takes him/her and his/her
his/her experience of place in 3 ways – students because in
life and the world is verbal, non-verbal, the exchange of
the very essence of para-verbal. words, there is also
man. exchange of ideas.
Constructivism Constructivists teach Learners are taught The teacher provides
to develop how to learn. They students with data or
intrinsically motivated are taught learning experiences that
and independent processes and skills allow them to
learners who are able such as searching, hypothesize, predict,
to construct critiquing, evaluating manipulate objects,
knowledge and make information, relating pose questions,
meaning of them. these pieces of research, investigate,
information, reflecting imagine, and invent.
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College of Teacher Education “Physically Distanced but Academically Engaged”
the same , making
meaning out of them,
drawing insights,
posing questions,
researching, and
constructing new
knowledge,
Social Aims to bring out the The primary Methods of teaching
Reconstructionism consciousness of an emphasis is on social may include problem
individual about justice issues. The oriented type,
social events, central question was community-based
concerns, and what is the aim of learning, and group
problems being teacher education. It discussions.
confronted. Provides gives importance to Teachers should
vision of the better the broad purpose of foster cooperation,
world by looking education . not competition, by
solutions and developing critical
addressing social thinking and
concerns and issues. becoming
Teachers should be transformative
an instrument to intellectuals.
encourage and lead
students for social
reforms.
(Bilbao et.al, 2012; Mayne, 2014)

Writing your Teaching Philosophy

Teaching philosophies express your values and beliefs about teaching. They are
personal
statements that introduce you as a teacher. In developing your teaching philosophy, you should
discuss how your values and beliefs about teaching fit into the context of your discipline.

 Your concept of learning. What do you mean by learning? What happens in a

successful learning situation? Note what constitutes “learning” or “mastery” in your
discipline.
 Your concept of teaching. What are your values, beliefs, aspirations as a teacher? Do
you wish to encourage mastery, competency, transformational learning, lifelong learning,
general transference of skills, critical thinking? What does a perfect teaching situation
look like to you and why?
 Your goals for students. What skills should students obtain as a result of your
teaching? Think about your ideal student and what the outcomes of your teaching would
be in terms of this student’s knowledge or behavior.
 Your teaching methods. What methods will you consider to teach these goals and
objectives? What are your beliefs regarding learning theory and specific strategies you
would use? What new ideas or strategies would you want to try?
 Your interaction with students. What are your attitudes towards advising and
mentoring students? How would an observer see you interact with students? Why do
you want to work with students?
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 Assessing learning. How will you assess student growth and learning? What are your
beliefs about grading? Do you grade students on a percentage scale or on a curve?
What assessment will you use?
 Professional Growth. How will you continue growing as a teacher? What goals do you
have for yourself and how will you reach them? How do you know when you’ve taught
effectively?

(University of Minnesota, 2020)

The Foundational Principles of Morality and You

Morality is defined as “the quality of human acts by which we call them right or wrong,
good or evil” (Panizo, 1964). However, the definition of morality seemed to be used in two broad
senses: a descriptive and normative sense.
 Descriptive: “morality” refers to the most important code of conduct out forward
and accepted by any group, or even by an individual.
 Normative: “morality” is (or would be) the code that meets the following
condition: all rational persons, under certain specified conditions, would endorse
it.
(Gert, 2016)

Foundational moral principle comes from the Latin word “princeps” which means
beginning, a source. A principle is that on which something is based, founded, originated,
initiated. Thus, it is a universal norm upon which all other principles on the rightness or
wrongness of an action are based. It is the source of morality that is contained in the “natural
law”. The natural law is the law “written in the hearts of men”. (Romans 2:15) for theists, it is
“man’s share in the Eternal Law of God…” (Panizo, 1964). St. Thomas defines it as “the light of
natural reason whereby we discern what is good and what is evil... an imprint on us of the divine
light…” (Panizo, 1964). It is the law that says: “Do good and avoid evil.” THIS IS THE
FUNDAMENTAL OR FOUNDATIONAL MORAL PRINCIPLE.
As laid down in the preamble of the Code of Ethics for Professional Teachers, “teachers
are duly licensed professionals who possess the dignity and reputation with high moral values
as well as technical and professional competence. In the practice of their profession, they
strictly adhere to, observe and practice.

When can we say that a person is of good moral character?

You are a person of good moral character when you are…

1. being fully human

2. being a loving person
3. being a virtuous person
4. being a morally mature person

(Bilbao et.al, 2012)

Values Formation and You

“To be moral is to be human.”

Is there such things as a right, unchanging, and universal value? Are values dependent on time,
place, and culture?
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Transcendent values - these are values that remain unchanged over time.
- values that remain to be a value even if no one values them.
- accepted as value everywhere.
- love, care, and concern for fellowmen are values for all people
regardless of time and space
- unchanging and universal values as held by idealists.

On the contrary, relativists believe that:

1. there are “no universal and unchanging values”
2. values are dependent on time and place
example: the values held by older people, may not be significant in the present; the values held
by people coming from a different country with a different culture may not be considered as
valuable by other people somewhere else.

Are values Taught or Caught?

Values are believed to be both taught and caught. Values are taught which is the essence of
discussing value formation in the process of teaching learning. Values are caught since not all
values developed by an individual human being are imposed on them, rather it is a result of
observation and reflection.

Values include: human dignity, respect, equality, justice, responsibility, global mindedness,
cultural diversity, freedom, tolerance, and democracy.

The Cognitive, Affective, and Behavioral Dimensions of Values

a. Cognitive: We must understand the value that we want to acquire. We need to know
why we have to value such.
b. Affective: “It is not enough to know what honesty is or why one should be honest.
One has to feel something towards honesty.”
c. Behavioral: Living by the value is the true acid test if we really value a value like
honesty.
Value formation is a training of the intellect and will. One’s intellect discerns a value and
presents it to the will as a right or wrong value. The will acts on the right value and wills to avoid
wrong value presented by your intellect. According to St. Thomas Aquinas “The intellect
proposes, the will disposes.”
Virtuous life – strengthens you to live by the right values and live a life of abundance
and joy.
Vicious life – leads you to perdition and misery. Thus, it is a must to never give a way to
a vice.
Max Scheler’s Hierarchy of Values:

 Pleasure Values
- the pleasant against the unpleasant
- the agreeable against the disagreeable
- sensual feelings, experiences of pleasure or pain
 Vital Values
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College of Teacher Education “Physically Distanced but Academically Engaged”
- values pertaining to the well-being either of the individual or the
community
- health, vitality
- values of vital feeling
- capability, excellence
 Spiritual Values
- Values independent of the whole sphere of the body and of the
environment
- Grasps in spiritual acts of preferring, loving, and hating
- Aesthetic values: beauty against ugliness, values of right and wrong,
values of pure knowledge
 Values of the Holy
- Appear only in regard to objects internationally given as “absolute
objects”
- Belief, adoration, bliss
Based on Scheler’s hierarchy of values, the highest values are those that directly pertain
to the supreme being while the lowest values are those that pertain to sensual pleasures.
(Bilbao et.al, 2012; Sutrop, 2015; Magulod, 2017)

Values Clarification. Values Clarification is an approach that helps clients clarify their goals,
priorities and values, make decisions, and implement changes in their lives. It is not an
approach to mental health counseling by itself, but it can be integrated into many mental health
counseling approaches. It can be used in a wide variety of counseling settings and by a wide
range of helping professionals, including counselors, psychologists, psychotherapists, social
workers, marriage and family therapists, career counselors, pastoral counselors and many
others. The history and development of the approach is outlined. The term value is reserved for
those “individual beliefs, attitudes, and activities that satisfy the following criteria:
1. freely chosen
2. chosen among alternatives
3. chosen after due reflection
4. prized and cherished
5. publicly affirmed
6. incorporated into actual behavior
7. acted upon repeatedly in one’s life
(Adopted from Kirschenbaum, 2013)

Teaching as Your Vocation, Mission, and Profession

Teaching as Vocation. The word vocation comes from the Latin term “vocare” which
means to call. The act of teaching—of creating opportunities and conditions which allow
students’ learning and growth to take place—is not just a career choice, but is part of their
vocation, their calling from God. How does anyone know that teaching is part of their Christian
vocation and not just a passing interest or one career option out of many? Determining the
contours of our vocation may not be an easy process, but Frederick Buechner suggests a
helpful starting point when he writes, “the place God calls you to is the place where your deep
gladness and the world’s deep hunger meet.”1 Deep self-knowledge and a sense of where we
personally see the world’s needs point us toward where God wants us to meet those needs and,
by doing so, participate in his work here on earth.
Teaching as Mission. The word mission comes from the Latin word “misio” which
means to send. Mission orientation acknowledges how faculty members serve, impact, and
influence the lives of others. It begs to question: How do faculty members, energize, reignite,
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College of Teacher Education “Physically Distanced but Academically Engaged”
and in some instances, recapture that which motivates our work with students? What
contributions are we making to the lives of the students we teach? Have we become derailed
from the mission to contribute to others in a profound and significant way? And, if so, how do we
get back on track?
Teaching as Profession. Teaching like engineering, nursing, accounting, and the like is
a profession. “The term professional is one of the most exalted in the English language,
denoting as it does, long and arduous years of preparation, a striving for excellence, a
dedication to public interest, and commitment to moral ethical values.”
(Bilbao et.al, 2012; Faculty Focus, 2020)

Self-Help: You can also refer to the sources below to help you further
understand the lesson:

Heilbronn, R., Foremann-Peck,L. (2015). Philosophical Perspectives on Teacher Education.

John Wiley & Sons, Incorporated ISBN 9781118977668

*Magulod, G.C. (2017). Educational Philosophies Adhered by Filipino Pre-Service Teachers:

Basis for Proposing Initiatives for 21 st Century Teacher Education Preparation Program.
Asia Pacific Journal of Multidisciplinary Research, Vol. 5 No.1, 185-192 E-ISSN 2350-
8442

*OECD (2019). OECD Future of Education and Skills 2030 Conceptual Framework, Attitudes
and Values for 2030. Retrieved from
http://www.oecd.org/education/2030-project/teaching-andlearning/learning/
attitudesandvalues/Attitudes_and_Values_for_2030_concept_note.pdf on May 1, 2020

Let’s Check
Activity 1. Now that you have an understanding of the different educational philosophies,
answer each with a YES or NO. If your answer is NO, explain you answer in one (1) sentence.
(Adopted from Bilbao et.al, 2012)

__________1. Do essentialist teachers give up teaching the basics of the students are not
interested?
______________________________________________________________________

__________2. Do perennialist teachers see the wisdom of the ancient, medieval, and modern
times?

______________________________________________________________________

__________3. Is the course of study imposed on students in the existentialist classroom?

______________________________________________________________________

__________4. Is the communication that linguistic philosophers encourage limited to verbal

language only?
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______________________________________________________________________

__________5. Do constructivists believe that language can be imposed?

______________________________________________________________________

__________6. Do behaviorist teachers spend their time teaching their students on how to
respond favorably to various environmental stimuli?

______________________________________________________________________

__________7. Do existentialist teachers aim students to become specialist in order to contribute

to society?

______________________________________________________________________

__________8. Do constructivists agree to a teaching methodology of “telling”?

______________________________________________________________________

__________9. Do the perennialist teachers sacrifice subject matter for the sake of student’s
interests?

______________________________________________________________________

__________10. Do progressivists teachers look at education as a preparation for adult life?

______________________________________________________________________

Let’s Analyze
Activity 1. We are interested in what is true. Our teaching methodologies are based on our
quest for truth. Likewise, our teaching-learning goals are based on what we value or what we
cherish as good. Identify what each philosophy considers as good and valuable and true.
Complete the table given below. The first one is done for you. (Adopted from Bilbao et.al, 2012)

Methodology to Theory of What Goal of

Philosophy Theory of Truth Arrive at the is teaching-
Truth Valuable/Good learning
Progressivism The universe is We must relate Values differ To help develop
real and is in to the universe from place to students who
constant change and interact with place, from time can adjust to a
others to time, from changing world
intelligently, person to and live with
scientifically, person; what is others in
and considered good harmony.
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experientially. for one may not
The curriculum be good for
stresses on another
science and
experiential
learning such as
“hands-on-
minds-on-
hearts-on”
learning.

Linguistic
Philosophy

Constructivism
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Philosophy

Essentialism
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Existentialism

Perennialism
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Behaviorism

Activity 2. Answer the following questions in 2-3 sentences. (Adapted from Bilbao et.al, 2012)

1, What do we mean when we say transcendent values are independent of time, space, and people?

____________________________________________________________________________

2. According to the advocates of value clarification, how can you test if a value is really your value?
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____________________________________________________________________________

Activity 3. Journal Entry. Conrado de Quiros of the Philippine Daily Inquirer once wrote: “Being a
world-class does not mean going internationally and showing your best out there. Being world class is
passion and commitment to our profession; being world class is giving our best to teaching. Being world
class starts right inside the classroom.” Write what you resolve to START doing and STOP doing NOW
as you embrace teaching as your vocation, mission, and profession.
(Adopted from Bilbao et.al, 2012)

START DOING

____________________________________________________________________________

____________________________________________________________________________

STOP DOING

____________________________________________________________________________

____________________________________________________________________________

In a Nutshell
Activity 1. Having understood the importance of developing one’s own philosophy to guide your
teaching-learning process. The following activity shall guide you to identifying to which
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
philosophy you resonate with. Provide answers to the following blanks. Refer to “Writing your
Teaching Philosophy” found in the “essential knowledge” part for guide questions.

YOUR CONCEPT OF LEARNING

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YOUR GOALS FOR STUDENTS

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YOUR TEACHING METHODS

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______________________________________________________________________________

_____________________________________________________

YOUR INTERACTION WITH STUDENTS

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______________________________________________________________________________

_____________________________________________________
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
ASSESSING LEARNING

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________

PROFESSIONAL GROWTH

______________________________________________________________________________

______________________________________________________________________________

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Q & A LIST

Now that you have gone through the lessons, you may list down your concerns and send it
directly via email following the format below.
email address: [email protected]

Do you have any question or clarification?

Questions/Issues Answers

1.

2.
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University of Mindanao
College of Teacher Education “Physically Distanced but Academically Engaged”
3.

4.

5.