Unit V

Learning Assessment Strategies

This Photo by Unknown Author is licensed under CC BY-NC-ND

Assessment of learning is a process to check whether the intended learning outcomes have been
converted into achieved learning outcomes. To be discussed in this module are the strategies & tools to
measure learning.

Episode 1

Principles of Learning Assessment

1. Assessment is an integral part of the teaching-learning process.
2. Assessment tools/activity should match with performance objective.
3. The results of assessment must be feedback to the learners.
4. Teachers must consider learners’ learning styles & multiple intelligences & so must come up with a
variety of ways of assessing learning.
5. Give some possible feedback along with not so good ones.
6. Emphasize on self-assessment.
7. Assessment of learning should never be used as punishment nor as disciplinary measure.
8. Emphasize on real world application that favors realistic performances over out-of-context drill items.
9. Result of learning assessment must be communicated regularly to parents.
10. To ensure learning, do formative assessment.
11. To ensure reliability of assessment results make sure of multiple sources.

Activity 1

Reflect on the different principles. Answers the following questions.

1. What are the implications of these principles in the teaching-learning process?

The implication of principles of teaching learning process.
1. The objective of learning should be clear learning seems to vary directly with the meaningful of the
material presented meaning learning interesting and easier than senseless learning. Learning is
purposeful. Progress must be constantly appraised and redirected. The purpose must be kept in sharp
focus objectives must be clear to the learners and the teachers.
2. learning must be challenging and satisfying. It means that teacher’s motivation of the students is
essential in making more challenging. The standards demanded of the learners should be suitable to
their ability or capacity.
 2. What will happen if you remove assessment in your lesson every day?
If the assessment removes in their lesson every day, the students will have a poor performance inside
the classroom. There are many students cannot easily understand their lesson, so that teacher should be
monitor the students learning and measure wither a student has net their learning outcomes at the end
of the lesson. Additional assessment is very important in your lesson every day because the students can
evaluate their own learning, build knowledge and also can identify their strengths and weaknesses.

Episode 2

Using Appropriate Assessment Tools

Assessment in the Different Phases of Instruction

1. Prior to instruction –
You may give pre-teaching assessment to determine where your students are in relation to your
lesson. You can use a written pre-test, the KWL technique or by simply asking questions to diagnose the
entry knowledge & skills.
2. During instruction –
During the process of teaching, questions can be asked or by observing the learners perform
some activities or exercises. You may give a formative test.
3. After instruction –
If you gave a pre-test then there should be a post test, if your objectives were not achieved find
out why & then plan out for a remedial measure.

Activity 1

Explain the following

1. Formative test – Formative test is an ongoing process to provide learners with immediate feedback on
how will they are exculpation deriving learning results of this assessment are documented but not
included in computing grades. The formative assessment measures student comprehension in the
process of learning skills or acquiring new knowledge.

2. Summative test – the summative test/assessment are used to evaluate student learning, skills
acquisition, and academic achievement at the conclusion of defined instructional period typically at the
end of a unit.

3. Criterion referenced test – A criterion referenced test is also called mastery compare a test its students’
knowledge and skills against a predetermined standard, cut score, or another criterion. In criterion tests,
the performance of other students does not affect a student score.

4. Norm-referenced test – A norm-referenced test are based on a set of assumption that permit
comparison of one individual’s performance to others it completed the same assessment.in the other
words it compares an individual performance of others to discriminate the high and low achievers.

5. Performance assessment – The performance assessment focused on teacher’s observations and

judgments about students’ demonstrations of knowledge. It is consisting of two parts the task and
scoring system this will help the teacher to making judgment of their students and to compete the
specified task of the students.

6. Authentic evaluation – An authentic evaluation is the idea of using creative learning experiences to test
students’ skills and knowledge in realistic situation. The authentic evacuation can evaluate. Student on
 how they are learning the course materials and subjects matter over time and also help the students
analyze what they’re learned and apply it their own experience.

Assessment Tools for each Level of Learning Outcomes

Types of Tests to Measure Knowledge, Process & Understanding (KPU)

1. Objective Tests –
1.1 paper pencil test
1.0.1 simple recall
1.0.2 alternative response test
1.0.3 multiple choice test
1.0.4 matching type

1.2 Subjective test

1.2.1 essay
1.2.2 restricted response test
1.2.3 extended response test

Performance Assessment Tools

1. checklist
2. rating scale
3. portfolio

Activity 2

Complete the table on Assessment Methods

Assessment Method Appropriate use (when to use it)

1. Written response instruments

a. Multiple choice a. Multiple choice items are best used for

checking whether students have learned facts
and routine procedures that have one, clearly
correct answer.
b. True-false b. The true – false stems also referred to as
alternative response questions. This is used to
assess a student’s ability to determine
whether a student is correct.
c. Matching type c. Matching type test item format provides a
change of pace particularly for self-check and
review activities. Many instructional designers
employ them in quizzes and test too. They are
effective when you need to measure the
learner’s ability to identify the relationship or
association between similar items. They work
best when the course content has many
parallel concepts for.
 Terms and definition
 Objects or Pictures and labels
 Symbols and proper names
 Causes and effects
 Scenarios and responses
  Principles and scenarios to which they
apply

d. Essay d. Essay are best suited for testing higher level of

learning of the students an essay can test the
students grasp of the higher-level cognitive
skills particularly in the areas of application,
analysis, synthesis and judgment.
2. performance Assessment tools

a. checklist a. Checklist – checklist is the most

frequently used measurement
instrument. It consists of behaviors
that makes us a certain type of
performance. It provides students with
tools that they can use for self-
evaluation and also to document the
development of the skills, strategies,
attitudes and behaviors that are
necessary for effective learning. A
student, a group of students or an
entire class may use checklist they
may be a single use, or designed for
multiple usage.
b. rating scale b. Rating scales also give students
information for setting goals and
improving performance. In a rating
scale, the descriptive word is more
important than the related number.
The more precise and descriptive the
words for each scale point, the more
reliable the tool.
c. portfolio c. Portfolio assessment has been
predominantly used in educational
settings to document the progress and
achievements of individual children
and adolescents; it has the potential to
be a valuable tool for program
assessment as well.
Portfolio assessment has become
widely used in educational settings as
a way to examine and measure
progress, by documenting the process
of learning or change as it occurs.
Portfolios extend beyond test scores
to include substantive descriptions or
examples of what the student is doing
and experiencing. Fundamental to
"authentic assessment" or
"performance assessment" in
educational theory is the principle that
children and adolescents should
demonstrate, rather than tell about,
what they know and can do (Cole,
Ryan, & Kick, 1995).
Episode 3

Characteristics of a Good Test & Content Validity of Tests

Activity 1

 Discuss briefly the characteristics of a good test.

1. Validity is the extent to which the test serves its purpose or the efficiency with which it intends
to measure the appropriateness, correctness, meaningfulness and usefulness of the specific
conclusions that a teacher reaches regarding the teaching learning. There are four types of
validity these are the following:
a. Content Validity – refers to the adequacy and representativeness of learning outcomes
to be measured and it can be assured and connects w/ the use of T.O.S (Table of
Specification)
b. Criterion Validity – is more important type of validity. The test item is fudged against a
specific criterion.
c. Face Validity – Refers to the outward appearance of the test for example: Does the test
appear to test what it aims to test?
d. Construct Validity – Deals with whether the assessment is measuring the correct
construct such as trait, attributes, ability and skills.
Activity 2

 When is a test valid? What is the connection of the Table of Specifications with the content
validity of a test?
When is a test valid? – A test is valid if it is measures what it is supposed to measure. If
the results of the personality test claimed that a very shy person was in fact out going,
the test would be invalid.
What is the connection of the Table of Specifications with the content validity of a test?
- The table specification is to achieve balance in the test to identify the achievement
domains being measured and to ensure fairness and the test are focuses on the
most important areas. A table of specification also gives us the proof we need to
make sure our test has content validity. This connection table of specification and
content validity that provides the teacher with evidence that a test has content
validity.

 Prepare a Table of Specifications for a 20-item test

Unit VI

On Becoming a Teacher
 All experiential activities in this unit are related to the in-depth understanding, testing of learned
theories & concepts through immersion & observation in real life situations. Concrete experience includes
everything that the prospective teacher is tasked to do in the school setting & the learning environment.

Episode 1 – Activity 1

The Teacher as a Person

“Teachers on arm”, do you agree to this saying? What attributes or guidance should you possess to
indicate that you would be an effective teacher in the future?

A teacher should be role model for their students there are the one who can motivate their children to learn.
Yes, I agree in their saying “teacher on arm”. Teacher can extend his arm to the students who need help this can
lead is a good relationship between the teacher and the students, to make our student productive in their future
a teacher on arm have a right discipline to their students to have a good manners and know how to respect to
the elders especially to their teachers. “Teachers can harm” is not good especially in teaching because this is not
example of a good teacher so we used “Teacher on arm” this is the right to carry a name of a good teacher. A
teacher can extend her arm for their students they hug them and teach them the right thing to do and also help
their student to grow.

What attributes or guidance should you possess to indicate that you would be an effective teacher in the future?

To be an effective teacher I should be Posses the word of Patience. Patience is the key to know how you strong
person all of us have different uniqueness especially our children, Patience is very important to be an effective
teacher it shows that you are a good teacher as a role model of your children an attitude of you need to wait in
one of the characteristics of a good manners and right conduct through your patience you can handle your
student effectively for example patience is important when you are teaching in math subject or you need more
time to teach your student to read.

Who am I as a person? Do I have some questions that would make me a better teacher someday?
Who am I as a person?

I am a student teacher a person who can appreciate, love and being respectable persons to my students. I am a
person have a strong belief to become a teacher someday I can share and inspire my students to work hard or to
learn more. I a person have a good heart can extend my arms to help my students especially when it comes to
their future to become more productive and successful. As a teacher I look my students equally without any
bias, fairness is very important inside or outside the classroom. Teach them in a good attitude that they will
carry on it until they grow old.
 Am I This Person?

Bilbao 2010

There are some indicators of personal qualities which may describe you. Place a (√) on the blank
before each number if the indicator fits you most of the time. An (X) if the description does not fit you most of
the time. Be very honest in answering.

_ _ X___ 1. I am mentally alert.

_ _ X___ 2. I make correct decisions.

___√___ 3. I give attention to details.

___√___ 4. I analyze every situation.

__ X___ 5. I am quick to make solutions.

_ _ X___ 6. I maintain poise.

_ _ X___ 7. I maintain undisturbed under pressure.

___√___ 8. I hold my anger.

__ X___ 9. I am calm in the middle of chaos.

___√___ 10. I maintain dignity in all circumstances.

___√___ 11. I am very imaginative.

___√___ 12. I create new things.

___√___ 13. I like to try out new things.

___√___ 14. I accept responsibility and do it well.

___√___ 15. I utilize to the maximum every material.

___√___ 16. I have happy disposition.

___√___ 17. I appreciate other people.

_ _ X___ 18. I am tolerant of other people.

___√___ 19. I am kind of sympathetic.

___√___ 20. I help voluntarily.

___√___ 21. I adjust to different situations.

_ _ X___ 22. I work at the brighter side of life.

___√___ 23. I enjoy the company of others.

_ _ X___ 24. I laugh at my own mistakes.

___√___ 25. I can adjust to any group as a member.

___√___ 26. I think that my suggestions are not always correct.

___√___ 27. I do not consider myself as better than the others.

___√___ 28. I treat everybody fairly.

___√___ 29. I see others opinion as different from mine.

___√___ 30. I give equal chance for everybody to be heard.

___√___ 31. I worked beyond the objectives set.

___√___ 32. I do things without being told.

___√___ 33. I do not give up easily to the task.

___√___ 34. I set high goals for myself.

_ _ X___ 35. I work with a sense of urgency.

_ _ X___ 36. I feel sure of what I do.

___√___ 37. I work for others

___√___ 38. I initiate to do the job for all.

___√___ 39. I assume responsibility with confidence.

___√___ 40. I work to succeed.

___√___ 41. I am pleasant in action, words and appearance.

___√___ 42. I am clean & neat as a person.

___√___ 43. I dress up appropriately.

___√___ 44. I am simple, beautiful/handsome.

___√___ 45. I am appealing to others.

___√___ 46. I treat everybody with courtesy.

___√___ 47. I behave appropriately in occasions.

___√___ 48. I select moral functions to attend.

_ _ X___ 49. I use appropriate language.

_ _ X___ 50. I adjust comfortably in a crowd.

___√___ 51. I have a deep concern for others.

___√___ 52. I am always willing to share.

___√___ 53. I volunteer to do tasks for others.

_ _ X___ 54. I give up personal time for the group.

___√___ 55. I work for the work even without assurance in return.

___√___ 56. I am fair in giving judgement.

___√___ 57. I am confident in words & actions.

___√___ 58. I am functional in attendance.

___√___ 59. I am sincere in giving suggestions.

___√___ 60. I attend help to many others.

Time to check & reflect

Personal Attributes Cluster of Items Numbers of Check Interpretation

1. Intelligence 1-5 2 LOW
2. Emotional stability 6-10 2 LOW
3. Resourcefulness 11-15 5 VERY HIGH
4. Compassion 16-20 4 HIGH
5. Buoyancy 21-25 3 AVERAGE
6. Objectiveness 26-30 5 VERY HIGH
7. Self-motivation 31-35 4 HIGH
8. Self-confidence 35-40 4 HIGH
9. Pleasantness 41-45 5 VERY HIGH
10. Refinement 46-50 3 AVERAGE
11. Cooperativeness 51-55 4 HIGH
12. reliability 56-60 5 VERY HIGH
Legend for interpretation: 5 - Very high, 4 - high, 3 - average, 2 – low, 1 – very low.

Reflections:

1. Which of the 12 attributes you got the highest? the lowest?

In the 12 attributes I got the highest are resourcefulness, objectiveness, Pleasantness, and Reliability. In
the 12 attributes I got the lowest are the Intelligence and Emotional stability

2. Why are some teachers reported to have bumped a learner’s head on the wall or made a child swallow
something? What attribute do you think is low for this teacher?
3. Why do you think some teachers are better love by students than others?
I think some teachers are better love by students because of some of teacher can understand their
unique personalities, interest and capabilities. Some student is hunger for the love of their parents so
that they can find the love in their teacher by the means as their parents or as part of the family.
Teachers can show love, respect, and fair treatment to their children. In short teacher are their role
model through the actions, attitudes and behavior that he/she represent in his personality
“The more you hate, the more you love”
4. If you were to choose, which personal attribute should all teachers possess? Why?
I choose 3 personal attribute that should all teachers posses a. Intelligence, b. Emotional and Stability, c.
Cooperativeness.

A. Intelligence – The teacher tends to motivate their students and understand their students
behavioral and psychological wellbeing. Teachers are good in communication skills to become an
effective teaching and teachers can create in decision making to help their children and parents also
to plan properly in the way of the life long learning of many students.
B. Emotional Stability – Teachers know to control their emotions, there is a sense of self-awareness
and to know to identify their own emotions (strengths & Weaknesses). The emotional instability can
cause by chemical imbalances in the brain and it may affect the teaching profession as a teacher.
The key is to balance your emotions and always have a positive attitude all the time.
C. Cooperativeness – Socialization is one of the keys for the connection of the teachers Parents and
students. Through the use of socialization that may posses by teacher to have a cooperation and
collaboration of are another’s. Cooperativeness between the teachers and parents will develop the
good relationship/strong relationship and it may help them to motivate our students

5. Personally, which of those attributes to be improved? Why?

The objectiveness, that need to teach and care for children in a motivational way that is understanding
of all students needs to provide leadership in the classroom, and to keep abreast of new technology and
new teaching techniques to always be the best to be improved of all teachers.
Application:

From this activity what have you learned that may help you to become a better teacher in the future.

Episode 2

Teacher’s Philosophy of Education

Your belief or philosophy of teaching will explain your actions as a future teacher. That is what you call
philosophy of education.

This episode is about the seven philosophies of education.

Seven Philosophies of Education.

1. Constructivism -
Constructivists sees to develop intrinsically motivated & independent learner adequately equipped
with learning which for them to be able to construct knowledge & make meaning of them.
Knowledge is constructed by learners through an active, mental process of development. Learners
are the builders & creator of meaning & knowledge. Their minds are not empty. Their minds are full of
ideas waiting to be “modified” by the teacher with her facilitating skills.
2. Essentialism –
The philosophy contends that teachers teach for learners to acquire basic knowledge, skills & values.
Teachers teach not to radically reshape society but rather to transmit the traditional moral values &
intellectual knowledge that students need to become model citizen. The teacher teaches the basic skills
or the fundamental R’s -reading, riting, rithmetic & right conduct.
3. Progressivism –
Progressivist teachers teach to develop learners into becoming enlightened & intelligent citizens of a
democratic society. Progressivists accept the impermanence of life & the inevitability of change.
The subjects that are given emphasis are the natural & social sciences. Students are exposed to many
new scientific & technological & social developments, reflecting the progressivists notion that change
are fundamental.
4. Perennialism –
Perennialist classrooms are centered around teachers. What they teach are lifted from the great
books. Their curriculum is a universal one on the view that all human beings possess the same essential
nature.
There is this emphasis on vocational & technical education. Schools should also develop the rational
& moral process of the students in order to develop their reasoning skills & their higher faculties.
5. Existentialism –
The main concern of the existentialists is to “help students understand & appreciate themselves as
unique individuals who accept complete responsibility for their thoughts, feelings & actions”. To the
essentialists “Existence precedes essence,” so students are given a wide variety of options from which to
choose. Existentialists’ methods focus on the individual. Learning is self-faced, self- directed. It includes
a great deal of individual contact with the teacher. To help the students know themselves the teacher
employ values clarification strategy. The teacher remains non-judgmental.
6. Behaviorism –
Behaviorist schools are concerned with the modification & shaping of students’ behaviors by
providing for a favorable environment. Teachers teach students to respond favorably to the various
stimuli in the environment. They provide incentives to reinforce positive responses & eliminate negative
ones.
7. Linguistic philosophy –
Teachers teach to develop in the learner the skill to send message clearly & receive messages
correctly. Learners should be taught to communicate clearly – how to send clear, concise messages, how
 to receive & correctly understand messages sent. The most effective way to teach language &
communication is the experiential way.

Activity 1

Reread & internalize the different philosophies of education. Pen your own philosophy of education.
Emphasize why teach, what to teach & how to teach.

PHILOSOPHY

I believe that children are unique it must have to focus on the wholeness abilities of the child that can
help them grow physically, mentally, socially and spiritually communicate

Why teach?

Teachers must recognize the student’s unique strengths and at the same time treat all children equally.

In holistic approaches to teaching amel learning recognize the connectedness of mind body and spirit.
When early childhood educators take a holistic approach, they pay attention to children’s physically, personal,
social, emotional and spiritual of learning. Serving the whole child means providing opportunities that are
personalized to child skills and felling’s.

What to teach

A holistic education is a comprehensive approach teaching where education seek to address the
emotional, social, ethical and academic needs of students. Teachers create a positive environment to help them
for free communication rivet other peers providing whole child supports receives that support the academic and
home academic supports.

Students taught to reflect their own action and how they impact the global and local community around them,
as well as how to learn from the community attend them. Teachers often engage students in problem solving to
let them in used their critical thinking to solve the problem. This activity will also help them solve the problem
real situation into a real world.

How to teach

Teaching the whole child aims to lessens each student is safe, engaged, supported and challenged. To
bring holistic teaching practices into classrooms, teachers have same strategies to support students to engage
while they are learning.

Episode 3

The Teacher in a School Setting

A school is an institution where learning occurs under the guidance of a professional teacher.

When you start your practice teaching, copy the class program of your cooperating teacher:

Name of the teacher:

School:

Grade Level: School Year:

1. Based on the teacher’s program, would you now see teaching to be full time job? Why? Why not?
2. How do you feel about the teacher’s workplace? Are the conditions healthy?
3. Having an online teaching, do you find the relationships of the teachers & learners pleasant? Explain.

The Teacher as an Expert

 Teachers need to be experts in various fields in the academe to prepare students to respond to myriad of
challenges brought about by the 21st century. Shulman in 1987 tried to organize important domains of
knowledge.

1. Knowledge in content – teachers should know the subject matter they teach.
2. Pedagogical content knowledge – master the subject they are teaching & know how to teach it
effectively.
3. Knowledge of the learners – should have an idea of the different learning styles, thinking styles &
educational needs of their learners.
4. General Pedagogical knowledge – understand the general theories & principles of teaching.
5. Knowledge of educational content – educational context may focus on the cultural, economic, political &
educational context that shape & influence education.
6. Curriculum knowledge – need to have knowledge of the curriculum – designs, resources assessment &
processes.
7. Knowledge of educational ends, purposes & values should understand the principles, theories & purpose
of education & the enduring values.

As expert in different areas, teachers need to possess the 4 C’s –

1. Creativity – ability to think outside the box, develop new ideas, possess outstanding latent & lead
effectively. Also, the capacity to innovate.
2. Critical Thinking – ability & capacity to think critically in solving problems, making decisions & in
processing ideas.
3. Commitment – a passion to make a difference in the lives of each learner.
4. Character – an exemplar of positive values.

Activity 2

1. How can we help develop an expert teacher?

An expert teacher is not just an intelligent teacher, a teacher should be representing the all
aspects of life mentally, physically, emotionally and spiritually. All of these are balance on how
they can deal with others especially to our students. An expert teacher engages student learning
and develops in their self – regulation, involvement in mastering learning enhanced self –
efficiency, and self – steam as a learner. They will provide appropriate challenging task and goals
for the students and have a positive influence in students achievement. This feedback is the
students will phrase them because of they represent a positive attitude as their role model, they
respect them and an expert continues to improve of his/her job as a teacher. When the teacher
encourages her students to learn, the teacher motivates to teach the students.

2. What other domain & characteristics can you add in the list in order to have an expert teacher?

Episode 4

The Teacher in the Community

 Educators play an important role in the development of people & communities. A teacher is an active
leader in the community. They take leadership in activities & projects related to the education & welfare of
young children.

Activity 2

Reflect & Write your answers

1. How can we engage teachers to be community leaders?

The teachers can be a community leaders they can used their knowledge and abilities to help
their own community a teacher can be a volunteer worker as a teacher in such a way of there is
a disasters and calamities, in terms of politics .a programs in the community that can well
encourage our your people to be captain a teacher does not need to be a captain in their
community or to become a president in our country or to become a leader. They have them our
way to become a leader to engage and serve the people in the community.
In that way we as a citizen in our community we can appreciate, motivate, and encourage them
to do their job properly and the teachers are continuously to serve their countrymen effectively
as community leader.
2. What forms of advocacies should a teacher participate in the community?
Teachers as advocate
Base on the code of ethics for professional teachers, Article III “A teacher is a facilitator of
learning and of the development of the youth, he shall, therefore, render the best services by
providing an environment conducive to such learning and growth. “A Teacher think for a best
way to contribute and participate in the community. This advocacy will promote respect,
understanding, love and peace that are the same inside the classroom/school. One of the roles
of a teacher are the ones who need support when learning a new skill or a piece of information.
A teacher must act as a support person. A teacher can be a coach or a leader. Respect and
peace, teacher must be developed the attitude of our student’s om how do we respect the
others and how to love one another that can lead to understanding and Peace in our
community.
3. What does the community benefit from joining in the school activities?
The benefits are to have a strong partnership between the school and the community, they
work as a team to support learning that will serve as to strengthen relationship. The learning
partnerships can also greatly benefit the school in terms of to complement range of services and
activities, particularly enrichment in activities. They promote sense of belongingness because of
the collaboration of every staff, teacher’s administrator and the people in that community for
example the brigade eskwela will promote the unity of two institution on how they cooperate
and support their own program and activities. The most important benefits is to have a healthy
and cooperative of these institution.

Episode 5

Global Education and the Global Teacher

This episode will introduce the general concept of global education & defines the global teacher.

Global education has been described by two definitions.

1. UNESCO – global education has a goal to become aware of educational conditions or lack of it, in
developing countries worldwide & aim to educate all people to a certain world standard.
2. Global education is a curriculum that is international in scope which prepares today’s youth around the
world to function in one world environment under teachers who are intellectual, professionally &
humanistically prepared.

Who is the Filipino Global Teacher?

 A global teacher is a competent teacher who is armed with enough skills, appropriate attitude &
universal values to teach students with both time tested as well as modern technologies in education in any
place in the world. He or she is someone who thinks & acts both locally & globally with worldwide
perspectives, right in the communities where he or she is situated.

A Filipino Global Teacher should be equipped with personal & professional qualities & competencies
of the effective teacher. These competencies are within the Philippine Professional Standards for Teachers
(2017)

Here are the PPST Domains

1. Content Knowledge and Pedagogy

2. Learning Environment
3. Diversity of Learners
4. Curriculum & Planning
5. Assessment & Reporting
6. Community Linkages & Professional Engagement
7. Personal Growth & Professional Development

Activity 1

Mental Challenge!

For every domain, copy one strand & a description for a –

1. Beginning teacher
2. Proficient teacher
3. Highly proficient teacher
4. Distinguished teacher

Activity 2

Global Teacher from other Countries

Make a comparison of teachers from different countries.

Country Personal/Qualities of Professional Qualities Requirements to

Teachers of Teachers become a Prof. Teacher
1. United States of
America
2. New Zealand
3. China
4. Japan
5. Australia

 Are there similarities or differences among teacher in other countries in terms of the standard
requirements of a professional teacher? Explain.
 Can you compare the Filipino teacher with their counterpart in the other countries? Explain.

Episode 6

The Teacher as a Professional

By virtue of Republic Act 7836, amended by Republic Act 9293, teaching was professionalized. All teachers
were required to take the LET – Licensure Examination for Teachers. As professionals, they/we are bound to
perform specific duties to the society especially to schools & students guided by a professional code of ethics.
 The following are the 7R’s that professional teachers need to do & learn.

1. Remember to perform your duties with high degree of professionalism. Never allow your dignity &
integrity to be destroyed due to personal greed & bad politics.
2. Respond to the needs of each student with outmost level of concern to the welfare & well-being of
everyone.
3. Recognize that as professionals, you must continuously seek professional advancements through
attending graduate studies, seminars & workshops, webinars joining professional activities &
organizations.
4. Reawaken your passion & sense of mission to serve all types of learners regardless of their religion,
socio-economic status, gender roles, intellectual ability & learning modalities.
5. Review your commitment to help each learner in order to have a better future.
6. Re-evaluate your attitude toward students & your work ethics.
7. Relearn, learn & unlearn many things to keep you updated with new knowledge & information.

Activity 1

Reflect & answer the following –

1. Why is Continuing Professional Development necessary for professional teachers?

2. What are the legal basis of the teaching profession?
3. What requirements are needed to renew one’s license?

Application:

Write a paragraph as a sort of “panata” of what you will do when you become a professional license
teacher.

Congratulations & Good luck to your journey!!!