A flowchart is a type of diagram that represents an algorithm, workflow or process, showing the steps

as boxes of various kinds, and their order by connecting them with arrows. This diagrammatic
representation illustrates a solution model to a given problem.

Integrated Teaching – The Three

Level Strategy
Do you ever wonder exactly HOW children learn?
The present system of education follows a building block principle. In this, each
subject has its own block of time, usually restricted to one part of the course.
The early curriculum is expected to lay foundation for the other subjects that
follow. It is left to the students to solve the jigsaw puzzle. Let us see an example. It
you give the students individual ingredients of a cake – flour, egg and sugar to eat,
even if you force them to swallow it, will they be able to digest it? On the other
hand, it you mix the ingredients, blend it well and bake it – the students would love
to eat it and definitely will have no problem to digest it.
There were flaws on the system, that is sometimes there is unnecessary repetition
of teaching, disjointed approach to teaching, and confusion in student’s mind due
to difference in opinion which in turn leads to disunity and hence the subject as a
whole is never grasped. This discourages students from learning and they get
disinterested in applying the knowledge achieved into practice.
What was lacking?
Integration was lacking. Integrated curriculum in education is organize in such a
way that it cuts across subject-matter lines, bringing together various aspects of
the curriculum into meaningful association to focus upon broad areas of study. It
views learning and teaching in a holistic way and reflects the real world, which is
interactive. It aims at giving the students a holistic instead of a fragmented outlook
on his studies. Thus the topics can be presented in a more meaningful way. This
overcomes the separation in the students mind between form and function of the
system concerned, its diseases, their diagnosis, therapy and social and preventive
aspects.
Integration is defined as organization of teaching matter to interrelate or unify
subjects frequently taught in separate academic courses or departments.

Using an integrated curriculum to teach is a strategy based on the premise that

learning is a series of connections. The integrated curriculum can be beneficial to
teachers and students, using theme teaching, projects, and units to cover a variety
of material and effectively teach many concepts and skills. This approach allows
children to learn in a way that is most natural to them. Teachers can create a good
deal of their curriculum by building webs made up of themes of interest to the
children, with benefits for all. These benefits include more adequate coverage of
curriculum, use of natural learning, and building on children’s interests, teaching
skills in meaningful contexts, more flexibility, and an organized planning device.
Integration is possible if departmental (both intradepartmental and inter-
departmental) barriers are completely broken down and the curriculum will be
revamped.

Many of our nation’s schools, colleges, and leisure services organizations are
offering programs that focus on basic skills instruction in a variety of outdoor
adventure pursuits. These programs are design to provide participants with
opportunities for challenge and adventure in a natural setting, emphasizing safe
and environmentally sound traveling and camping practices.
Instructional objectives for these programs are usually based on three primary
areas – the psychomotor, cognitive, and affective domains.

Merrill’s three level strategies in integrated teaching were under in these Bloom’s
domain of learning. Fact and concept level is under the cognitive domain, where in
on the fact level it includes specific information on details, isolated facts, events,
and the learning of very basic skills; while on the concept level, the principles
supporting the facts were explored, generalizations were made from the
information gathered, and if skills were involved, more complex skills
were introduced and practiced. At this level, the teacher encourages the students
to explore the principles behind the facts and student is encourage to put pieces of
different facts together so that generalizations can be made from the gathered
data. However, nothing is really accomplished until the student is guided to the
values level. Values level is under the affective domain which is use to develop
attitudes, values, and feelings towards particular issues or ideas, including
attitudes towards the environment. At this level the subject matter is
integrated into students’ lives, and students are encourage to think, feel, and act
on their concerns, attitudes, and experiences. At this level the student is made to
relate the facts and concepts to his or her own life (i.e., “What does this have to do
with me?”). At the values level the student is forced to explore the connection
between the subject matter and his or her own behavior.
We know that integrated teaching units work for children and teachers, and we can
look for ways to “integrate” new ideas with our already effective teaching units.
These integrated units allow us the opportunity to make sure children are learning
relevant information and applying that knowledge to real life scenarios. That is why
in our lesson plans; we integrate the three domains including the psychomotor
domain to have a holistic learning.
Integration not only done with these three domains or three domains, it can also
be done across many disciplines. That is interdisciplinary teaching, where we
connect one subject to another in just one lesson only (e.g. teaching science but
we incorporate math, language, social science and values into it). Thus, integrated
teaching promotes the development of multiple intelligences, where varied
learning styles and daily experiences of the learners were tackled. It also means
empowering learners to become lifelong learners and active makers of meaning.
Inductive and Deductive Instruction
Two very distinct and opposing instructional approaches are
inductive and deductive. Both approaches can offer certain
advantages, but the biggest difference is the role of the
teacher. In a deductive classroom, the teacher conducts
lessons by introducing and explaining concepts to students,
and then expecting students to complete tasks to practice the
concepts; this approach is very teacher-centred. Conversely,
inductive instruction is a much more student-centred approach
and makes use of a strategy known as ‘noticing’. Let’s take a
closer look at the differences between inductive and deductive
instruction, and find out how noticing can be used in the
language classroom to better facilitate student learning.

What is deductive instruction?

A deductive approach to instruction is a more teacher-centered approach. This means that the
teacher gives the students a new concept, explains it, and then has the students practice using the
concept. For example, when teaching a new grammar concept, the teacher will introduce the
concept, explain the rules related to its use, and finally the students will practice using the concept
in a variety of different ways.

According to Bob Adamson, “The deductive method is often criticized because: a) it teaches
grammar in an isolated way; b ) little attention is paid to meaning; c) practice is often mechanical.”
This method can, however, be a viable option in certain situations; for example, when dealing with
highly motivated students, teaching a particularly difficult concept, or for preparing students to
write exams.

What is inductive instruction?

In contrast with the deductive
method, inductive instruction makes
use of student “noticing”. Instead of
explaining a given concept and
following this explanation with
examples, the teacher presents
students with many examples
showing how the concept is used.
The intent is for students to “notice”,
by way of the examples, how the
concept works.

Using the grammar situation from above, the teacher would present the students with a variety of
examples for a given concept without giving any preamble about how the concept is used. As
students see how the concept is used, it is hoped that they will notice how the concept is to be
used and determine the grammar rule. As a conclusion to the activity, the teacher can ask the
students to explain the grammar rule as a final check that they understand the concept.

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Sure, you’ve heard that we shouldn’t just spoon-feed information to our students, but what

exactly should we be doing instead?

One possibility is inductive learning.

Inductive learning takes the traditional sequence of a lesson and reverses things. Instead

of saying, “Here is the knowledge; now go practice it,” inductive learning says, “Here are some

objects, some data, some artifacts, some experiences…what knowledge can we gain from

them?”

A number of instructional approaches, including discovery learning, inquiry-based learning,

and problem-based learning, could be considered inductive, and all of them are well-supported

by research. If you’re just getting started with inductive learning, take a look at the video below,

where we break down a very simple inductive strategy, one that takes less time and requires

less planning than something like a PBL unit. It’s a method that can work with very simple

concepts, like parts of speech, or more complex ones, like systems of government, and it

would be appropriate for just about any grade level.

Interactive learning is a more hands-on, real-world process of relaying information in

classrooms. Passive learning relies on listening to teachers lecture or rote memorization of

information, figures, or equations.

In logic, statistical inference, and supervised learning, transduction or transductive inference

is reasoning from observed, specific (training) cases to specific (test) cases. In contrast,

induction is reasoning from observed training cases to general rules, which are then applied to

the test cases.

How can teachers help their students practice

‘noticing’?
In the 1990s researchers explored the role that ‘noticing’ a grammatical construct played in
learning that structure. They hypothesized that learners needed to notice a structure in order to
hold it in their short- or long-term memory. Although the value of the concept to grammatical
acquisition is still under debate (See http://www-writing.berkeley.edu/TESL-EJ/ej23/a2.html), the
overall value of responding promptly to questions and observations of learners cannot be dismissed
nor can the role that awareness and consciousness play in the development of metalinguistic
knowledge.

What is noticing?
Noticing is the process of students becoming aware of something in particular; as mentioned above
in the inductive approach, noticing can be used to teach a grammar concept when students are
given the examples, and they come to understand the rule by noticing what those examples have
in common. In a more general classroom situation, noticing can be used in many ways:

 When teachers speak at a more advanced level, they are giving the students constant
opportunities to notice the differences between the teacher’s speech and theirs. This way
each student can become aware of the differences at his own pace.
 Teachers can provide students with opportunities for noticing simply by putting posters up in
the classroom in the target language. As before, when the students are ready to notice the
difference, they will.
 Language ladders (see the Functions of Language page) are also to promote students’
noticing skills. Once they understand what each rung on the ladder means, they can
understand how they all fit together and how they differ.

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How can a teacher decide which method is the

best choice for a given topic?
Both deductive and inductive sequences are valuable for teaching concepts, generalizations,
processes, and skills. The teacher must decide which to select given the learning outcomes desired
and the composition of the class. When choosing, the teacher should consider a number of factors:

 How personalized should the learning be? Students will usually be more involved in the
learning experience and tend to participate more actively when an inductive approach is
used. If a deductive approach is chosen, it is important to structure the learning experience
in order to draw on students' prior experiences and learning, and to provide for their active
involvement.
 Should learning experiences be predictable? The deductive approach is more predictable
because the teacher selects the information and the sequence of presentation.
 What depth of understanding and rate of retention is desired? Students tend to understand
and remember more when learning occurs inductively.
 How much time is available to teach the material? The deductive approach is faster and can
be an efficient way to teach large numbers of facts and concrete concepts.

Instructional methods tend to be either deductive or inductive, although some methods use both.
Many lessons can include both approaches.

ARTICLE VIII THE TEACHERS AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and the promotions of
learners in the subject or grades he handles, such determination shall be in accordance with generally
accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned
shall immediately take appropriate actions, of serving due process.
Section 2. A teacher shall recognize that the interest and welfare of learners are of first and foremost
concerns, and shall deal justifiably and impartially with each of them.
Section 3. Under no circumstance shall a teacher be prejudiced nor discriminated against by the learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in
exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from tutorials other what is
authorized for such service.
Section 6. A teacher shall base the evaluation of the learner’s work only in merit and quality of academic
performance.
Section 7. In a situation where mutual attraction and subsequent love develop between teacher and
learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and
preferential treatment of the learner.
Section 8. A teacher shall not inflict corporal punishment on offending learners nor make deductions from
their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum development of learners are
adequate, and shall extend needed assistance in preventing or solving learner’s problems and
difficulties. Clear!!!!

Getting the Big Idea: Concept-Based Teaching and Learning “Transforming Learning Environments
through Global and STEM Education” August 13, 2013 What is concept-based instruction? Concept-
based instruction is driven by “big ideas” rather than subject-specific content. By leading students to
consider the context in which they will use their understanding, concept-based learning brings “real
world” meaning to content knowledge and skills. Students become critical thinkers which is essential to
their ability to creatively solve problems in the 21st century. By introducing students to universal
themes and engaging them in active learning, concept-based instruction: creates connections to
students’ prior experience. brings relevance to student learning. facilitates deeper understanding of
content knowledge. acts as a springboard for students to respond to their learning with action.
(Erickson 2008) Why is it worth our time? Concept-based instruction, by placing the learning process in
the “big picture” context of a transdisciplinary theme, leads students to think about content and facts
“at a much deeper level” and “as a practitioner would in that discipline” (Schill & Howell 2011).
According to the International Baccalaureate Organization (IBO), teaching and learning that is driven by
overarching concepts necessitates that students transfer their knowledge between personal
experiences, learning from other disciplines, and the broader global community. Thus, concept-based
instruction mandates more critical thinking at increasingly higher levels of Bloom’s taxonomy. (Erickson
2012) As we present it, concept-based instruction must begin with content skills and knowledge
established by local standards and curriculum guides. To bring purpose to the content, the teacher
plans learning activities that actively engage students in meaningful, “real world” concepts. These
concepts could include skills, local issues, or values that might inspire students to act upon their
learning. Relatively equal emphasis should be placed on both content and concepts throughout this
process. A summative project or activity should be designed by the teacher to assess students’ mastery
of the content as well as their ability to connect it to the “big picture” concept. This allows students to
put their learning into action. An important reminder: concepts are not intended to replace content.
Instead, concepts bring context and purpose to the content students are exploring. - Josh and Joanne
Edwards Content knowledge and skills Concepts Action What must my students know and be able to
do by the end of this course? What are the “big ideas” that I want my students to take with them for
the rest of their lives? What active-learning project, activity, or assessment will help my students
solidify their enduring understanding? What is a concept? (The concept-topic divide) A common
problem among teachers who want to bring concepts into their classroom is defining exactly what a
concept is… and is not. An important distinction to note is the difference the topics that our curriculum
mandates we include in our instruction, and the concepts that help connect that set of knowledge and
skills to students’ lives. According to Lynn Erickson, concepts are universal, timeless, abstract, and
move students toward higher levels of thinking. Concepts are broad ideas that transcend the
perspectives and limits of any specific subject-area. A concept is something that can be taught in any
classroom, no matter what the content includes. Topics Concepts Topics Concepts The Human Body
Slavery Author’s Purpose Geometrical Translations Verb Conjugation Desktop Publishing Systems
Oppression Perspective Change Relationships Communication Surrealism Percussive Rhythms Stage
Combat Team Sports Sewing Horticulture Symbolism Pattern Conflict Communities Aesthetics
Sustainability (Bray 2012 and Erickson 2007, 2008, and 2011) How do I choose concepts that are right
for my teaching? The concepts a teacher chooses to utilize will heavily depend on his or her content,
the age, experiences, and diversity among the students, and personal goals and values for teaching.
What is most important is that you, the teacher, are invested in helping students explore the “big
ideas” you choose, and that the concepts you choose are relevant for your students. There is also a
variety of options you can consider in the kind of concepts you choose to use with your students. For
example, you might choose content-specific concepts (still broader than topics) that easily connect to
the information students are learning. This might be a great place to start, especially if you feel this
approach to instruction will require some “getting used to.” Or, you might choose a set of thinking or
learning skills that you want your students to master by the time they leave your class, like
“intercultural awareness” or “persisting.” Another approach could be choosing broad, universal
concepts that transcend all subject-areas. These universal concepts often have complex social
implications that can lead to critical and reflective thinking among your students. (See the chart below
for some specific examples.) Whatever type of concepts you choose, consider ways that you can make
them visible in your class’s physical space as well as the learning activities you plan. Content-centric
concepts Skill-centric concepts Universal concepts Course-long themes In a Social Studies classroom,
use the Five Themes of Geography as ongoing concepts that show up in each unit and get special
attention in your teacher. Concepts would include Location, Place, HumanEnvironmental Interaction,
Movement, and Region. At the beginning of each week, introduce and discuss one of Costa and
Kallick’s 16 Habits of Mind. Then, have your students reflect on how they utilized that Habit at the end
of the week. The 16 Habits include Persisting, Listening with Understanding and Empathy, Thinking
about Thinking, and Applying Past Knowledge to New Situations, among others. In each unit, use one
of IBO’s newly published 16 MYP Key concepts to consider the broader impacts of the content students
are learning. Do this by starting class discussions and using media to prompt debates about the
meaning of a specific conceptual term, its repercussions in the “real world,” and how students think it
connects to the content they are learning. The Key concepts include Change, Form, Identity, and Global
Interactions, among others. Developing the long-term theme of Global issues, connect each unit’s
content with a specific human rights issue around the world. Create a community service opportunity
to give students the chance to act upon their discussions of these themes. You might choose to focus
on any number of global or societal issues including access to sufficient drinkable water, human
trafficking, labor conditions, and access to quality, affordable medical care. How do I adapt my teaching
strategies to include these concepts? While each teacher will have a unique approach to implementing
concept-based instruction, a 2011 article in Science and Children magazine outlines five basic steps to
help teachers actually do concept-based learning with their students. Use this template, outfitted with
the five steps, to start planning your concept-based unit. Teacher name: Course title and grade level:
Dates for teaching this unit: 1. “Choose a topic of study”: Start with the content your students need to
learn. (Maybe choose a unit that you already want to change or re-develop?) What content topic(s) will
this unit include? 2. “Decide on a concept”: Use the questions below to develop what might serve as a
good concept for this unit. Thinking about this unit, what is the most important idea that you want
your students to remember when they leave your class? IBO calls this the “enduring understanding.”
Try to summarize this “big idea” in one word.  Is this a concept, and not a topic?  Is this a concept
that you value for your students to explore? Are there any other “big ideas” that fit this content well
that you might also want your students to consider? What concept(s) will this unit explore? Did you
find your “big idea” for this unit? If not, try choosing a “macroconcept” from a pre-established list that
we’ve suggested, or create a concept map of the topic you are teaching and look for “big ideas” that
emerge. 3. “Develop essential understandings”: What do want your students to know by the end of the
unit, on the factual and conceptual levels? By specifically writing down what you hope your students
will learn about the content and the concept, you will clarify what you want to accomplish (making
planning learning activities much easier!). Using “I can” statements , list the key learning objectives you
have for your students during this unit. These should include content and concept. I can… I can… I can…
(Schill & Howell 2011) 4. “Use inquiry-based investigations”: Give your students the chance to use their
prior knowledge to solve a problem or explore a new idea first. Often, the “big ideas” show up all on
their own! Then, follow up by introducing the unit concept and the topic of study. Keep bringing class
discussions back to this concept throughout the unit, where appropriate. 5. Assess both content and
concept: By the end of the unit, give the students a chance to show you what they’ve learned. Either
add a special activity that asks students to demonstrate their learning related to the unit concept, or
blend this into your assessment of their content knowledge and skills by asking them to connect the
two together. What learning experiences will you use to help students connect the content and the
concept in this unit? How will you assess student learning of the content, concept, and the connections
between them? “Core Concepts” Choose a core set of concepts that will be introduced early in the
course and then addressed and readdressed throughout the rest of the course. These reoccurring
concepts can show up on a weekly or quarterly basis or even on an activity-by-activity basis. “Unit
Concepts” Divide the course up into specific units and choose one specific concept that fits well with
that block of content. Plan lessons, activities, and class discussions that integrate this concept into
students’ learning during this unit and find ways to connect the concept to assessment throughout this
unit as well. “Overarching Concept” Choose an overarching concept that you and your students will
develop over the entire course, continuing to explore, discuss, develop, and reflect on this “big idea” in
every unit. Each unit might examine this single concept in a slightly different way, like from a different
perspective, or by studying a different aspect of the larger idea. Blend these approaches! Find ways to
use more than one of these methods to get your students thinking in context (or even, “in concept!”).
Introduce your class’s core themes at the beginning of the course, then focus on one at a time during
each major unit. As the unit concepts build, lead your students to a central, main concept that ties
them all together at the end of the course! What will conceptbased instruction look like in my
classroom? How will my students and I use these concepts?

Performance testing is the process of determining the speed or effectiveness of a computer, network,
software program or device. This process can involve quantitative tests done in a lab, such as
measuring the response time or the number of MIPS (millions of instructions per second) at which a
system functions.

ESSAY TEST
ESSAY TEST

Concept of essay test

The word essay has been derived from a French word ‘essayer’ which means
‘to try’ or ‘to attempt’.

Definition:

“Essay test is a test that requires the student to structure a rather long
written response up to several paragraphs.”

-William weirsama

I.e. the essay test refers to any written test that requires the examinee to write

a sentence, a paragraph or longer passages.”

The Pygmalion effect, or Rosenthal effect, is the phenomenon whereby higher expectations lead to
an increase in performance. The effect is named after the Greek myth of Pygmalion, a sculptor who
fell in love with a statue he had carved, or alternately, after the Rosenthal–Jacobson study (see below).

a·nal·y·sis
əˈnaləsəs/
noun
1. detailed examination of the elements or structure of something, typically as a basis for
discussion or interpretation.
"statistical analysis"
synonyms: examination, investigation, inspection, survey, study, scrutiny; More
o the process of separating something into its constituent elements.
synonyms: examination, investigation, inspection, survey, study, scrutiny; More
o the identification and measurement of the chemical constituents of a substance or specimen.

In composition, analysis is a form of expository writing in which the writer separates a subject into its
elements or parts. Plural: analyses. Also called division. When applied to a literary work (such as a
poem, short story, or essay), analysis involves a careful examination and evaluation of details in the
text.

syn·the·sis
ˈsinTHəsəs/
noun
1. combination or composition, in particular.
o the combination of ideas to form a theory or system.
noun: synthesis; plural noun: syntheses
"the synthesis of intellect and emotion in his work"
synonyms: combination, union, amalgam, blend, mixture, compound, fusion, composite, alloy;More
o the production of chemical compounds by reaction from simpler materials.
noun: synthesis
"the synthesis of methanol from carbon monoxide and hydrogen"

e·val·u·a·tion
əˌvalyəˈwāSH(ə)n/
noun
1. the making of a judgment about the amount, number, or value of something; assessment.
"the evaluation of each method"
synonyms: assessment, appraisal, judgment, gauging, rating, estimation, consideration;

ap·pli·ca·tion
ˌapləˈkāSH(ə)n/
noun
1. 1.
a formal request to an authority for something.
"an application for leave"
synonym request, appeal, petition, entreaty, plea, solicitation, supplication, requisition, suit, approach, cl
s: aim, demand
"an application for a loan"
2. 2.
the action of putting something into operation.
"the application of general rules to particular cases"
synony implementation, use, exercise, employment, utilization, practice, applying, discharge, execution
ms: , prosecution, enactment;
formalpraxis
 "the application of official rules

A child may be standing in one spot or performing random movements. Solitary(independent) play –
when the child is alone and maintains focus on its activity. Such a child is uninterested in or is unaware
of what others are doing. More common in younger children (age 2–3) as opposed to older ones.

Stages of play is a theory and classification of children's participation in playdeveloped by Mildred

Parten Newhall in her 1929 dissertation. ... More common in younger children (age 2–3) as opposed to
older ones. Onlooker play (behavior) – when the child watches others at play but does not engage in
it.

Cooperative play is concerned with solving a problem by working together to achieve a common goal.
In cooperative play, everybody wins. Play is how young children learn. Through play, children
develop the skills they need to expand their physical, emotional, social, and cognitive abilities.

Associative play-Parten observed groups of preschool children from ages 2 through 5 and created a
sequence of 6 stages of play; Unoccupied, Solitary, Onlooker, Parallel, Associative, and Cooperative.
Unoccupied Play: Unoccupied play is when the child is not playing, just observing.

Howard Gardner's Theory of Multiple Intelligences

Have you ever been told that you are people-smart? Maybe you've received compliments on your ability to
understand and relate to others. Do you find yourself picking up on the emotions and concerns of those
around you? If so, you have demonstrated interpersonal intelligence.
Traditionally, intelligence has been thought of and treated as one single thing. The idea of multiple
intelligences was introduced by Howard Gardner in 1983. In his book titled Frames of Mind: The Theory of
Multiple Intelligences, Gardner proposed that instead of there being one general intelligence, there are
seven different kinds of intelligence. In 1999, Gardner added an additional intelligence to his list. They are:

1. Logical/mathematical intelligence: includes reasoning, conceptual and abstract thinking.

2. Musical intelligence: includes identifying rhythms and sounds.
3. Linguistic intelligence: includes effective usage of words.
4. Visual/spatial intelligence: includes awareness of the environment and the ability to visualize.
5. Intrapersonal intelligence: includes understanding one's innermost feelings.
6. Bodily/kinesthetic intelligence: includes the ability to use the body effectively.
7. Naturalistic intelligence: includes knowledge about nature, plants, and your surroundings.
8. Interpersonal intelligence: includes the ability to interact with others effectively.

Each of us has our own unique combination of the intelligences. For example, a writer may be skilled at
using language (linguistic intelligence) but have difficulty with using his body or athletics (bodily/kinesthetic
intelligence).

What Is Interpersonal Intelligence?

Martin Luther King, Jr., Aristotle, and Mother Teresa are all historical figures that had high interpersonal
intelligence. In other words, they were easily able to interact with and understand those around them.
People with interpersonal intelligence are able to pick up on the mood, characteristics, emotions, and
intentions of those around them. They are also able to use this information to tailor their approach of
interacting with each individual.
People with interpersonal intelligence often:
1. Work well with others
2. Are skilled verbal and nonverbal communicators
3. Enjoy being around others
4. Are natural leaders among peers and groups
5. Have good problem-solving skills
6. Are empathetic
7. Are good at socializing with others and enjoy discussion
8. Can examine a situation from multiple points of view
9. Easily form strong, positive relationships with others
10. Are able to influence the opinions and actions of others

11. The Powerful Impact of Mindset Dispositions on

Teaching and Learning
12. There are two sides to every story. We all want learners to
become aware of their mindset dispositions and make good
choices.
13. By Doris Wells-Papanek, MEd
14. Director, Design Learning Network
15.

16. Side #1 of the Story. Anchored in John Hattie’s (2009) high-impact strategy research, we know that it is
critical for teachers to establish positive learning relationships with students using a human-centered
approach (effect size 0.72). With this foundational component in place, students are far more likely to
engage with a productive mindset disposition toward learning, treat themselves and their peers with
respect, demonstrate fewer resistant behaviors, develop self-regulated learning habits, and achieve
higher outcomes – especially when engaging in critical and creative thinking.
17. Human-centered teachers demonstrate a sense of caring for each student as a person, which in turn
sends a powerful message of high purpose and importance toward learning. Teachers actively listen to
their students, show empathy, and demonstrate that they care about them. They invest in their students,
see individual perspectives, acknowledge self-assessment as insightful form of feedback, and create
learning environments that invite students to feel safe to learn and understand multiple points of view.
Likewise, these teachers connect curriculum content, assignments, and learning experiences with similar
levels of interest and concern – with clear and appropriately challenging learning targets, transparent
success criteria, timely feedback given and sought, etc.
18. In high contrast we know that students, who do not like their teacher, are less likely to want to attend
school (class) much less concentrate, persist, and/or engage.

19.

20. Side #2 of the Story. On the flip side of Hattie’s high-impact strategies and instructional insights, Dr.
Carol Dweck’s (2007) research on mindset dispositions (albeit at times misunderstood) has led to
change-making understandings of how students can learn to develop their own belief systems aimed at
optimizing their learning experiences. When these complementary parts of the story are linked – students
 are well-supported, learn how to struggle through adverse situations, become self-motivated and self-
regulated learners, look forward to engaging in challenging curriculum, and are aware of their decisions
and learn from the resulting impact. In short, they learn how to bring a positive attitude toward school,
knowingly take risks and make mistakes, successfully concentrate, persist, and engage.
21. A growth mindset is the belief that our qualities can change and that we can develop
our intelligence and abilities. The opposite of having a growth mindset is having a fixed
mindset,
which is the belief, that intelligence and abilities cannot be developed.
22. A person with a growth mindset takes on challenges, works harder and more effectively,
and perseveres in the face of struggle, all of which makes people more successful learners.
23. Briceño, Eduardo. "Growth Mindset: Clearing up Some Common Confusions." MindShift.
ww2.kqed.org, 16 Nov. 2015. Web. 21 Nov. 2015.
24. There is much more to be shared on this topic. Students must successfully learn how to navigate both
growth and fixed mindset dispositions – knowing when to push and pull. Life in the real-world requires us
to be flexible and adapt our dispositions depending on the context we are in. At times it is necessary to
choose to have a fixed mindset as we move forward to apply and transfer new understandings into
sometimes messy everyday experiences.
25. Let’s legitimize the fixed mindset. Let’s acknowledge that (1) we’re all a mixture of fixed
and growth mindsets, (2) we will probably always be, and (3) if we want to move closer to a
growth mindset in our thoughts and practices, we need to stay in touch with our fixed-
mindset thoughts and deeds.
26. Dweck, Carol. "Carol Dweck Revisits the 'Growth Mindset”
Education Week. 22 Sept. 2015. Web. 24 Nov. 2015.
27.

28. 10 Insightful Inquiries into Mindset Dispositions

29. Teacher Inquiries
30. 1) How might teachers become aware of the impact their mindset and habits of mind have on students?
31. 2) How might teachers intentionally praise students for hard work and use effective habits of mind?
32. 3) How might teachers engage students in exploring effective ways to working, studying, and learning?
33. 4) How might teachers invite students to become more self-regulated by making learning more visible?
34. 5) How might teachers better prepare students to transfer what they are learning into the real world?
35. Student Inquiries
36. 6) Do students believe intelligence and abilities can be developed, or is it fixed and can’t be changed?
37. 7) Do learners view hard work and increased effort as a worthwhile investment, or a waste of time?
38. 8) Are disposition-aware learners more prepared to problem-solve when failures or dilemmas arise?
39. 9) When students hear useful but negative comments, do they learn from critical feedback or ignore it?
40. 10) Are students threatened by a peer’s success, or are they open to learn from the situation?

a·nal·o·gy
əˈnaləjē
noun
1. a comparison between two things, typically for the purpose of explanation or clarification.
"an analogy between the workings of nature and those of human societies"
o a correspondence or partial similarity.
"the syndrome is called deep dysgraphia because of its analogy to deep dyslexia"
o a thing that is comparable to something else in significant respects.
 "works of art were seen as an analogy for works of nature"

Vividness-Presented in clear and striking manner: a vivid account of the incident. 4. Perceived or felt
with the freshness of immediate experience: a vivid recollection of their childhood. 5. Active in forming
lifelike images: a vivid imagination.
ex·ag·ger·ate
iɡˈzajəˌrāt/
verb
past tense: exaggerated; past participle: exaggerated
1. represent (something) as being larger, greater, better, or worse than it really is.
"they were apt to exaggerate any aches and pains"
synonyms: overstate, overemphasize, overestimate, magnify, amplify, aggrandize, inflate; More

 enlarged or altered beyond normal or due proportions.

adjective: exaggerated
"her plump thighs, exaggerated hips, and minuscule waist"

In this context, social justice is based on the concepts of human rights and equality, and can
be defined as "the way in which human rights are manifested in the everyday lives of people at every
level of society". A number of movements are working to achieve social justice in society.

fact
faktnoun
plural noun: facts
1. a thing that is indisputably the case.
"the most commonly known fact about hedgehogs is that they have fleas"
synonyms: reality, actuality, certainty; More

o used in discussing the significance of something that is the case.

noun: the fact that
"the real problem facing them is the fact that their funds are being cut"
o a piece of information used as evidence or as part of a report or news article.
synony detail, piece of
ms: information, particular, item, specific, element, point, factor, feature, characteristic, ingredient,
circumstance, aspect, facet;
information
"every fact was double-checked"
con·cept
ˈkänˌsept
noun
1. an abstract idea; a general notion.
"structuralism is a difficult concept"
synonyms: idea, notion, conception, abstraction; More
o a plan or intention; a conception.
"the center has kept firmly to its original concept"
 o an idea or invention to help sell or publicize a commodity.
"a new concept in corporate hospitality"
o
2. 2.
the way in which something is perceived or regarded.
"our conception of how language relates to reality"
con·cep·tu·al
kənˈsep(t)SH(o͞ o)əl/
adjective
1. relating to or based on mental concepts.
"philosophy deals with conceptual difficulties"

val·ue
ˈvalyo͞ o/
noun
plural noun: values
1. 1.
the regard that something is held to deserve; the importance, worth, or usefulness of
something.
"your support is of great value"
synonyms: worth, usefulness, advantage, benefit, gain, profit, good, help, merit, helpfulness, avail; More
o
o
2. 2.
a person's principles or standards of behavior; one's judgment of what is important in life.
"they internalize their parents' rules and values"
synonyms: principles, ethics, moral code, morals, standards, code of behavior
"society's values are passed on to us as children"
3.
4.
5.
o
6.
verb
3rd person present: values
1. 1.
estimate the monetary worth of (something).
"his estate was valued at $45,000"
synonyms: evaluate, assess, estimate, appraise, price, put/set a price on
"his estate was valued at $345,000"
2. 2.
consider (someone or something) to be important or beneficial; have a high opinion of.
"she had come to value her privacy and independence"
synonyms: think highly of, have a high opinion of, hold in high regard, rate highly, esteem, set (great)
store by, put stock in, appreciate, respect; More
ex·treme
ikˈstrēm
 adjective
1. 1.
reaching a high or the highest degree; very great.
"extreme cold"
synonym utmost, very great, greatest, greatest
s: possible, maximum, maximal, highest, supreme, great, acute, enormous, severe, high, exceptio
nal, extraordinary
"extreme danger"

o
o
o
o
2. 2.
furthest from the center or a given point; outermost.
"the extreme northwest of Scotland"
synonyms: furthest, farthest, furthermost, far, very, utmost;
archaicoutmost
"the extreme north"

noun
1. 1.
either of two abstract things that are as different from each other as possible.
"unbridled talk at one extreme and total silence at the other"
synonyms: opposite, antithesis, side of the coin, (opposite) pole, antipode
"the two extremes"
o
o
2. 2.
LOGIC
the subject or predicate in a proposition, or the major or minor term in a syllogism (as
contrasted with the middle term).

Convergent thinking is a term coined by Joy Paul Guilford as the opposite of divergent thinking. It
generally means the ability to give the "correct" answer to standardquestions that do not require
significant creativity, for instance in most tasks in school and on standardized multiple-choice tests for
intelligence.
-more class interaction

Adolescent Identity Development

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The development of a strong and stable sense of self is widely considered to be one of the central
tasks of adolescence [1]. Despite the fact that identity development occurs throughout one's
lifetime, adolescence is the first time that individuals begin to think about how our identity may
affect our lives [2]. During adolescence, we are much more self-conscious about our changing
identities than at any other stage in our lives [3].
Visit Toolkit: Identity Development for resources. Learn more about Adolescent
Development.

What is Identity?
Identity refers to our sense of who we are as individuals and as members of social groups. Our
identities are not simply our own creation: identities grow in response to both internal and external
factors. To some extent, each of us chooses an identity, but identities are also formed by
environmental forces out of our control [4].

Identity is dynamic and complex, and changes over time.

Self-Identity and Social Identity

 Self-identity refers to how we define ourselves. Self-identity forms the basis of our self-
esteem. In adolescence, the way we see ourselves changes in response to peers, family, and
school, among other social environments. Our self-identities shape our perceptions of
belonging.

 Social identity is constructed by others, and may differ from self-identity. Typically, people
categorize individuals according to broad, socially-defined labels [4]. For example, if you
have dark skin, you may be labelled "black" by others even though you may not have
adopted that identity for yourself.

A positive self-identity is correlated with positive self-esteem [5, 6]. All identities are not equally
valued by society, so some adolescents may especially need reinforcement to help them construct
a positive sense of self.

Dimensions of Identity
Many dimensions of our identity intersect to form our sense of self and cannot be separated from
one another. Visible dimensions of identity, such as race and gender, tend to be more important for
individuals since they are significant to the individual in every social context and carry more serious
consequences in society [4]. For example, race may be important in all social interactions, but
political identity, which is not ordinarily visible, may be relevant for some individuals only during
election time.

Let's look at an example of how social context may influence one's internal sense of identity.

Jasneet's parents were born in India but she is an American citizen and generally self-identifies as
an American. She chooses to celebrate the Indian festival of Diwali with her parents and extended
family but celebrates American holidays with her peers from high school.

In this case, Jasneet has an American national identity, but in her home environment finds that her
ethnic identity may be important. In her school environment, she may celebrate American holidays
and traditions. This illustrates how national and ethnic self identities may vary depending on the
social context.

Stages and Statuses of Identity Development

In the 1960s, psychologist Erik Erikson argued that adolescents face a major identity crisis, "Identity
vs. Identity Diffusion," which he considered one of the stages of psycho-social development [3].
Successful resolution leads to a secure identity; failure leads to role confusion and a weak sense of
self. The key to resolving this crisis lies within the adolescent's interaction with others. James
Marcia, also a developmental psychologist, described similar tasks for adolescents, but rather than
characterizing them as "stages" he believed the process was non-linear [7]. Marcia proposed that
"statuses" of identity development occur in response to crises in domains such as school,
relationships, and values, rather than progressing in a linear fashion. According to Marcia:

 Identity Diffusion is the status of adolescents who have not made a commitment to a
particular identity. A youth who has not yet considered college or job prospects, for
example, could be said to be in the "identity diffusion" status with respect to his professional
identity (although in other dimensions his self-identity may be strong). This status may not
be resolved unless some experience forces a crisis.

 Identity Foreclosure involves committing to an identity prematurely without exploration

or choice. This might occur, for example, when traditions are compulsory or parents are
insistent on a particular identity, "foreclosing" conscious choice by the adolescent.

 Identity Moratorium is a stage of active exploration coupled with low commitment to a

particular identity [1].This is an interesting, exciting, and potentially dangerous time for an
adolescent that often leads to conflict with parents or other authority figures. Adolescents
need to be free to explore their identities, but also need guidance and support to proceed
safely through this status.

 Identity Achievement is said to occur when the adolescent, having had the opportunity to
closely explore an identity, chooses that identity with a high degree of commitment.

Left-brain scholastic subjects focus on logical thinking, analysis, and accuracy.

Right-brained subjects, on the other hand, focus on aesthetics, feeling, and creativity.

Peninsulares" (or Peninsulars) is a Spanish-born Spaniard or mainland Spaniard residing in newly

colonized countries, as opposed to a person of full Spanish descent born in the Americas or Philippines
known as insulares or criollos. The word "peninsular" makes reference to the Iberian Peninsula where
Spain is located.Jun 27, 2011

-teacher scholar

Id, ego, and super-ego are the three parts of the psychic apparatus defined in Sigmund
Freud's structural model of the psyche; they are the three theoretical constructs in terms of
whose activity and interaction our mental life is described. According to this model of the
psyche, the id is the set of uncoordinated instinctual trends; the super-ego plays the critical
and moralizing role; and the ego is the organized, realistic part that mediates between the
desires of the id and the super-ego.[1] The super-ego can stop one from doing certain things
that one's id may want to do.[2]

sym·po·si·um
simˈpōzēəm
 noun
1. a conference or meeting to discuss a particular subject.
o a collection of essays or papers on a particular subject by a number of contributors.
o a drinking party or convivial discussion, especially as held in ancient Greece after a banquet
(and notable as the title of a work by Plato).

fo·rum
noun
1. 1.
a place, meeting, or medium where ideas and views on a particular issue can be exchanged.
"it will be a forum for consumers to exchange their views on medical research"
synonym meeting, assembly, gathering, rally, conference, seminar, convention, symposium, colloquium,
s: caucus; More

a court or tribunal.

A panel discussion, or simply a panel, involves a group of people gathered todiscuss a topic in front
of an audience, typically at scientific, business or academic conferences, fan conventions, and on
television shows.

de·bate
noun
1. 1.
a formal discussion on a particular topic in a public meeting or legislative assembly, in which
opposing arguments are put forward.
synonyms: discussion, discourse, parley, dialogue; More
verb
1. 1.
argue about (a subject), especially in a formal manner.
"the board debated his proposal"
LET Pretest

Situation 1- In a faculty meeting, the principal

told his teacher: “We need to improve our school performance in the National Achievement Test. What should we do?

The teacher gave varied answers as follows:

1. Let’s give incentives and rewards to students who get a rating of 85%
2. Let’s teach them to accept complete responsibility for their performance
3. Let’s make the school environment conducive for learning
4. Let’s make use of the experimental methods of teaching

1. Which response/s come/s from a behaviorist?

A. #2 and #4
B. #1 and #2
C. #3 and #4
D. #1 and #3
2. On which educational philosophy is response #1 anchored?
A. Existentialism
B. Essentialism
C. Progressivism
D. Bahaviorism
3. If you learned toward a progressivist philosophy, with which response would you agree?
A. #2
 B. #3
C. #4
D. #1

Situation 2- One principle in the utilization of technology of the classroom is appropriateness of material or activity.

4. Teacher C wants his students to master the concept of social justice. Which series of activities will be most effective?
A. Pretest-teaching-posttest
B. Pretest-teaching-posttest-re-teaching for unlearned concepts-posttest
C. Review-pretest-teaching-posttest
D. Teaching-posttest
5. Teacher A likes to show how the launching of spaceships takes place. Which of the following materials available is most fit?
A. Model
B. Mock-up
C. Replica
D. Realia
6. Teacher B likes to concretize the abstract concepts of an atom. She came up with a concrete presentation of the atom by using wire and plastic ba
7. How would you classify Teacher B’s visual aids?
A. Chart
B. Replica
C. Model
D. Realia

Situation 3- After reading and paraphrasing Robert frost’s “Stopping by the Wood on a snowy Evening”. Mr. Sales asked the class to share any insigh
from the poem.

8. The class was asked to share their insights about the poem. The ability to come up with an insight stems from the ability to .
A. analyze the parts of a whole
B. evaluate the worthiness of a thing
C. relate and organize things and ideas
D. comprehend the subject that is being studied
9. To ask the class any insight derived from the poem is based on the theory of .
A. realism
B. behaviorism
C. conditioning
D. constructivism
10. On which assumption about the learner is Mr. Marquez’s act of asking the class to share their insight based?
A. Learners are like empty receptacles waiting to be filled up
B. Learners are meant to interact with one another
C. Learners have multiple intelligence and varied learning styles
D. Learners are producers of knowledge not only passive recipients of information

Situation 4- Principal E wants her teachers to apply constructivism in teaching

11. On which assumption/s is the principal’s action anchored?

I. Students learn by personally constructing meaning of what is taught.
II. Students are construct and reconstruct meaning based on experiences
III. Students derive meaning from the meaning that the teacher gives
A. II only
B. I and II
C. I, II, and III
D. I only
12. Which materials will her teachers LEAST prefers?
A. Controversial issues
B. Open-ended topics
C. Unquestionable laws
D. Problem or cases
13. Which concept/s of the learner will Principal E NOT accept?
I. “Empty vesse!”
II. “Tabula rasa”
III. Candle to be lighted
A. III only
B. I only
C. II only
D. I and II
 Situation 5- Study the matching type of test then answer the 3 questions that follow:

Column A Column B
1. equilateral triangle A. With 3 equal sides
2. right triangle B. With 5 equal sides
3. octagon C. Has 90- degree angle
4. pentagon D. Means many
5. heptagon E. with 7 sides
6. poly F. with 8 sides

14. How can you make the items homogeneous?

A. Increase the number of items in Column B
B. All items should be on polygons
C. Remove the word triangle in items #1 and #2 in column A
D. The word “gon” must be included in column B
15. What is the main defect of this matching test?
A. the matching type is an imperfect type
B. the items are NOT homogeneous
C. the items quite easy
D. an obvious pattern is followed in the answering
16. Which should be done to improve the matching type of test?
A. Capitalize the items in Column A
B. Items in Column A and B should be exchanged
C. Drop #6 item in Column A
D. The item in Column A should be increased

Situation 6- Below the template for Scoring Rubric.

5-Demonstrate complete understanding of the problem.
All requirements of task are included in response
4-Demonstrate considerable understanding of the problem.
All requirements of task are included
3- Demonstrate partial understanding of the problem.
Most requirements of task are included
2- Demonstrate little understanding of the problem.
Many requirements of task are missing
1- Demonstrate no understanding of the problem
0-No response/task not attempted

17. Which of these is/are essential in constructing a scoring rubric?

I. Description of criteria to serve as standard
II. Clear descriptions of performance at each level
III. Levels of achievement (mastery)
IV. Rating scheme
A. I, II, III
B. I, II
C. I, II, III, IV
D. I only
18. Which statement is TRUE of the rubric?
A. It is developmental
B. It is analytical
C. It is both holistic and developmental
D. It is holistic
19. Which is TRUE of the scoring rubric?
I. It describes criteria of levels of achievement
II. It has a rating scheme
III. It limit itself to 4 levels of achievement
A. I and II
B. I and III
C. II and III
D. I, II and III

Situation 7- Study the table on item analysis for non-attractiveness and non-
plausibility of distracters based on the results of a tryout test in Science.
 The letter marked with a asterisk is the correct answer.

Item No. 1 A B C D E
Upper 27% 10 4 1 1 0
Lower 27% 6 5 2 2 0

20. The table shows that the test item analyzed .

A. has a positive discrimination index
B. has a negative discrimination index
C. is extremely easy
D. is extremely difficult
21. Based on the table, which is the most effective distracter?
A. Option D
B. Option A
C. Option C
D. Option B
22. Based on the table, which group got more correct answer?
A. Upper group
B. It cannot be determined
C. Lower group
D. Data are not sufficient to give an answer

Answer Key:
1.D
2.D
3.C
4.B
5.B
7.C
8.D
9.D
10.D 11. A 12. A 13. A 14. B 15. B 16. B 17. C18. C 19D. 20. B 21. B 22. A

A student scoring at the 35th percentile scored as well as, or better than, 35percent of students in the same grade in the norm
group.
It also means that 65percent of the students exceeded this score. A common mistake is for people to think this means that the
student got 35 percent of the items correct.

1. Which tree stringed musical instrument with a long neck and triangular body was invented by Tatar Tribes of Russia
a. Balalaika. b. Volynka c. Domra D. Khutang
2. who invented air condition
a. charles strite b. willis carrier c. harmilton smith d. elisha otis
3. invented washing machine a. elisha otis b. charles strite c. hamilton smith d. willis carrier
4. in karate. what is a kumite? a. enemy b. treat c. referee d. sparring match
5. chilean writer won 1971 novel prize for literature
a. Sully Prudhomme b.Octavio Paz c. Pablo Neruda D. Eugenio Montale
6. great sculptor of ancient greece who created Zeus and Athena.
a. Phidias B. Praxiteless c. Polyclitus d. Myron
7. Who worded and composed the music of the song Swanee River
. a. Egdar Allan Poe b. Hans Christian Anderson c. Isabelle Ispiritu d.Stephen Foster
8. Novelist who wrote " An American Tragedy"
a. John Naisbitt b. Oliver Flores c. Thomas Friedman d. Theodore Drieser
9. Who wrote " I saw the fall of the Phil. in 1942, i see Phil. Rise in 1947"
 a. Carlos Romulo b. Ferdinand Marcos c. Carlos Garcia d. Manuel Roxas
10. Who wrote the award winning play Human Interest?
a. Theodore Drieser b. Thomas Friedman c. John Naisbitt D. Oliver Flores

4.
.B
B
C
C
D
B
B
A

.A

.A
A
.B
.B
B
C
C
D
B
B
A

.B
.B
B
C
C
D
B
B
A

B
A

.A
A
.B
.B
B

B
B
A

A
.B
.B
B
C
C
D
B
B
A