Name: Ryan P.

Joaquin

Program: BSED-MATH 3A

Module 2

LEARNING TASKS

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 1.Curriculum and Planning
2.Learning Environment 2.Learning Environment
3.Diversity of Learners 3.Diversity of Learners
4.Curriculum and Planning 4.Teaching for Student Learning
5.Child and Adolescent Development 5.Assessment and Reporting of Student
Learning
6.Assessment of/for Learning 6.Community Linkages and Professional
Development
7.Community Linkages and Professional 7.Personal Growth and Professional
Development Development

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 National Competency-Based Teacher Standards (NCBTS) and the Philippine

Professional Standards for Teachers (PPST) both provide frameworks for the expectations
of teachers' increasing levels of knowledge, practice, and professional engagement. Let's
compare and contrast the 7 domains of the NCBTS and PPST:

1. Social Regard for Learning (NCBTS) vs. Personal Growth and Professional
Development (PPST):

NCBTS: Focuses on teachers' commitment to fostering an environment of respect for

learning.

PPST: Emphasizes teachers' own personal and professional growth and development.
2. Learning Environment (NCBTS) vs. Learning Environment (PPST):

Both standards recognize the importance of creating an effective and inclusive learning
environment for students.

3. Diversity of Learners (NCBTS) vs. Diversity of Learners (PPST):

Both standards emphasize teachers' ability to address the diverse needs of their students.

4. Curriculum and Planning (NCBTS) vs. Curriculum and Planning (PPST):

Both standards highlight teachers' competence in curriculum development and lesson

planning.

5. Child and Adolescent Development (NCBTS) vs. Teaching for Student Learning (PPST):

NCBTS focuses on teachers' understanding of child and adolescent development.

PPST emphasizes teachers' ability to facilitate student learning effectively.

6. Assessment of/for Learning (NCBTS) vs. Assessment and Reporting of Student

Learning (PPST):

NCBTS centers on teachers' proficiency in assessment methods.

PPST includes assessment within the broader context of reporting student learning.

7. Community Linkages and Professional Development (NCBTS) vs. Community Linkages

and Professional Development (PPST):

Both standards underscore teachers' engagement with their communities and commitment
to ongoing professional development.

While there are similarities between the NCBTS and PPST in their domains, it's important
to note that the PPST places a stronger emphasis on teachers' personal and professional
growth and development. Additionally, the wording and structure of the domains may differ
slightly, but the overarching goal of both standards is to ensure high-quality teaching and
learning experiences for students.

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 crucial for the well-being and
effective education of students. Here are key characteristics of such an environment:
 Physical Safety - The physical space should be free from hazards such as
exposed wires, slippery floors, or sharp objects. Adequate fire safety measures
should be in place, including fire extinguishers and clearly marked exit routes.
 Cleanliness and Hygiene - Classrooms and common areas should be clean and
well-maintained. Regular cleaning and sanitation routines should be implemented
to prevent the spread of illnesses.
 Appropriate Lighting and Ventilation - Adequate natural and artificial lighting
should be available, and ventilation systems should ensure good air quality to
promote comfort and focus.
 Functional Furnishings - Classroom furniture and equipment should be in good
condition and arranged to facilitate learning. Chairs and desks should be
comfortable and appropriately sized for students.
 Accessible Facilities - Facilities should be accessible to all students, including
those with physical disabilities. This includes ramps, elevators, and accessible
restrooms.
 Security - There should be measures in place to ensure the security of the school,
such as controlled entry points, surveillance cameras, and a clear visitor policy.
 Emergency Preparedness - The school should have emergency plans and drills in
place for various scenarios, including natural disasters and lockdown situations.
 Health Services - Access to basic health services or a school nurse can be vital for
addressing minor injuries or illnesses that may occur during the school day.
 Well-Stocked Resources - Learning materials, textbooks, technology, and other
resources should be up to date and readily available to support the curriculum.
 Positive Atmosphere - The environment should foster a positive atmosphere
where students feel safe, respected, and valued. Anti-bullying measures and
conflict resolution strategies should be in place.
 Inclusivity - The environment should celebrate diversity and be inclusive of
students of all backgrounds, cultures, and abilities.
 Student Engagement - Classrooms should be designed to encourage student
engagement and collaboration, with interactive learning materials and flexible
seating arrangements.
 Teacher Support - Teachers should have access to resources, professional
development, and a supportive administration to maintain their own well-being and
effectiveness.
 Parent and Community Involvement - Involving parents and the local community in
the school's activities and decision-making can help create a sense of ownership
and support.
A safe and well-maintained learning environment not only ensures the physical safety
of students but also contributes to their emotional and academic well-being, ultimately
enhancing the overall quality of education provided.
2. Formulate five indicators of teacher’s mastery of content knowledge and its
interconnectedness within and across curriculum areas.
2.1 Cross-Disciplinary Integration:
The ability to seamlessly incorporate concepts and examples from multiple subject
areas into lessons, demonstrating a deep understanding of how subjects relate to
each other.
2.2 Effective Explanation and Clarity:
The capacity to explain complex topics clearly and concisely, making them accessible
to students of varying abilities.

2.3 Application of Real-World Examples:

Demonstrating the practical relevance of content knowledge by providing real-world
examples and applications that connect classroom learning to everyday life.
2.4 Interdisciplinary Projects:
Designing and implementing interdisciplinary projects or activities that illustrate how
different subjects intersect, encouraging students to see the interconnectedness of
knowledge.
2.5 Assessment Alignment:
Creating assessments that reflect a comprehensive understanding of content
knowledge, ensuring that questions or tasks require students to draw connections
between various curriculum areas.

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 Traditional Paper-and-Pencil Tests:
Offline Source: These are traditional assessments where students answer questions
on paper.
Online Source: Some platforms allow teachers to create digital versions of these tests,
making grading more efficient.
3.2 Rubrics and Checklists:
Offline Source: Teachers use rubrics and checklists to assess student work
systematically, providing clear criteria for evaluation.
Online Source: There are online tools and apps that enable teachers to create and
share digital rubrics for grading assignments.
3.3 Formative Assessment with Clicker Systems:
Offline Source: In the classroom, teachers can use physical clicker systems for quick,
real-time assessment of student understanding.
Online Source: Some digital platforms offer virtual clicker systems for remote or hybrid
learning environments.
 3.4 Peer and Self-Assessment:
Offline Source: Students can evaluate their own work or that of their peers using
structured assessment forms.
Online Source: Online discussion forums and collaboration tools can facilitate peer
assessment in virtual classrooms.
3.5 Digital Portfolios:
Offline Source: Students compile physical portfolios of their work, showcasing their
progress and achievements.
Online Source: Various e-portfolio platforms enable students to create and share
digital portfolios, including multimedia elements like videos and presentations.

4. What limitations do you see that prevent teachers from undertaking professional
updating and development?
Several limitations can hinder teachers from undertaking professional updating and
development. These limitations can vary depending on the context, but some common
ones include:
1. Time Constraints - Teachers often have demanding schedules with teaching
responsibilities, lesson planning, grading, and administrative tasks, leaving limited time
for professional development.
2. Lack of Resources - Access to quality professional development opportunities,
workshops, courses, and materials may be limited, especially in underfunded schools
or rural areas.

3. Financial Barriers - Costly professional development programs, conferences, and

courses can be a barrier, especially for teachers with limited personal funds or schools
with tight budgets.
4. Institutional Support - A lack of support from school administrations or education
authorities can hinder teachers' ability to engage in professional development
activities.
5. Work-Life Balance - Maintaining a work-life balance can be challenging for teachers,
which may discourage them from dedicating time to professional development outside
of regular work hours.
6. Resistance to Change - Some teachers may be resistant to new teaching methods
or technologies, making it difficult for them to engage in the type of professional
development that focuses on innovation.

7. Professional Burnout - High levels of stress and burnout can leave teachers feeling
too overwhelmed to pursue additional professional development.
8. Limited Awareness - Some teachers may not be aware of the available
opportunities for professional development, especially if they are not well-connected
within the education community.
 9. Family Responsibilities - Balancing family responsibilities with professional
development commitments can be challenging, particularly for those with young
children or other caregiving responsibilities.
10. Geographic Constraints - Teachers in remote or rural areas may face geographic
challenges, such as limited access to training centers or difficulties attending in-person
events.
Efforts to address these limitations often involve a combination of policy changes,
increased funding for professional development, improved access to resources, and a
supportive school and community environment that values ongoing teacher growth.
5. Is there really a need to establish learning environments that are responsive to learner
diversity ? Why or why not?
Yes, there is a significant need to establish learning environments that are responsive
to learner diversity. Here are several reasons why:
1. Inclusivity - Every student has unique learning needs, abilities, and backgrounds.
Creating responsive learning environments ensures that all students, regardless of
their differences, have equal access to quality education.
2. Equity - It promotes educational equity by addressing disparities that may exist due
to factors like socioeconomic status, disability, language proficiency, or cultural
background.
3. Effective Learning - Tailoring instruction to individual needs enhances the learning
experience. When students feel valued and understood, they are more motivated and
engaged, which can lead to better academic outcomes.
4. Preparing for the Real World - In our increasingly diverse society and globalized
workforce, it is essential for students to learn in environments that reflect the real
world. Interacting with diverse peers prepares them for future success in diverse
workplaces and communities.
5. Cultural Competence - Developing responsive learning environments fosters
cultural competence among both students and educators, promoting understanding
and respect for different cultures and perspectives.
6. Legal and Ethical Obligations - In many countries, there are legal and ethical
obligations to provide inclusive education for all students, ensuring that educational
systems do not discriminate against any group.
7. Fulfilling Potential - Responsive environments help identify and nurture the potential
of all students, including those with special needs or talents, allowing them to achieve
their fullest potential.
8. Social and Emotional Well-being - When students feel accepted and supported in
their learning environment, it positively impacts their social and emotional well-being,
reducing instances of bullying, exclusion, and mental health issues.
9. Parent and Community Engagement - Inclusive learning environments often
encourage the active involvement of parents and communities, creating a more
collaborative and supportive educational ecosystem.
 10. Educational Innovation - Adapting to diverse learner needs can lead to innovative
teaching practices and approaches that benefit all students, not just those with specific
needs.
In summary, establishing learning environments that are responsive to learner
diversity is not only a moral imperative but also an educational necessity that leads to
better outcomes for all students and prepares them for success in a diverse and
interconnected world.
6. As a future teacher , what benefits can you derive from studying the Philippine
professional Standards for teachers?
Studying the Philippine Professional Standards for Teachers (PPST) can provide
several benefits for future teachers in the Philippines:
1. Guidance and Clarity - PPST provides a clear framework of what is expected from
teachers in terms of knowledge, skills, and values. It offers guidance on the
professional standards that teachers should meet.
2. Professional Development - Understanding PPST can help future teachers identify
areas where they need to improve and guide their professional development efforts
accordingly. It serves as a roadmap for continuous growth.
3. Quality Education - By adhering to PPST, future teachers contribute to the delivery
of quality education. Meeting these standards ensures that students receive effective
and meaningful instruction.
4. Career Advancement - PPST can be used as a reference for career advancement.
It helps teachers assess their readiness for higher positions or responsibilities within
the education system.
5. Accountability - PPST sets clear expectations for teachers, making them more
accountable for their performance. It establishes a basis for evaluation and feedback.
6. Improved Teaching Practices - The standards encourage best practices in teaching.
Future teachers can learn innovative and effective teaching methods by aligning their
practices with PPST.
7. Student Learning - Following PPST can positively impact student learning
outcomes. Teachers who meet these standards are more likely to create engaging and
effective learning experiences for their students.
8. Professional Networking - Understanding PPST allows future teachers to connect
with other educators who share a commitment to these standards. This can lead to
collaboration and the exchange of best practices.
9. Recognition - Meeting PPST can lead to recognition and awards within the teaching
profession, enhancing a teacher's reputation and career prospects.
10. Contribution to Education Reform - Adhering to PPST supports broader education
reform efforts in the Philippines. Teachers who meet these standards contribute to
positive changes in the education system.
 Studying the Philippine Professional Standards for Teachers is not only beneficial for
personal and professional growth but also crucial for ensuring the delivery of quality
education and contributing to the improvement of the education sector in the country.

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 Domain 2 - Learning Environment

teaching strtaegies.

Teaching strategies that are responsive to

the learner’s socio-economic and religious Domain 2 - Learning Environment
background

Implementation of relevant and responsive

learning plans , programs and activities. Domain 2 - Learning Environment

Managing classroom structure that engages Domain 2 - Learning Environment

learners in meaningful teaching and learning
experiences.

Engagement of parents and the wider

school community in the educative process. Domain 3 - Diversity of Learners

Uphold the dignity of teaching as a Domain 4 - Community Linkages and

profession by exhibiting qualities such as Professional Development
care , respect and integrity.

Monitoring and evaluation of learner’s Domain 5 - Personal Growth and

progress and achievement. Professional Development
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. A Content Knowledge a. Broad conceptual sphere of

teaching and learning practices
defined by specific strands in the
set of professional standards for
teachers.
2. B 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. I Professional Standards for Teachers c. Knowledge and skills acquisition
designed with a clear purpose ,
goal or objective in mind.
4. D 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 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. G Teaching and learning resources h. Organized and sequenced set of
strategies , activities and tasks that
effect learning.
9. J 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)

MY PERSONAL PHILOSOPHY OF TEACHING

My personal philosophy of teaching centers on the belief from this module is in the
following.

1. Content Knowledge - I believe that a strong foundation in content knowledge is essential

for effective teaching. However, I also acknowledge that teaching is not just about what is
taught but how it is taught.

2. Professional Standards for Teachers - I am committed to upholding the professional

standards for teachers as a guide to continuous improvement. These standards provide a
framework for maintaining competence and engaging effectively in the teaching
profession.

3. Purposive Learning - I see education as a purpose-driven endeavor. Every lesson I plan

and deliver has a clear purpose, goal, or objective in mind. I aim to make learning
meaningful and relevant to students' lives.

4. Professional Learning - I believe in the importance of ongoing professional

development. As a teacher, I must continually reflect on my practice, collaborate with
colleagues, and seek opportunities to grow and learn.

5. Professional Collaboration - I value collaboration with colleagues, students, and other

stakeholders in the education process. Together, we can enrich the teaching and learning
experience, share ideas, and work towards improving outcomes for all.

6. Learning Outcomes - Ultimately, the success of my teaching is measured by the

learning outcomes of my students. I am dedicated to helping students achieve their full
potential, not only in terms of knowledge but also in developing essential skills and
attitudes.

7. Teaching and Learning Resources - I use a variety of teaching and learning resources
to enhance the educational experience. These resources include not only textbooks but
also technology, hands-on activities, and real-world applications.
8. Domain and Strand - I recognize that teaching encompasses various domains and
strands, each with its own set of standards and indicators. I strive to address these
domains comprehensively, ensuring a well-rounded education.

9. Learning Programs - I design learning programs that are organized, sequenced, and
tailored to the needs of my students. These programs provide a structured path for
acquiring knowledge and skills.

My personal philosophy of teaching is rooted in a commitment to continuous improvement,

and student-centered learning. I believe that by integrating these concepts and principles, I
can create a positive and impactful educational experience for my students, empowering
them to become lifelong learners and responsible citizens.