Professional Documents
Culture Documents
Dean Reviewer
Dean Reviewer
SOCIETY
Introduction:
An author once said that we don’t live in a vacuum. We are part of a society
that influences us to the extent that we allow ourselves to be influenced by it. Our
thoughts, values and actions are somehow shaped by events and by people whom
we come in contact. We, in turn, help shape society – its events, its people, its
destiny (Bilbao, et. Al, 2015).
This also gives a realization of the significant role that a teacher plays in
society. This is perhaps one reason why many times the teacher is blamed for the
many ills in society. You will also come to realize the demands it will exact from you
for much is expected of you, the teacher.
The influence that a teacher makes to her students and other people with
whom she works and lives depends a great deal on her philosophy as a person and
as a teacher. A teacher’s philosophy of life and her philosophy of education serve as
her “window” to the world and “compass” in the sea of life. Embedded in ones’
personal philosophy are principles and values that will determine how you regard
people, how you look at life as a whole. They govern and direct your lifestyle,
thoughts, decisions, actions and your relationship with people and things.
Objectives:
When you have successfully completed this lesson, you will be able to:
1. Define the role of a teacher in the society by rooting the philosophical
heritage of teaching professions;
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2. Recognize the essence of different educational philosophies.
3. Summarize at least seven (7) philosophies of education and draw their
implications to teaching-learning.
4. Formulate your own philosophy of education.
5. Recognize the meaning of morality and values.
6. Acquire the concepts of the foundational principles of morality and how
values are formed.
7. Make a personal assessment of your moral character in preparation for
your future role as a teacher.
8. Embody the ideal moral character of a teacher by understanding the
different foundations of morality.
9. Recognize the etymology of vocation and mission as related to
teaching profession.
10. Make realization of your vocation, mission, and profession as future
teacher.
11. Compose a poem that reflects your commitment as professional
teacher.
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LESSON 1: THE TEACHER’S PHILOSOPHICAL HERITAGE &
EDUCATIONAL PHILOSOPHY
Activity
This is further articulated by Bilbao, et. al, (2015) that essentialism contends
that teachers teach for learners to acquire basic knowledge, skills and values.
Teachers teach “not to radically reshape the society but rather to transmit the
traditional moral values and intellectual knowledge that students need to
become model citizens.”
■ Progressivism
Progressivists believe that education should focus on the whole child, rather
than on the content or the teacher. This educational philosophy stresses that
students should test ideas by active experimentation. Learning is rooted in the
questions of learners that arise through experiencing the world. It is active, not
passive. The learner is a problem solver and thinker who makes meaning
through his or her individual experience in the physical and cultural context.
Effective teachers provide experiences so that students can learn by doing.
Curriculum content is derived from student interests and questions. The
scientific method is used by progressivist educators so that students can
study matter and events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education philosophy was
established in America from the mid 1920s through the mid 1950s. John
Dewey was its foremost proponent. One of his tenets was that the school
should improve the way of life of our citizens through experiencing freedom
and democracy in schools. Shared decision making, planning of teachers with
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students, student-selected topics are all aspects. Books are tools, rather than
authority (Oregonstate.edu, 1999).
The progressivists are identified with need-based and relevant curriculum that
“responds to students’ needs and that relates to students’ personal lives and
experiences.”
The subjects that are given emphasis in progressivist schools are the “natural
and old sciences. Teachers expose students to many scientific, technological,
and social developments, reflecting the progressivist notion that progress and
change are fundamental. … In addition, students solve problems in the
classroom similar to those they will encounter outside of the schoolhouse.”
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■ Perennialism
Perennialists are instructors who feel that the knowledge that has been
passed through the ages should be continued as the basis of the curriculum,
like the classic works of Plato and Einstein. Perennialists base their teachings
on reason, logic, and analytical thought. Only information that stood the test of
time is relevant. They do not illicit student input. The classes most likely to be
considered under this approach would be history, science, math, and religion
classes (courses.lumenlearning.com, 2019)
We are all rational animals. Schools should, therefore, develop the students’
rational and moral powers. According to Aristotle, if we neglect the students’
reasoning skills, we deprive them of the ability to use their higher faculties to
control their passions and appetites.
The perennialist curriculum is a universal one on the view that all human
beings possess the same essential nature. It is heavy on the humanities, on
general education. It is not a specialist curriculum but rather a general one.
There is a less emphasis on vocational and technical education. Philosopher
Mortimer Adler claims that the “Great Books of ancient and medieval as well
as modern times are a repository of knowledge and wisdom, a tradition of
culture which must initiate each generation”. What the perennialist teachers
teach are lifted from the Great Books.
■ Existentialism
The main concern of the existentialists is “to help students understand and
appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions”. Since ‘existence
precedes essence’, the essentialist teacher’s role is to help students define
their own essence by exposing them to various paths they take in life and by
creating an environment in which they freely choose their own preferred way.
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Since feeling is not divorced from reason in decision making, the existentialist
demands the education of the whole person, not just the mind.”
■ Behaviorism
■ Linguistic Philosophy
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To develop the communication skills of the learners because the ability to
articulate, to voice out the meaning and values of things that one obtains from
his/her experience of life and the world is the very essence of man. It is
through his/her ability to express himself/herself clearly, to get his/her ideas
across, to make known to others the values that he/she has imbibed, the
beauty that he/she has seen, the ugliness that he/she rejects and the truth
that he/she has discovered. Teachers teach to develop in the learner the skill
to send the messages clearly and receive messages correctly.
There is need to caution the learners of the verbal and non-verbal barriers to
communication.
Teach them to speak as many languages as you can. The more languages
one can speak, the better he/she can communicate with the world. A
multilingual has an edge over the monolingual or bilingual.
■ Constructivism
The learners are taught how to learn. They are taught learning processes and
skills such as searching, critiquing and evaluating information, relating these
pieces of information, reflecting on the same, making meaning out of them,
drawing insights, posing questions, researching and constructing new
knowledge pout of these bits of information learned.
Knowledge isn’t a thing that can be simply deposited by the teachers into the
empty minds of the learners. Rather, knowledge is constructed by learners
through an active, mental process of development; learners are the builders
and creators of knowledge. Their minds are not empty. Instead, their minds
are full of ideas waiting to be “midwifed” by the teacher with his/her skillful
facilitating skills.
Using the matrix below, complete the essence of these philosophies in education,
indicating why teach, what to teach, and how to teach.
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Essentialism
Progressivism
Perennialism
Existentialism
Behaviorism
Linguistic
Philosophy
Constructivism
Now that you completed the first activity and have been acquainted with the
various philosophies, prepare to answer these questions.
At this phase, you probably have visualized how these philosophies work for
you and your future profession. Take time to breathe in and relax for the
meantime. Reflect on this perspective of educational philosophies and
continue with the next phase of discovering your educational philosophy.
To review, your philosophy of education is your “window” to the world and “compass”
in life. Hence, it may be good to put that philosophy of education in writing. You
surely have one just as everybody has only that sometimes it is not well articulated.
Your philosophy of education is reflected in your dealings with students, colleagues,
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parents and administrators. Your attitude towards problems and life as a whole has
an underlying philosophy (Bilbao, et. al, 2015).
Articulate your idea of learners in your classroom, their values, how, what, and why
you must therefore teach. The concepts you are developing in your thoughts are the
driving forces that will bring you to consistent actions and decisions you will make in
relating with people, particularly with your students.
The question now is, what does a philosophy of education contain or include? It
includes your concept about:
- student
- the concept of true and good should be the maxim in teaching
- how a student must be taught to know the truth
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LESSON 2: THE FOUNDATIONAL PRINCIPLE OF MORALITY AND
VALUES FORMATION
Activities
1. A teacher affects eternity, he can never tell where his influence stops.- Henry
Brook Adams
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3. Act in such a way that your rule can be the principle of all.- Immanuel Kant
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4. Try not to become a man of success but rather try to become a man of value.
– Albert Einstein
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5. What does it profit a man if he gains the whole world but loses his soul?
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B. Read the following topics excerpted from the book of Bilbao et.al, 2015 on
foundational principles of morality and values formation and do the subsequent
activity.
What is morality?
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is, therefore, the universal norm upon which all other principles on the
rightness or wrongness of an action are based. It is the source of morality.
All men have a mind which cannot bear [to see the suffering of]
others… If now men suddenly see a child about to fall into a well, they will
without exception experience a feeling of alarm and distress… From this
case, we may perceive that he who lacks the feeling of commiseration id not a
man; that he who lacks a feeling of shame and dislike is not a man; he who
lacks of modesty and yielding is not a man; and that he who lacks a sense of
right and wrong is not a man… Man has these four beginnings. (Fung Yulan,
1948, 69-70)
The natural law that says “do good and avoid evil” comes in different
versions. Kung-fu-tsu said the same thing when he taught: “Do not do to
others what you do not like others to do to you” This is also the Golden Rule
of Christianity only that it is written in the positive form: “Do to others what you
like others to do to you”. Immanuel Kant’s version is: “Act in such a way that
your maxim can be the maxim for all.” For Christians, this Golden Rule is
made more explicit through the Ten Commandments and the Eight
Beatitudes. These are summed up in the two great commandments, “love
God with all your heart, with all your mind, with all your strength” and “love
your neighbor as you love yourself”. The Buddhists state this through the
eightfold path. For the Buddhists, they do good when they “(1) strive to know
the truth; (2) resolve to resist evil; (3) say nothing to hurt others; (4) respect
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life, morality and property; (5) engage in a job that does not injure others; (6)
strive to free their mind of evil; (7) control their feelings and thoughts, and (8)
practice proper forms of concentration.” (World Book Encyclopedia, 1988)
Buddha taught that “hatred does not cease by hatred; hatred ceases only by
love.” The Islamic Koran “forbids lying, stealing, adultery and murder” It also
teaches “honor for parents, kindness to slaves, protection for the orphaned
and widowed, and charity to the poor. It teaches the virtues of faith in God,
patience, kindness, honesty, industry, honor, courage and generosity. It
condemns mistrust, impatience and cruelty.” (World Encyclopedia, 1988).
furthermore, the Muslims abide by The Five Pillars of Islam: 1) prayer, 2) self-
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such a way that your rule can be a principle of all” The Buddhists abide by
the same moral principle in their Eightfold Path. The muslims have this
foundational moral principle laid down in their Koran and the Five Pillars.
For the Christians, the Bible shows the way to the good life – the Ten
Commandments and the Eight Beatitudes. The Ten Commandments and
The Eight Beatitudes are summarized in the two great commandments of
love for God and love for neighbor.
Our act is moral when it is accordance to our human nature. Our act is
immoral when it is in contrary to our human nature. Our intellect and free
will make us different and above the beast.
As a teacher, you are expected to be a person of good moral character.
You are a person of good moral character when you are 1) human, 2)
loving, 3) virtuous and 4) mature.
There are two varied answers to the question, depending on the camp where
you belong. If you belong to the idealist group, there are unchanging and universal
values. The values of love, care and concern for our fellowmen are values for all
people regardless of time and space. They remain unchanged amidst changing
times. These are called transcendent values, transcendent because they are beyond
changing times, beyond space and people. They remain to be a value even if no one
values them. They are accepted as value everywhere. On the other hand, the
relativists claim that there are no universal and unchanging values. They assert that
values are dependent on time and place. The values that our forefathers believed in
are not necessarily the right values for the present. What the British consider as
values are not necessarily considered as values by Filipinos.
In this Lesson, values formation is based on the premiere that there are
transcendent values. Most Filipinos, if not all, believe in a transcendental being
whom we call in different names Bathala, Apo Dios, Kabunian, Allah and the like.
Another essential question that we have to tackle is: “Are values caught or
taught? Our position is that values are both taught and caught. If they are not taught
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because they are merely caught, then there is no even point in proceeding to write
and discuss your values formation as a teacher here! Values are also caught. We
may not be able to hear our father’s advice “Do not smoke” because what he does
(he himself smokes) speaks louder than what he says. The good examples of men
and women at home, school and society have far greater influence on our value
formation than those well-prepared lectures on values excellently delivered by
experts who may sound like “empty gongs and clanging cymbals”.
Values also have a behavioral dimension. In fact, living by the value is the true
acid test if we really value a value like honesty.
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Value formation is a training of the intellect and will
Your value formation in a sense is a training of your intellect and will, your
cognitive and rational appetitive powers, respectively. Your intellect discerns a value
and presents it to the will as a right or wrong value. Your will wills to act on the right
value and wills to avoid the wrong value presented by your intellect. As described by
St. Thomas Aquinas, “The intellect proposes and the will disposes”.
It is clear that “nothing is willed unless it is first known. Thought must precede
the deliberation of the will. An object is willed as it is known by the intellect and
proposed to the will as desirable and good. Hence, the formal and adequate object
of the will is as good as apprehended by the intellect”. (William Kelly, 1965) These
statements underscore the importance of the training of your intellect. Your intellect
must clearly present a positive value to be a truly positive value to the will not as one
that is apparently positive but in the final analysis is a negative value. In short, your
intellect must be enlightened to what is true.
It is, therefore, necessary that you develop your intellect in its three functions,
namely: “formation of ideas, judgment and reasoning” (William Kelly, 1965) It is also
equally necessary at you develop your will so you will be strong enough to act on the
good and avoid the bad that your intellect presents.
How can your will be trained to desire strongly the desirable and act on it?
William Kelly explains it very simply:
In short, a virtuous life strengthens you to live by the right values and live a life
of abundance and joy while a vicious life leads you to perdition and misery.
WARNING: Then NEVER to give way to a vice! Instead develop worthwhile habits.
Cultivate good habits.
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If you recall, it is said that a moral person is one who leads a virtuous life.
Panizo claims that “virtue involves a habit, a constant effort to do things well in spite
of obstacles and difficulties.” A virtue is no other than a good habit. You get so used
to doing good that you will be stronger to resist evil. So, CONTINUE and START
doing and being good
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LESSON 3: TEACHING AS YOUR VOCATION, MISSION, AND
PROFESSION
Activities
Directions: Read the following topics excerpted from the book, The Teaching
Profession (Bilbao, et. al, 2015) and complete the succeeding activities.
Vocation comes from the Latin word “vocare” which means to call. Based on
the etymology of the word, vocation, therefore, means a call. If there is a call, there
must be a caller and someone who is called. There must also be a response. For
Christians, the caller is God Himself. For our brother and sister Muslims, Allah.
Believers in the Supreme Being will look at this voiceless call to have a vertical
dimension. For the non-believers, the call is also experienced but this may be viewed
solely along a horizontal dimension. It is like man calling another man, never a
Superior being calling a man.
Similarly, Vocabulary.com (2013) says that the word vocation derives from the
Latin vocare "to call." To become a priest, you need to feel that you have been
"called" to the ministry directly by God. Their job is their calling, or vocation.
An avocation is something you do because you love it. Everyone should make it their
goal to have their avocation become their vocation.
The Christians among you realize that the Bible is full of stories of men and
women who were called by God to do something not for themselves but for others.
We know of Abraham, the first one called by God, to be a father of a great nation,
the nation of God’s chosen people. We recall Moses who was called while in Egypt
to lead God’s chosen people out of Egypt in order to free them from slavery. In the
New Testament, we know of Mary who was also called by God to be the mother of
the Savior, Jesus Christ. In Islam, we are familiar of Muhammad, the last of the
prophets to be called by Allah, to spread the teachings of Allah. All of them
responded positively to God’s call. Buddha must have also heard the call to abandon
his royal life in order to seek the answer to the problem on suffering.
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Etymology of the word “mission”
Teaching is also a mission. The word mission comes from the Latin word
“misio” which means “to send”. You are called to be a teacher and you are sent into
the world to complete a mission, to teach. The Webster’s New Collegiate Dictionary
defines mission as “task assigned”. You are sent to accomplish an assigned task.
A mission is a special quest, one that involves more effort than, say, a trip to
the corner store. If you were to drive all around the state searching garage sales for
porcelain cats, you could say you were on a mission.
The word mission was first used by Jesuit missionaries who sent members of
their order overseas to establish schools and churches. Foreign travel is still
associated with the word. When diplomats and humanitarian workers travel abroad,
we often refer to those trips as missions (vocabulary.com/dictionary/mission, 2013)
The same line is true for the teachers. Many want to become teachers but
only some may be called as teachers by heart and by profession. However the mere
fact that you are taking a course of education, you are never too far from embodying
the traits of a good teacher.
What exactly is the mission to teach? Is it merely to teach the child the
fundamental skills or basic r’s of reading, ‘riting, ‘rithmetic and right conduct? It is to
help the child to master the basic skills so s/he can continue acquiring higher-level
skills in order to become a productive member of society? Is it to deposit facts and
other information into the “empty minds” of students to be withdrawn during quizzes
and tests? Or is it to “midwife” the birth of ideas latent in the minds of students? Is it
to facilitate the maximum development of his/her potential not only for himself/herself
but also for others? In the words of Alfred North Whitehead, is it to help the child
become “the man of culture and expertise”? or is it to “provide opportunities for the
child’s growth and remove to hampering influences” as Bertrand Russell puts it.
Teaching is your mission means it is the task entrusted to you in this world. If
it is your task then naturally you’ve got to prepare yourself for it. From now on you
cannot take your studies for granted! Your four years of pre-service preparation will
equip you with the knowledge, skills, and attitude to become an effective teacher.
However, do not commit the mistake of culminating your mission preparation by the
end of the four-year pre-service education. You have embarked in a mission that
calls for a continuing professional education. As the saying goes “once a teacher,
forever a student.”
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The philosophies you learned in Lesson 1 compliment the qualities of a
professional teacher you must possess. To teach is to do all of these and more! To
teach is to influence every child entrusted in your care to become better and happier
because life becomes more meaningful. To teach is to help the child become more
human.
If you are only doing it only because you are paid for it, it is a job;
If you are doing it not only for the pay but also for the service, it’s a mission.
If you teach because it does not interfere with your other activities, it’s a job;
If you are committed to teaching even if it means letting go of your other activities,
it’s a mission.
If you quit because no one praises you or thanks you for what you do, it’s a job;
If you remain teaching even though nobody recognizes your efforts, it’s a mission.
Why does a profession require “long and arduous years of preparation” and a
“striving for excellence”? Because the end goal of a profession is service and as we
have heard many times “we cannot give what we do not have”. We can give more if
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we have more. His Holiness Pope Paul VI affirmed this thought when he said: “Do
more, have more in order to be more!” For us to be able to give more, continuing
professional education is a must. For us teachers, continuing professional education
is explicit in our professionalization law and our Code of Professional Ethics.
If you take teaching as your profession, this means that you must be willing to
go through a long period of preparation and a continuing professional development.
You must strive for excellence, commit yourself to moral, ethical and religious values
and dedicate yourself to public service.
● What perspective have you established on teaching profession after reading the
poem and teaching as profession? Why?
● How would you prepare yourself for the role of professional teacher?
● What impression would you like to leave to the minds of your students, parents of
your students, and to the community when you start teaching? Why?
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● Write a five (5) stanza poem that reflects your vision of yourself as professional
teacher informed of your mission and vocation.
Introduction:
The schools alone cannot prepare our youth for productive adulthood. The
schools and communities should work closely with each other to meet their mutual
goals. Schools as an integral part of the community exist to provide support for
students, families within the community, establishing strong partnership between the
two institutions would mean improvement and development of both institutions.
The lessons will shed light on how professional teachers become part of
nation building and development of responsible and literate citizenry.
Objectives:
7. Explain what society demands from the school as the main provider of
professional teachers
8. Describe a conducive learning environment
9. Create an illustration or situation that shows good relation between the school
and the community.
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11. Show initiative in joining and participating in any organizations and duly
recognized by law for continuous growth and development as a professional
teacher.
Analysis:
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Direction: Write your answer on the space provided below.
Question: Now that you are aware of the competencies and standards that a
teacher should possess, Are you still wanting to become a professional teacher?
Why?
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Abstraction:
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Four Essential Competencies
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2. HELP MY STUDENT LEARN
2.1 Know my students 2.1.2 Identify my student’s needs and strengths to help
them learn better
2.1.2Understand how my students learn
2.1.3 Value what makes my students unique
2.2 Use the most effective 2.2.1 Select appropriate teaching and learning
teaching and Learning strategy
strategy
2.2.2 Design clear and effective lessons my students
can understand
2.2.3 Create a positive and caring learning space
2.3 Assess and give feedback 2.3.1 Design assessment process and tools
on how student learn
2.3.2 Monitor my students progress and provide
appropriate support.
2.3.3 Use results from assessment to improve
instruction.
3.2 Involve the community to 3.2.1 engage parents and caregivers about their
help my students learns children
3.2.2design learning activities using community
conditions, local, wisdom, tradition and knowledge.
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classroom.
4.1 Know myself and others 4.1.1 Continue to grow by knowing oneself mores
4.1.2 Nurture relationships
with care and respect.
4.1.3 Become more aware and responsible for my
emotions and health
In the light of globalization and industrial revolution 4.0, the Philippines adopts
national standards and levels for outcomes in education called the “Philippine
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Qualification Framework (PQF) Which provided by Republic act No. 10968,s.
2018 section 4. The act” States that the “ Philippine Qualifications Framework (PQF).
Describe the levels of educational qualifications and set the standards for
qualification outcomes. It is a quality assured national system for the development,
recognition and award of qualifications based on standards of knowledge, skills and
1
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values acquired in different ways and methods by learners and workers of the
country”
Pertaining to the level of education as PQF level 6, the PQF describes the
career path for baccalaureate degree programs including teacher education degrees.
PQF aims to improve the skills and training competencies, and the mobility and
job-readiness of workers as well as the general landscape of the labor market.
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The said framework aligns with the International qualifications for full
recognition of the value of Philippine Qualifications. This will be used as the basis
for accrediting certificates and licenses recognized by the government.
The Philippine Government has consistently pursued teacher quality reforms through
a number of initiatives. As a framework of teacher quality, the National
Competency-Based Teacher Standards
(NCBTS) was institutionalized through CHED
Memorandum Order No. 52, s. 2007 and
DepED Order No. 32, s. 2009. Recently,
Deped Order no. 42 s. 2017 introduces the
National Adoption and Implementation of
Philippine Professional Standards for
Teachers (PPST 2017, DepEd order No. 42,s.
2017) it is a set of standards that makes
explicit what teachers should know, be able to
do and value to achieve competence, improved student learning outcomes, and
eventually quality education. It is founded on teaching philosophies of
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learner-centeredness, lifelong learning, and inclusivity/inclusiveness, among others.
The professional standards, therefore, become a public statement of professional
accountability that can help teachers reflect on and assess their own practices as
they aspire for personal growth and professional development.
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Career stages for teachers define the work of teachers at different career
stages, make explicit the elements of high-quality teaching for the 21st century. They
comprise descriptors that have been informed by teachers’ understandings of what is
required at each of the four Career Stages. The descriptors represent a continuum of
development within the profession by providing a basis for attracting, preparing,
developing and supporting teachers.
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impact in the lives of colleagues, students and others. They consistently seek
professional advancement and relevance in pursuit of teaching quality and
excellence. They exhibit commitment to inspire the education community and
stakeholders for the improvement of education provision in the Philippines.
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LESSON 2: THE 21st CENTURY TEACHER
Good teaching depends largely on the teachers' ability to present the content,
with full consideration on the diversity of learners; however, everything can change
abruptly. Education at present changes as fast as the blink of an eye. The said
changes were brought about by various national and global issues and trends in
educational reform and the ASEAN integration, globalization, and the changing
character of both the teachers and learners in the 21st century, All of these are
necessary for the improvement and adaptability of education, and a call for the
reengineering of the current teacher standards. The global landscape in teaching
and learning was brought about by different factors that impacted learners'
performance such as the learning environment, content, learning pedagogy, process
of learning, types of learners and others that seriously affect student academic
performance. Indeed, the 21st century teachers need to understand the new
educational reforms. Indeed, this tools are necessary in order for the teachers to
survive in this era.
Lesson 2 will let us know the relevant skills needed in 21st century education
as it also touches the 4 pillars of learning, diversity of learners, and muti-cultural
education. This lesson will also make us realize that teachers can think globally and
act locally at the same time and that’s to be glocal.
Activity: Do you still remember your favorite teacher in elementary or even in high
school? Do you remember how your classroom looks like or even the delivery of
lessons from your teacher's? How about you, what kind of students are you then?
Kindly describe the following items below. Write your answer on the 2nd column.
My school /my
classroom
My teacher
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My self
The process of
teaching
2. Getting to know each other: interview 8 of your classmates, ask them about the
information below. Fill up the table below to answer this activity
Students Diversity
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Analysis
Let’s have a throwback, close your eyes and try to remember your elementary
and high school days. What’s the difference between education then and education
at present. Answer this activity by supplying the asked data below.
Learners
Teachers
Environment
Abstraction
Zhou, 2006 identified key categories of different changes and development in the
21st century teaching and learning and these are the learning environment, new
learning content, new process of learning and how these will be facilitated, new type
of learners,.New Spaces/Dimensions of Learning and New type of teachers. Let us
discuss them one by one.
41
The 21st-century learning environment may also be characterized by being
more student-centered than teacher-centered. It also entails learning that goes
beyond the four corners of the classroom. This is in contrast with the traditional
The 21st century makes it possible for new learnings to occur through new
methodologies based on subject content. The table below shows the differences
between new and traditional learning content.
42
● technical and vocational ● balance of general vs.
learning content is relegated to vocational components of
the background, while education and general vs.
academic subjects are at the specialized training
forefront
Moreover, learning in the 21st century has also become more engaged and
has evolved from rote learning to more teacher-pupil, pupil-pupil interaction/dialogue,
and collaborative team learning. Teachers are now expected to improve their
students’ knowledge, skills, and attitudes by involving them more in dialogues and
discussions.
Teaching in the 21st century has to evolve and adapt to the changing needs of
our new generation of learners, who:
1. have different sets of values, languages, and pop-cultures, and different ways of
thinking, reacting, responding, and getting motivated;
2. are techno-savvy - their internet and digital technology skills and competencies,
as well as their use of ICT as powerful learning tools,
3. come from more diverse backgrounds and cultural identities (age, ethnicity,
4. have new traits of independence, creativity, open-mindedness, and enterprising
minds.
43
The 21st century also allows the exploration of learning outside the four walls
of the classroom. While most traditional classes are held in the confines of the
classroom, modern-day classes are now also being held in such places as parks,
school yards, museums, workplaces, homes, and other venues to enhance the real
life experience of learners. Changes in the learning environment are observed to be
of three types:
2. They provide learning environments that are safe, secure, fair and
supportive in order to promote learner responsibility and achievement.
They create an environment that is learning-focused and they efficiently manage
learner behavior in a physical and virtual space. They utilize a range of resources
and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high
standards of learning.
44
3. They establish learning environments that are responsive to learner diversity.
They respect learners’ diverse characteristics and experiences as inputs to the
planning and design of learning opportunities. They encourage the celebration of
diversity in the classroom and the need for teaching practices that are
differentiated to encourage all learners to be successful citizens in a changing
local and global environment.
4. They interact with the national and local curriculum requirements. They
translate curriculum content into learning activities that are relevant to learners
and based on the principles of effective teaching and learning. They apply their
professional knowledge to plan and design, individually or in collaboration with
colleagues, well-structured and sequenced lessons that are contextually relevant,
responsive to learners’ needs and incorporate a range of teaching and learning
resources. They communicate learning goals to support learner participation,
understanding and achievement.
7. They value personal growth and professional development and exhibit high
personal regard for the profession by maintaining qualities that uphold the
dignity of teaching such as caring attitude, respect and integrity. They value
personal and professional reflection and learning to improve their practice. They
assume responsibility for personal growth and professional development for
lifelong learning.
45
8. Other characteristics
The 21st century teachers must 1) :develop life and career skills, 2) practice the
core values of inspiring teacher, 3) have a clear standards and accountability
that their learners should know and be able to do at the end of their schooling, 4)
be skillful in the integration of ICT pedagogy and in conducting action research to
diagnose and solve classroom problems based on evidence, 5). know how to
use broad pedagogies including inquiry-based learning cooperative learning, and
others that may be beneficial to the teaching and learning process, 5) be skillful
in the use of assessment of learning, and 6) acquire Great understanding of local
and global cultures
46
enables the learner to experience the pleasure of knowing, discovering and
understanding as a process
3. Learning to live together. This implies the development of such qualities as:
knowledge and understanding of self and others; appreciation of the diversity of
the human race and an awareness of the similarities between, and the
interdependence of, all humans; empathy and cooperative social behavior in
caring and sharing; respect of other people and their cultures and value systems;
capability of encountering others and resolving conflicts through dialogue; and
competency in working towards common objectives .
4. Learning to be. This type of learning was based on the principle that ‘the aim of
development is the complete fulfillment of man, in all the richness of his
personality, the complexity of his forms of expression and his various
commitments – as an individual, as a member of a family and of a community,
‘Learning to be’ may therefore be interpreted in one way as learning tobe human,
through acquisition of knowledge, skills and values.
1. Communication skills.
47
that every teacher must portray flexibility and have the sense of responsibility,
as well as leadership. 21st century teachers are also those who have social
and cross-cultural skills, initiative, productivity, accountability, and different
values such as moral, ethical and spiritual. As teachers who are exposed with
different forms of technology they should have literacies in such visual and
information, media, basic, economic, technological and multicultural. The
things that characterize 21st century teachers are their ways of thinking and
working, also the tools for working and skills for living in the world.
This means that teachers should know how to think independently and
critically, be able to solve problems correctly , and are creative and
innovative in all aspects of teaching, can communicate and collaborate
effectively with various group people and technology advanced individuals.
This means the teacher must be able to include information literacy, media
literacy, and Information, Teacher must be able to discern any information
which is transmitted via various forms of media. Communication and
Technology Literacy (ICT) . This also require the teacher to develop and
enhance the use of digital gadgets at all times and and lastly
4. Life and career skill framework. And these included the following:
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teamwork and can manage multi tasks. Can work in a cooperative and
collaborative manner.
In addition to these, the 21st century teachers must possess clear standards
and accountability of what learners they may produce at the end of the day.
They must also use pedagogies that require inquiry- based learning so that
learners could be able to participate in any group activity. Skillful in using or
integrating ICT in his lessons, to be multi-cultural literate, teachers must be
aware of the global and local trends, understand and respect local and global
culture.
The major goal of multicultural education is to restructure schools so that all students
acquire the knowledge, attitudes, and skills needed to function in an ethnically and
racially diverse nation and world. Multicultural education seeks to ensure educational
equity for members of diverse racial, ethnic, cultural, and socioeconomic groups, and
to facilitate their participation as critical and reflective citizens in an inclusive national
49
civic culture. It also aims to develop and foster a democratic and just society where
all groups experience cultural democracy and empowerment, Improve academic
achievement of all students, help the students to develop the knowledge, attitudes
and skills needed to function within their own micro culture, other micro cultures, and
within global community and .provide opportunities to gain cultural competency.
In the midst of this diversity, students must be given equal opportunities to education.
It is important to consider the need for curricular and instructional modifications,
teaching styles, re-examination of teachers’ attitudes, beliefs and perception. As
global teachers, we must accommodate the cultural differences and commonalities
of our students. They have to feel that we can relate to their different culture and one
must not be discriminated against because of being different.
1. Content integration. Content integration deals with the extent to which teachers
use examples and content from a variety of cultures and groups to illustrate key
concepts, principles, generalizations, and theories in their subject area or discipline.
The infusion of ethnic and cultural content into a subject area is logical and not
contrived when this dimension is implemented properly
50
rather than competitive; (2) the individuals experience equal status; and (3) the
contact is sanctioned by authorities such as parents, principals and teachers.
A global teacher is an educator that incorporates various global issues into their
curriculum including multiculturalism, economic, environmental and social issues.The
teacher expands the scope of their viewpoint beyond the normal boundaries of the
local classroom, as students learn about diversity and how they fit into the global
society. As the world becomes more interconnected, teachers are diversifying their
approach to education. The need for global teachers is on the rise in several
countries worldwide. Even developed countries are in need of competent teachers
who will teach in rural and urban classrooms imbued with the characteristics and
attributes of a glocal teacher.
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Global competence in teachers is a set of essential knowledge, critical
dispositions and performances that help foster a development of learners global
competence. A globally competent teacher has knowledge of the world, critical
global issues, their local impact, and the cultural backgrounds of learners; manifest
intercultural sensitivity and acceptance of difference; incorporates this knowledge
andsensitivity into classroom practice; and, develops the skills to foster these
disposition, knowledge, and performances in learners. . (NAFA:Association of
International Educators, 2015)
The following are the characteristic and core values of Filipino Teachers: This was
adapted from the Master Plan for Filipino Teacher 2017
● Cultural and Historical rootedness- can be discussed as building on the
culture and history of learners and the place.
● Ability to contextualize- this can be achieved through the use of local and
indigenous materials, context and pedagogy whenever apporiate.
● Excellence- both in personal and professional competence, leadership,
gechnology,innovation and creativity.
● Responsiveness- this can be possible through social involvement and
service, learner-centeredness, respect and sensitivity for diversity and
inclusiveness.
● Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible,,honest and loyal.
● Ecological sensitivity - teacher being resilient and a steward of the
environment for sustainability.
● Nationalism/Filipinism- teacher should show for being responsible citizen
and upholding the Filipino identity amidst globalization(glocalization);
● Faith in the Devine Providence- teacher being humane, just, peace-loving
and respectful of human rights.
Analysis
Conduct a simple virtual interview to any of the officials or teachers in your school
and ask:
Question: “Assuming that the continuum drawn below represents the learning
environment of your school. Where will you position your school in the continuum?
Encircle the number where you think your school is nearing. Justify your answer.
Place your answer on the box below.
Reflection/Learning Insights
Choose one and reflect and write your insights on one whole sheet of paper.
a). “We may have different religions, different colored skin, but we all belong to one
human race.” - Kofi Annan
b). “As a glocal teacher,” Act locally but think globally” - Roland Robertson
Activity
1. What do you think are the primary reasons why the school and the community
should work cooperatively and harmoniously?
2. Do you think that teachers should serve as a role model inside and outside
the school? Can you name some reasons why she should act as one?
Analysis
Direction: Read and write your answer on the space provided below.
54
1. Try to recall the classroom that you have in elementary school, Is that an
example of a conducive learning environment? Why? Justify your answer
2. How can you say that the school and the community are interconnected to
each other? Prove your answer.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________________________________
Abstraction
School is where the learners and teachers meet for scholarly reasons, it is
where heaps of instructional materials are found and utilized for guidance and
learning, to put it plainly, school is an instructive foundation intended to give trade of
information between the instructor and the students. It is where learning happens.
The facts confirm that the fundamental capacity of teachers is to dispense the
knowledge, skills, values, and other significant data information, students as what
society expects of educators.
One of the elements of the school is to furnish sound collaboration with the
community they serve. This implies that teachers ought not exclusively be bound in
the four corners of the room rather should realize how to manage different
individuals in the community. Teachers might be an expert who goes about as coach,
asset speaker, mentor, advisor, consultant, and even a network head. In fact, so
much is expected of a teacher.
55
In return, The department of Education who holds the responsibilities in
educating the child ensures that its learners passionately love their country and
whose values and competencies enable them realize their full potential and
contribute meaningfully to building nation”(DepEd Order No. 36, s. 2003)
56
Application
1. For you, how would you describe a good school and community partnership?
2. Do you experience this in your own school/community, share your experience.
3. Construct a simple policy on partnership between school and community.
Given the following situations below, what do think would be the role of the school to
the community or vice-versa?
1. During Covid 19
Pandemic
2. Calamity crisis
3. National Election
4. 4P’s
5. Brigada Eskwela
Reflection/Learning Insights
57
1. If a teacher plays a vital role in nation building, what are the important steps
you should do as a professional teacher? Write your answer below.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Activity
Direction: Before proceeding to the subject matter for today. Kindly answer the
activity provided. Place your answer on the space below.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Analysis
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Being an officer/ member of a certain organization in your college, Have
you ever been given the opportunity to attend local/regional/national
seminars/actvities conducted by a respected professional teacher organizations?
Write a short narrative regarding your participation in the said organization.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Abstraction
c. World Council for Curriculum and Instruction (WCCI). The World Council for
Curriculum and Instruction (WCCI) is a transnational educational organization
committed in its mission to advancing the achievement of a just and peaceful
world community and promoting person-to-person, professional relationships. It is
a non-governmental organization of the United Nations in consultative status with
a consultant to the United Nations Educational, Scientific, and Cultural
Organization (UNESCO). In addition, the organization ensures that education
contributes to the promotion of equity, peace, and universal realization of human
59
rights, developing a comprehensive sense of respect of self, others, and the
environment.
60
Commission on Higher Education (CHED). Some of the activities of PASUC
focuses on sports, literary, and musical competition annually participated by its
active members.
● GMA Foundation • Its mission is to give hope and a future to the Filipino family
by safeguarding human rights and upgrading standards of education.
62
Unit III: ON BECOMING A GLOBAL
TEACHER
Title of the Lessons:
Lesson 1 - Global Education and the Global Teacher
Lesson 2 - A Closer Look on the Educational Systems of Selected Countries
of the World
Lesson 3 - Multi-Cultural Diversity: A Challenge to Global Teachers
Lesson 4 - Broadening Teaching Perspectives: Teacher Exchange
Programs
Lesson 5 - Bringing the World Into the Classroom Through Educational
Technology
Duration: 9 hours
Introduction
This unit presents the extent of possibilities of expanding the horizon of a classroom
teacher of becoming global professional teacher. The topics illustrate ways of
approaching everything in the classroom and community globally. It offers
opportunities for teachers for exchange programs abroad, provides insights on the
different educational systems of the selected countries of the World, and the how
technology plays an important role in bringing the World into the classroom.
63
Here are the choices:
D. Culture
Test III
A. Choose 3 countries below and list down anything that you know about the
system of education of these countries. Make a graphic organizer
describe it well.
64
Understandi Writing shows a The report offers Writing Writing
ng strong a clear shown shows little
understanding understanding adequate understandi
understandi ng
ng
65
LESSON 1: A Closer Look in the Educational Systems of the Selected
Countries of the World
Duration: 3 Hours
INTRODUCTION
This lesson will bring you to different countries in the world. This will gives you
a clear understanding of how the educational system works in another country.
Different places have unique ways of establishing their own culture of education,
starting from the learners, teachers, programs, curriculum, and other
significant factors that may affect the learning process of every individual.
OBJECTIVES/COMPETENCIES
At the end of this lesson, you are expected to:
LESSON PROPER
ACTIVITY
Let's do this!
Answer the questions below, write your answer on the space provided for you.
1. If you are given a chance to study abroad, will you grab the opportunity?
What country are you interested in? Why
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
66
ANALYSIS
Let's analyze
1. Download a copy of the K to 12 (RA. 10533) curriculum and read and then
answer the question below.
You and your classmates are definitely a product of the new curriculum, which is the
K to 12; based on your own experience, what are the most encountered problem
have you bump into during the implementation of the program.
On the other hand, provided with the knowledge that you have regarding the said
curriculum, can you identify some curriculum. Answer the two questions by filling the
table that follows.
1. Select two countries that you really like and examine the similarities and
differences of its program to the current program that we have here in the
Philippines. You can use the Venn diagram in doing this activity.
ABSTRACTION
Education in Australia. This country has an
integrated education system supported by the
Australian Qualifications Framework (AQF). It is a
national policy for regulated qualifications across
schools, vocational education and training, and higher
education, primary and secondary school, until at
least the age of 16. In the senior secondary years,
students who want to pursue universities vocational
education and training institution shall apply for study
for their Senior Secondary Certificate of Education
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Regarding their kindergarten courses, each Australian state and territory has
a different approach to pre-school, some operating independently, and some within
primary schools.
States and territories are responsible for delivering school education in
Australia with schools operated by government and non-government education
authorities, including faith-based and independent schools. Moreover, teaching in
Australia welcomes innovation, productivity, and giving students the skills they need
for future success.
Australia is a well-respected supplier of English language training services
and is the only country in the world with an English language training accreditation
and quality assurance framework.
68
school, a certificate of completion is awarded. . Students who complete the natural
cycle are automatically accepted into lower secondary school.
Secondary education is divided into two three-year cycles: lower and upper
secondary. Lower secondary school is compulsory while the upper secondary school
is not compulsory,
For the Japanese attending the lower secondary school is a critical phase of
their education process. Initially, it started from grades 7 –to grade 10 of the
education cycle; learners are 12 to 15 years of age. Results at lower secondary
school can determine whether or not the student gains access to an excellent upper
secondary school and, by extension, to a good university and career.
In the second and third year of the lower secondary cycle, attendance at Juku,
or cram schools, is expected as students prepare for the competitive upper
secondary school examinations. Students completing the more down secondary
process are awarded a graduation certificate and are eligible to take admissions
examinations for upper secondary school.
Higher education in Japan is provided at universities (daigaku), junior colleges
(tanki daigaku), colleges of technology (koto senmon gakko), and special training
schools and colleges (senshu gakko). Of these four types of institutions, only
universities and junior colleges are strictly post-secondary providers. Admission to
an institution of higher education requires the Upper Secondary School Certificate of
Graduation (Kotogakko Sotsugyo Shosho).
69
Once finishing high school, students receive the National Senior Certificate,
with matriculation endorsements defining their specific qualifications. These
endorsements are the minimum requirement to get into a South African university.
Key Stage 2. Between 7 to 11 years, pupils will be in the second Key Stage of
compulsory education. In this stage, the curriculum aims to move them further in
gaining a bit more knowledge on core subjects. At the end of this stage, they will be
tested in the following topics English reading, English grammar, punctuation and
spelling, Mathematics, Science. In English and Mathematics, the testing will be done
through national assessment tests, while the teacher will independently assess the
level of improvement of each student in Science.
Key Stage 4. In the final stage of compulsory education, Key Stage 4 lasts
from 14 to 16. This is the most common period for students to undertake the national
assessment tests that will lead them to take a GCSE or other national qualifications.
From age 11 to 16, students will enter secondary school for key stages three
and four, and to start their move towards taking the GCSEs. The most important
assessment occurs at age 16 when students pursue their General Certificate of
Secondary Education (GCSE's). Once students complete their GCSE's, they choose
to go onto further education and then potential higher education or finish school and
go into the working world.
70
In the Higher education system, the international students will enter directly
into the U.K. higher education system, after completing their home country's
equivalent to the U.K.'s "further education."
Education in the United States. Young children enter formal schooling around the
age of five. Pre-School is not required. On the other hand, it acts to prepare children
to succeed in a kindergarten better. Pre-School programs are not free: they have to
be financed by the family.
U.S. educators frequently use
K-12 education to refer to all
primary and secondary
education, from kindergarten
before the first year (or 1st
grade) of formal schooling,
through secondary graduation
(12th grade).
This pattern
"Elementary school (K-5), middle school (6-8), high school (9-12)" is the most
common one. Elementary students are typically in one classroom with the same
teacher most of the day. After elementary school, students proceed to junior high
school, called middle school, where they usually move from class to class each
period, with a new teacher and a fresh mixture of students in every category.
Students can select from a wide range of academic courses and elective classes.
Children in the Elementary and Middle School or Junior High generally stay in
the classroom an average of 6.5 to 7 hours. In High School, students in their first
year are called freshman, in their second-year sophomore, in their third year junior,
and in their last and fourth-year senior. There is an even greater variety of subjects
than before. Students generally stay in the classroom an average of 7.5 hours and
must earn a certain number of credits to graduate and be awarded a High School
Diploma. Only with a high school diploma students can enroll in post-secondary
education. Only with a high school diploma students can enroll in post-secondary
education. It is essential to know that colleges and universities sometimes require
specific high school credits or tests for admission, and students must plan their high
school careers with those requirements in mind.
Education in New
Zealand. Education is free
between the ages of 5 and 19 at
schools that are
government-owned and funded.
Schooling is compulsory from
age 6 to 16. In the majority of
schools, children can start school
on the day they turn 5 years old.
Primary education begins at Year
1 and goes to Year 8 when
71
children are around 5-12 years of age, while secondary education goes from Year 9
to Year 13 when child age is around 13-17. The primary education focuses on
foundation learning across a range of subjects and competencies but especially in
literacy and numeracy. The students' study is guided by the New Zealand National
Curriculum like English, the arts, health, and physical education, languages,
mathematics, and statistics, Science, social sciences, and technology. The learners
in this stage ages 5-10, from Years 1 to 6. Students' abilities in reading, writing, and
Math are regularly assessed against expectations for their age level, as set out by
New Zealand's National Standards.
A. APPLICATION
Aside from the 2 countries mentioned above, select another 3 countries and try to fill
out the information asked below.
Elementary
Secondary
Tertiary
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Now that you are already aware of the different educational systems of the countries
presented a while ago. Are you now enlightened why the Philippine education is
pursuing the k to 12 reforms? Let's review your answer on the previous activity
regarding the problems that you encountered during the implementation of the
current curriculum; with information, can you suggest or recommend how these
problems can be minimized if not totally resolved?
B. REFLECTION
Answer the question below. Write your answer on the whole sheet of paper.
73
LESSON 2: MULTICULTURAL DIVERSITY
Duration: 3 Hours
INTRODUCTION
This lesson will enlighten you on why and how a professional teacher deals
with the diverse groups of learners. Learners like you are imbued with various
characteristics different from others. It is said that even identical twins are not alike;
they differ in many ways. As a teacher, who will be dealing with approximately 50
students a day is already a problem for the teacher on how he/she is going to handle
the big group of learners. How much more that these people are filled with
differences, from their color, gender preferences, social status, personality, family,
and cultural background. This might be simple to the individual himself, but others
might find it annoying.
This is the situation where the teacher comes in, and these are the primary
reasons why the school exists, whose main functions are to keep everyone united,
educated, let others fell that they are respected and accepted despite their
distinctiveness to others.
OBJECTIVES/COMPETENCIES
74
LESSON PROPER
ACTIVITY
Let's call this activity "Getting to know each other" fill in the table below by
conducting a cursory interview to 8 people around you; ask them about their:
Students Diversity
ANALYSIS
Let's analyze
1. With the discussion stated above, do you believe that multicultural education
exists in your school, particularly in the group of students where you are a
part? Is there a situation in class that one of your classmates could hardly be
understood or being bullied by his fellow because of his language, color,
gender preferences? Describe the situation in class and how the teachers
acted on this?
ABSTRACTION
76
Amid this diversity, students must be given equal education opportunities. It is
essential to consider the need for curricular and instructional modifications, teaching
styles, a re-examination of teachers' attitudes, beliefs, and perceptions. As global
teachers, we must accommodate the cultural differences and commonalities of our
students. They have to feel that we can relate to their different culture, and one must
not be discriminated against because of being different.
The Dimensions of Multicultural Education
James A. Banks's Dimensions of Multicultural Education is used widely by
school districts to conceptualize and develop courses, programs, and projects in
multicultural education. The five dimensions are (1) content integration, (2) the
knowledge construction process, (3) prejudice reduction, (4) an equity pedagogy,
and (5) empowering school culture and social structure.
1. Content integration. Content integration deals with the extent to which teachers
use examples and content from a variety of cultures and groups to illustrate key
concepts, principles, generalizations, and theories in their subject area or
discipline. The infusion of ethnic and cultural content into a subject area is logical
and not contrived when this dimension is implemented correctly.
77
school with many strengths. Multicultural theorists describe how cultural identity,
communicative styles, and the social expectations of students from marginalized
ethnic and racial groups often conflict with the values, beliefs, and cultural
assumptions of teachers.
● Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible, honest, and loyal.
79
● Responsiveness can be possible through social involvement and service,
learner-centeredness, respect, and sensitivity for diversity and inclusiveness.
● Accountability and integrity- teacher being a positive role model with strong
moral character, committed and conscientious, credible, honest, and loyal.
Faith in the Devine Providence- teacher, being humane, just, peace-loving, and
respectful of human rights.
APPLICATION
Give some tips on how to become a glocal teacher. Do you think that a glocal
teacher could be an advocate of multiculturalism? How?
REFLECTION/INSIGHTS
After a thorough discussion about multicultural education, you may now answer the
activity below.
Instruction: Close your eyes for a moment and ask yourself, what are
the characteristics of a glocal teacher that I have? Having those characteristics, do
you think that it would be an excellent start to handle a group of learners with diverse
backgrounds? Why?
80
LESSON 3: Broadening Teaching Perspectives: Teacher Exchange
Programs
DURATION: 3 Hours
INTRODUCTION
OBJECTIVES/COMPETENCIES
At the end of the lesson, you are expected to
1. Identify the different teacher exchange programs in the USA, Canada, and
South Africa
2. Explain and criticize the objectives of each program
LESSON PROPER
A. ACTIVITY
Let's do these
Conduct a virtual interview with the immediate school administrator of the
department and ask him/her about the following questions. Record
the conversation and share it with class.
81
ANALYSIS
82
abroad from two weeks to six months. Successful applicants come from all
backgrounds, and their applications demonstrate how the exchange experience will
influence their teaching and their students going forward.
Fulbright Teacher Exchanges bring primary and secondary educators from
more than 85 countries and territories worldwide to the United States for professional
growth and learning. Fellows have the opportunity to expand professional leadership
skills and build mutual understanding within their U.S. hose community.
Fulbright welcomes teacher participants to conduct research, individual
inquiry, projects, take courses, and collaborate with colleagues on educational
practices to improve student learning—research Program. Furthermore, Fulbright
provides an opportunity for educators from the United States to take part in a three-
to six-month professional learning experience abroad to conduct research and
pursue additional learning.
These exchange programs occur during the spring and summer holidays. This
enables teachers and administrators to shadow their counterparts in another country.
In this program, the African teacher exchange visit within a school or another African
country for two weeks with the following activities. 1) they will be assigned at one
school for one week and another school for another week, 2) observe teaching in the
said teacher's subject, 3) engage in discussions with teachers in another school, 3)
the guest teacher teaches using ICTs at the school that the teacher is visiting 4),
lastly, write a journal of their exchange visit experiences.
Let's analyze
Base on the information above, which program were you impress? Why?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_________
ABSTRACTION
Given a chance to talk to the school officials, how would you convince them to
strengthen the said program in your school? Make a position letter for this.
REFLECTION
If your co-teacher is having a second thought of accepting the offer to
represent her school for the International Teacher Exchange program in the USA.
Will you encourage her to grab the opportunity or not? Why?.
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LESSON 4: BRINGING THE WORLD INTO THE CLASSROOM THROUGH
EDUCATIONAL TECHNOLOGY
DURATION: 3 Hours
INTRODUCTION
For technology to work effectively, it should be incorporated in the classroom if
appropriate for a given instructional task. Also, technology can only be a useful
teaching tool if teachers participate in decisions to adopt the technology. To know
more about this, lesson 5 will discuss the role of technology in the teaching and
learning process and how it could improve learning from the traditional to the
constructivist point of view. And lastly, how technology could support learning both
for teachers and students.
OBJECTIVES/COMPETENCIES
At the end of the lesson, you are expected to:
LESSON PROPER
ACTIVITY
Do you still remember your teachers in primary education? Are they using
technology inside the classroom? What are those? Write your answer on the space
provided below.
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___________________________________________________________________
___________________________________________________________________
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ANALYSIS
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4. Technology as context to support learning-by-doing - for representing and
stimulating significant real-world problems, situations, and contexts for
representing beliefs, perspectives, arguments, and stories of others - for
defining a safe, controllable problem space for student thinking.
b. Electronic references are easy to search, and they provide information very
quickly; in fact, through technology, they can choose programs available on
the internet site. .Students may create charts, maps, and other graphic
representations that they can generate through simulation.
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c. A two-way video and two-way audio systems allow students and teachers at
remote sites to see and hear from each other. The technology could also be
a means for the teacher to communicate and collaborate with their peers,
parents, and even the broader community to nurture student learning.
d. Communication technology allows learners to travel and visit places for global
explorations. A virtual electronic field trip is possible through an interactive
broadcast from the expedition sit.
Let's analyze
1. In your own perception, give some instances when you can say that technology is
a boon or a bane?.
C.ABSTRACTION
D.APPLICATION
Answer the question below. Write your answer on the space provided. Do this
activity on a sheet of paper. You can collaborate with your classmate to do this
activity.
1. What do you think would be the effect of the rampant use of gadgets in the
academic performance of the learners? Do you have any solution to propose
regarding this problem...
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A. REFLECTION
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Unit IV: THE PROFESSIONALIZATION OF
TEACHING
Introduction:
The State shall ensure that teaching will attract and retain its rightful share of
the best available talent through adequate remuneration and other mean of job
satisfaction and fulfillment.
To support further the move to get the best competent teachers for the
teaching profession, laws like PD 1006, RA 7836 and RA 9293 made some
amendments.
Objectives:
1. Analyze the salient points of these laws as applied to the teaching profession.
2. Internalize the essence of these laws in the practice of the teaching as
profession.
3. Reflect from provisions of these mandates and make a resolution on becoming
professional teacher.
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Analysis
1. “ The Institution of the country have relied upon… teachers whose direct and
continuing interaction with the young people and the children make them
potent forces for the development of proper attitudes among the citizenry;
2. There is a tremendous growth of the teaching population, comprising in the
civil service sector alone more than 300,000 teachers deployed all over the
country;
3. To ensure that in the immediacy and urgency of teacher recruitment,
qualitative requirements are not overlooked, it has become necessary to
regulate the teaching profession;
4. Teaching requires a number of years of collegiate study; it is the only course
that it is not yet considered a profession; and
5. In recognition of the vital role of teachers in nation-building and as an
incentive to raise the morale of teachers, it is imperative that they be
considered as professionals and teaching be recognized as a profession” (PD
1006).
PD 1006 declared a policy that teacher education be of the highest quality, and
strongly oriented to Philippine conditions and to the needs and aspirations of the
Filipino people. Along with the policy that teacher education be of the highest quality,
the Civil Service Commission and the Department of Education jointly gave
examination for teachers. Passers in the teachers’ examination were qualified for
registration as professional teachers and were given the Professional Teacher
Certificate. PD 1006 made a teacher’s license a requirement for teaching. The
decree states: “Three years after the effectively of this Decree, no person shall
engage in teaching and/or act as a teacher as defined in this Decree, whether in the
public or private elementary or secondary school, unless he is holder of a
Professional Teacher Certificate or is considered a Professional Teacher under this
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Decree.” The question raised was, was the Professional Teacher Certificate really
made a requirement for entry into the teaching profession, three years after 1977?
These show that teaching does not attract the best as mandated in the Philippine
Constitution that teaching will attract and retain its rightful share of the best available
talents through adequate remuneration and other means of job satisfaction and
In 1994 another law on teachers’ professionalization namely Republic Act No. 7836
known as the Philippine Teachers Professionalization Act of 1994 was enacted. Like
PD 1006, this law recognized the vital role of teachers in nation building.
The Act created the Board for Professional Teachers, a collegial body under the
general supervision and administrative control of the Professional Regulation
Commission that gives the Licensure Examination for Teachers (LET). Passers of
the LET are granted license to teach.
To support further the move to get “the best and the brightest” for the teaching
profession, some significant provisions of R.A. 7836 were amended by R.A. 9293.
Find out why R.A. 9293 is in support of the move to hire the most competent
teachers in the classroom.
The links of the laws cited above are stated below for you to read and study
thoroughly.
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Direction: Read the following laws given the website links below. You are also
expected to answer the questions given after reading the laws.
Abstraction:
Application:
Direction: Determine what amendments to RA 7836 were made by RA 9293 on the
following:
1. Required number of units for non-education graduate
2. Required rating for para-teacher
3. Other than para-teacher who are entitled to special permit
4. In Section 26 of R.A. No. 9293, how many units of education course are required
for those who have not practice their profession for the past five years?
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___________________________________________________________________
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Reflection/Learning Insights
Direction: Write your reflection “how to become a professional teacher?”
POSTTEST
POSTTEST
Introduction:
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value more when it is supported by the Code of Ethics for Professional Teacher. It
can help leader become a better teacher, and assist each teacher to continually think
about improving professionally as a facilitator of learning.
It is more likely that with the Code of Ethics of Professional Teacher, a teacher
will see herself as a role model of students and demonstrating some dimension –
can cue the teacher about he/she should be doing.
By the time students finished studying this topic/lesson they had probably
already recalled the teacher you want to emulate.
PRETEST
Direction: The Presidential Decree no. 223, Section 6 adopts and promulgates the
following “Code of Ethics for Professional Teachers”. Given that the said code of
ethics provide guidance for the professionals in terms of dealing justly with the
public, professional maturity, and guidance for the professional decision-making;
what is the academic freedom of teachers? And why teachers should be physically,
mentally, and morally fit? Write your answer on one whole sheet of paper.
Objectives:
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Activity
When is the best time to think deliberately about your own code of ethics?
How about now? If not now, when? Do yourself a favor and think about it for a few
minutes. You don’t need to solve the problem of the world but at least give yourself 5
to 10 minutes to consider where you stand on moral question.
Explain who you are as a person so that someone else would know what to
expect from you in a challenging situation.
Analysis
Direction: Read and analyze the features of Code of Ethics for Professional Teachers
and answer the activities below. Use the link
http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
Abstraction
Give real life situations of teacher behavior that are met in keeping the given
provision in the Code of Ethics for Professional Teacher. Explain why.
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Application
Direction: Make a poem that presents the characteristics of the professional teachers
in given Articles of the Code of Ethics for Professional Teachers. Write your poem on
the space provided below.
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Reflection/Learning Insights
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POSTTEST
Direction: The Presidential Decree no. 223, Section 6 adopts and promulgates the
following “Code of Ethics for Professional Teachers”. Given that the said code of
ethics provide guidance for the professionals in terms of dealing justly with the
public, professional maturity, and guidance for the professional decision-making;
what is the academic freedom of teachers? And why should teachers be physically,
mentally, and morally fit? Write your answer on one whole sheet of paper.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Education Field Offices
Lesson 2 - Batas Pambansa 232- An Act Providing for the Establishment and
Maintenance of an Integrated System of Education
Lesson 3 - R.A. No.4670, Magna Carta for Public School Teachers
Lesson 4 - R.A. No.9155- An Act Instituting a Framework of Governance for
Basic Education, Establishing Authority and Accountability,
Renaming the DECS as the DepEd and for other purposes
Lesson 5 - R.A. No.10157- An Act Institutionalizing the Kindergarten Education
into the Basic Education System and Appropriating Funds Therefore
Lesson 6 – An Excerpt: UNESCO, First Call for Children, and The Family Code
of the Philippines
Lesson 7 – An Excerpt: R.A. No. 7610- Special Protection of Child Against Child
Abuse, Exploitation and Discrimination Act and R.A. No.7877 –An
Act Declaring Sexual Harassment Unlawful
Introduction
Education has always been an important part of the Legislative Agenda. The
government through the Constitution and other laws has established a
comprehensive educational system which provided the creation of this triumvirate
namely the Department of Education (DepEd) for basic education, the Technical
Education and skill Development Authority (TESDA) for technical vocational and
middle level education, and the Commission and Higher Education for tertiary and
graduate education.
The legal basis and rationale behind the policies, programs and activities in
the Philippine educational system have been provided by the six major laws as
follow:
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In this lesson/topic you will study these laws which are relevant to the
teaching profession.
Objectives:
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Lesson 1 - The 1987 Constitution Organizational Structure of the Department
of Education Field Offices
The Constitution is the greatest document ever written, the most influential
legal document in existence and it is a living document in the country. People agree
over its interpretation, but never question its underlying principle.
The government through the Constitution and other laws has established a
comprehensive educational system.
Analysis
Direction: Read and analyze the educational features of the 1987 Philippine
Constitution and answer the activities below.
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3. Complete, adequate and integrated system of education relevant to the
needs of the people and society to be established, maintain and supported.
The state is mandated by the Constitution to establish, maintain and support a
complete adequate and integrated system of education. The educational system
to include nursery and kindergarten schools prior to basic requirements of
elementary, secondary, tertiary and post- graduate training basing on the principle
that education is a continuing or life-time process. It must be relevant to the
needs of the people and society.
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6. Informal, Non-formal and indigenous learning system, etc. to be
encouraged
The Constitution, recognizing the need to depart from the formal education
system or traditional methods of instruction for the benefit of out-of-school youth
as well as those who live in depressed communities, enjoins the State to
encouraged non-formal, informal, and indigenous learning systems as well as
self-learning, independent, and out-of school study programs particularly those
that respond to community needs. Indigenous learning systems include ways and
methods within the cultural communities which are used in preserving and
building certain traditions within cultural communities. Thus it serves as a means
of expanding access to education opportunities to citizens who are unable to
avail of the serving and program of formal education.
The state recognizes the complementary rules of public and private schools in
our educational system. This recognition is brought about by the tremendous
contributions being rendered by the private sector in the education of the youth of
the land. Majority of our secondary and collegiate enrollment is provided by a
system of privately owned college and universities. These institutions shall
operate kindergarten and elementary schools throughout the country. The private
school system is contributing enormously to the education of the masses of our
people. The state to lessen its financial load, should strengthen the private
schools by providing them with increased basic assistance so that they will
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assume an even larger share of the responsibility of educating the youth of the
land. It should provide incentive for their development and operate more
effectively.
The State may prescribe conditions for the establishment and operation of
private schools, provide for the qualification o school administrators and
school teacher, fix the number of teaching hours, fix laboratory and library
requirements, require all school to include the study of constitution as part of
the curricula, and provide corresponding penalties for those who may be
found guilty of violation of its regulations. The State may not interfere in the
management of private school nor control their policies in a manner that
would result in their destruction.
b. Public School
Public schools are under the control of the State because they are created by
the government as an Agency or instrumentality to aid the State in the
performance of a public duty the education of the youth. Being a creation of
the State, the government has the right to control the operations of all public
schools. It is exclusive and is sufficiently comprehensive to include the power
to prescribe a curricular to select textbooks to impose disciplinary regulations
for the students and to exercise such other prerogatives as are usually
possessed by owners or employers.
a. To take into account regional and sectoral needs and conditions; and
b. To encourage local planning
The Constitution give due recognition that different regions and sector have
different cultures, custom, needs and requirements. A uniformity for educational
policy or program is not feasible. Thus, the educational policies and programs to be
adopted for schools in Mindanao and Ifugao.
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Local planning is a requirements in line with the constitutional policy to promote
the right of the people to participate at all levels of decision-making on matters
affecting their legitimate and collective interest.
All institutions of higher learning both public and private universities and
colleges, above high school levels shall enjoy academic freedom. It applies both to
the members of the academic community as well as to the institution itself.
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Abstraction
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
Application
Direction: Below is a passage from the 1987 Philippine Constitution. Read and
explain it comprehensively.
“The mandate that the State shall “establish, maintain and support a complete
adequate and integrated system of education.”
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___________________________________________________________________
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Activity
Analysis
The ARMM has a Regional Secretary of Education and Staff. Although the
Office is distinct from the Department of Education, national programs and projects
involve the ARMM.
The field offices of the DepEd are the 16 Regional Offices. The Autonomous
Region in Muslim Mindanao (ARMM) is headed by a Regional Secretary. A region is
composed of provincial and city school divisions headed by a School Division
Superintendent.
Figure 1 shows the organizational structure of the city and school divisions.
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A School Division is located in each province or city. The provincial school
division may include a city or cities within its geographical unit. The School Division
Superintendent has authority over all elementary and secondary public and private
schools in the division.
Figure 2 shows a typical structure of an elementary school and Figure 3 shows
the organizational structure of a secondary school.
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Regional Director (Director IV)
The Regional Office Divisions (five major divisions in the Regional Office)
● Elementary Education Division and the Secondary Education Division
-the supervision of educational programs in the school divisions within a
region is carried out by a team of Education Supervisors of the.
● The Non-formal Education Division oversees the delivery of literacy and
livelihood education to out-of-school youth and adults who are not able to
attend the formal education classes.
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● The Administrative Division Takes cares of matter pertaining to human
resource management, local affairs, salary, supply, records, and evaluation of
teacher credentials.
● The Budget and Finance Division takes charge of budgetary and financial
matter.
School Division
A school division is located in each province or city. The provincial school
division may include a city or cities within its geographical unit, if latter is not yet
separated from the province through a charter.
The School Division Superintendent heads of the school division. He is directly
responsible to the Regional Director. He has authority over all elementary and
secondary public and private schools in the Division, including special schools.
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and the appointment transfers, reinstatement, and details of field janitors for
not more than 30 days;
1.8 Recommends for approval requests for reclassification, upgrading and
conversion of position and other related matters;
1.9 Prepares and submits annual and periodic reports on conditions and
activities of school in his division and on needed equipment, supplies and
textbooks and other reports;
1.10 Makes periodic visits to schools to check compliance and implementation of
curricular requirements;
1.11 Conducts in-service training of staff and field supervisors as well as teachers
and other non-teaching personnel to keep them posted on new trends for
advancement and improvement of instruction, administration, and
supervision and personnel management;
1.12 Approves voucher, payrolls and requisitions;
1.13 Plans, programs, and directs the distribution of national fund allotments;
1.14 Confers, coordinate and cooperates with provincial officials and other
government agencies on matters affecting school and certain community
development projects;
1.15 Initiates and directs the development of local curriculum materials and
programs and coordinates the conduct of educational researches and
surveys and special fund campaign; and
1.16 Sits as co-chairman of the Provincial Board.
3. Education Supervisor
3.1 Assist the Superintendent in carrying out the educational programs n the
division; and
3.2 Visits the different districts, elementary and secondary schools in the
division to provide assistance to district supervisors, principals, and teachers
in evaluating and improving their work.
District Supervisor
The educational leader, organizer, and administrator of all elementary schools
within his/her district. The responsibilities of the district supervisor require that he
possess inspiring leadership, tact, sympathy, vision and administrative ability.
1.1 Provides leadership in the implementation of DECS programs and projects
in the district;
1.2 Directs, advises, and assist the elementary school principal and teachers in
his district;
1.3 Promotes the efficiency of the teachers under his charge through effective
supervision and in-service training;
1.5 Keep his schools functioning in keeping with the broad general policies of
the bureau and the best interests of the public and the community;
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The School
1. Elementary School Principal
1.3 promotes the efficiency of teaching and learning in all classes through
in-service trainings, observations, visits, etc.;
1.4 coordinates all services for the wholesome growth and development of all
pupils and other personnel in the school
1.7 Prepares, consolidates and submits all reports of the school to the district
supervisor;
1.8 Rates the performance of the teachers in the school and recommends the
deserving ones for promotions; and
2.3 Prepares the school budget proposal and works for adequate financing of the
school; prepares programs of expenditures based on the approved budget;
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2.4 Leads in curriculum development and determine what electives, and
vocational courses the school can offer to its students;
2.5 Plans and organizes the co-curricular activities of teachers and student;
2.6 Sees to it that the school is provided with proper health and medical facilities,
supervises the maintenance and up-keep of school plant facilities;
2.9 Maintains good public relations with students, teachers, local officials and the
public at large; and
2.10 Conducts in-service education program for the teachers and other school
employees.
Abstraction:
Study the organizational Structure of the division and school levels. Locate yourself
in the organizational chart. What thoughts cross your mind as you see yourself in the
future in relation to others in the educational system beginning with the school and
division?
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Application:
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Lesson 2 - Batas Pambansa 232- An Act Providing for the Establishment and
Maintenance of an Integrated System of Education
This act shall be known as the Educational Act of 1982. The main purpose of
the Act is to provide guidelines for the establishment and the maintenance of an
integrated system of education relevant to the goals and objective of national
development.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Analysis
Direction: Read and analyze the educational probations of the Batas Pambansa Blg.
232 and answer the activities below.
Abstraction:
Direction: Explain the special right of teachers’ school administration: teachers shall
be deemed persons in authority when in the discharge of lawful duties and
responsibilities and shall therefore be accorded due respect and protection.
Application:
Direction: Enumerate at least 3 of the right, duties and obligation of students, parents
and teacher
Reflection/Learning Insights
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Analysis
Direction: Read and analyze the features of the R.A. No.4670, Magna Carta for
Public School Teachers and answer the activities below.
● R.A. No.4670
https://lawphil.net/statutes/repacts/ra1966/ra_4670_1966.html
Abstraction:
Direction: Answer the following questions. Write your answer on one whole sheet of
paper.
1. What can be some reason behind section II of RA No. 4670?
2. Why should a classroom teacher should not exceed six hours of actual
teaching?
Application:
Direction: Enumerate the rights, benefits and privileges of public school teacher shall
enjoy.
Reflection/Learning Insights:
Questions: What are your realizations on the teaching profession after a study of the
Magna Carta for Public School Teachers? Do these realization help you decide to
pursue the teaching careers? Why?
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Lesson 4: R.A. No.9155- An Act Instituting a Framework of Governance for
Basic Education, Establishing Authority and Accountability,
Renaming the DECS as the DepEd and for other purposes
Republic Act No. 9155 shall be known as the “Government of Education Act
of 2001”. An act instituting a framework of Governance for Basic Education,
establishing authority and accountability and renaming the Department of Education,
Culture and Sports (DECS) as the Department of Education.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Analysis
Direction: Read and analyze the features of the Republic Act No. 9155 and answer
the activities below.
● The school shall be the heart of the formal education system. It is where
children learn. Schools shall have a single aim of providing the best possible
basic education for all learners.
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● Governance of basic education shall begin at the national level. It is at the
regions, divisions, schools and learning centers — herein referred to as the
field offices — where the policy and principle for the governance of basic
education shall be translated into programs, projects and services developed,
adapted and offered to fit local needs.
● The State shall encourage local initiatives for improving the quality of basic
education. The State shall ensure that the values, needs and aspirations of a
school community are reflected in the program of education for the children,
out-of-school youth and adult learners. Schools and learning centers shall be
empowered to make decisions on what is best for the learners they serve.
Abstraction:
Direction: Discuss why the school should be the heart of formal education.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Application:
___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Lesson 5: R.A. No.10157- An Act Institutionalizing the Kindergarten Education
into the Basic Education System and Appropriating Funds
Analysis: Read and analyze the excerpt of RA No. 10157 below and answer the
activities after.
120
Section 3. Definition of Terms. – The terms used in this Act are defined as
follows:
(a) DepEd shall refer to the Department of Education;
(b) BEE shall refer to the Bureau of Elementary Education;
(c) Kindergarten education shall be understood in this Act to mean one (1)
year of preparatory education for children at least five (5) years old as
a prerequisite for Grade I; and
(d) Mother tongue refers to the language first learned by a child.
Section 5. Medium of Instruction. – The State shall hereby adopt the mother
tongue-based multilingual education (MTB-MLE) method. The mother tongue of
the learner shall be the primary medium of instruction for teaching and learning in
the kindergarten level. However, exceptions shall be made to the following cases:
(a) When the pupils in the kindergarten classroom have different mother
tongues or when some of them speak another mother tongue;
(b) When the teacher does not speak the mother tongue of the learners;
(c) When resources, in line with the use of the mother tongue, are not yet
available; and
(d) When teachers are not yet trained how to use the MTB-MLE program.
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defined in Section 7(c) which aims to introduce and eventually strengthen the child’s
understanding of English, which is the official language.
Section 7. Duties, Powers and Functions. – The DepEd, through the BEE, shall
exercise the following powers and functions:
● Interactive strategies;
The learning development materials shall consist of the following at the minimum:
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(iii) Big books;
Section 9. Implementing Rules and Regulations. – Within ninety (90) days after the
effectivity of this Act, the DepEd, in consultation with the Department of Budget and
Management, shall promulgate the rules and regulations needed for the
implementation of this Act.
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Section 10. Separability Clause. – If any provision of this Act is held invalid or
unconstitutional, the same shall not affect the validity and effectivity of the other
provisions hereof.
Section 11. Repealing Clause. – Pertinent provisions of all other laws, decrees,
executive orders and rules and regulations contrary to or inconsistent with the
provisions of this Act are hereby repealed or modified accordingly.
Section 12. Effectivity Clause. – This Act shall take effect fifteen (15) days after its
publication in the Official Gazette or in two (2) newspapers of general circulation.
Abstraction:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Application
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Lesson 6 – An Excerpt: UNESCO, First Call for Children, and The Family Code
of the Philippines
Analysis
● Learning to know
● Learning to do
● Learning to live together
● Learning to be
Learning to Do, in order to acquire not only an occupation skill but also, more
broadly, the competence to deal with many situations and work in teams.
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Education for All
Universal basic education is the central goal of the Philippine EFA strategy.
Four major interventions defined in the UNESCO’s Framework for Action to Meet
Basic Learning are as follows:
EFA has become “inextricably woven into the Department of Education fabric, the
overriding responsibility of all its units.” It has become an exemplar on vision
assimilation and organizational adaptation and integral part of the “overarching
philosophy and integral strategy of basic education in the Philippines.”
The Philippines EFA Plan reaffirmed the commitment of the country during the
Millennium Summit of the member states of the United Nations towards “reducing
poverty and the worst forms of human deprivation. The Millennium Development
Goals (MDG’s) set within 2015 include the following:
● Reducing by half the number of people, who live in extreme poverty, with
little access to food and safe drinking water
● Reducing death in mothers and children below five;
● Making primary education accessible to all;
● Reducing gender disparities;
● Proving access to reproductive health services;
● Pursuing national strategies for sustainable development
126
● Reversing environmental resources losses; and
● Developing a global partnership for development
Abstraction:
Direction: Discuss the factors affecting the country system of delivery of basic
education and the government assistance to make education and the government
assistance to make education accessible to all Filipino.
Application
127
Lesson 7 – An Excerpt: R.A. No. 7610- Special Protection of Child Against
Child Abuse, Exploitation and Discrimination Act
Child abuse are likely for more prevalent than you expect. Even more tragic, it
is often the case that children suffering abuse or neglect see their environment as
“normal” as if all children live in the same situation. Child abused defined as the
physical or mental injury, sexual abuse, negligent treatment. Today maltreatment is
classified into four categories: (1) physical abuse, (2) neglect, (3) sexual abuse and
(4) emotional maltreatment. The term child abuse and neglect means, any recent act
or failure to act on the part of a parent that result in death, serious physical or
emotional harm, sexual abuse or exploitation, or an act or failure to act which
presents an imminent risk of serious harm.
Analysis:
Direction: Read and analyze the excerpt of the law below.
ARTICLE VI
Section 10. Other Acts of Neglect, Abuse, Cruelty or Exploitation and Other
Conditions Prejudicial to the Child's Development. –
● Any person who shall commit any other acts of child abuse, cruelty or
exploitation or to be responsible for other conditions prejudicial to the child's
development including those covered by Article 59 of Presidential Decree No.
603, as amended, but not covered by the Revised Penal Code, as amended,
shall suffer the penalty of prison mayor in its minimum period.
● Any person who shall keep or have in his company a minor, twelve (12) years
or under or who in ten (10) years or more his junior in any public or private
place, hotel, motel, beer joint, discotheque, cabaret, pension house, sauna or
massage parlor, beach and/or other tourist resort or similar places shall suffer
the penalty of prison mayor in its maximum period and a fine of not less than
Fifty thousand pesos (P50,000): Provided, That this provision shall not apply to
any person who is related within the fourth degree of consanguinity or affinity or
128
any bond recognized by law, local custom and tradition or acts in the
performance of a social, moral or legal duty.
● Any person who shall induce, deliver or offer a minor to any one prohibited by
this Act to keep or have in his company a minor as provided in the preceding
paragraph shall suffer the penalty of prision mayor in its medium period and a
fine of not less than Forty thousand pesos (P40,000); Provided, however, That
should the perpetrator be an ascendant, stepparent or guardian of the minor,
the penalty to be imposed shall be prision mayor in its maximum period, a fine
of not less than Fifty thousand pesos (P50,000), and the loss of parental
authority over the minor.
● Any person, owner, manager or one entrusted with the operation of any public
or private place of accommodation, whether for occupancy, food, drink or
otherwise, including residential places, who allows any person to take along
with him to such place or places any minor herein described shall be imposed a
penalty of prison mayor in its medium period and a fine of not less than Fifty
thousand pesos (P50,000), and the loss of the license to operate such a place
or establishment.
Any person who shall use, coerce, force or intimidate a street child or any other
child to;
(3) Conduct any illegal activities, shall suffer the penalty of prison correctional
in its medium period to reclusion perpetua.
For purposes of this Act, the penalty for the commission of acts punishable
under Articles 248, 249, 262, paragraph 2, and 263, paragraph 1 of Act No. 3815, as
amended, the Revised Penal Code, for the crimes of murder, homicide, other
intentional mutilation, and serious physical injuries, respectively, shall be reclusion
perpetua when the victim is under twelve (12) years of age. The penalty for the
commission of acts punishable under Article 337, 339, 340 and 341 of Act No. 3815,
as amended, the Revised Penal Code, for the crimes of qualified seduction, acts of
lasciviousness with the consent of the offended party, corruption of minors, and white
slave trade, respectively, shall be one (1) degree higher than that imposed by law
when the victim is under twelve (12) years age.
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The victim of the acts committed under this section shall be entrusted to the
care of the Department of Social Welfare and Development.
Abstraction:
Direction: On one whole sheet of paper, do the following tasks:
1. Identify social and socioeconomic issues affecting students and school
2. Discuss action that constitute child abuse at home and school.
Application:
Direction: Enumerate the sign of the following abuse and its cause and effect.
1. Physical abuse
2. Sign of neglect
3. Sexual abuse
4. Emotional maltreatment
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Reflection/Learning Insights:
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Lesson 8: Excerpts from Republic Act No. 7877
Republic Act No. 7877 is an act declaring sexual harassment, unlawful in the
employment, education or training environment and for other purpose. This act shall
be known as the “anti-sexual harassment act of 1995.
Activity
Are you aware on “sexual harassment”? Write an action of a person that you
think may charge of harassment in school, in your barangay or in other
establishment or company. Write your answer on short bond paper.
Analysis
Let’s Analyze
Application
Direction: Summarize the features of Republic Act of 7778. Write your summary on
a short bond paper.
Reflection/Learning Insights
Direction: State from the space provided below the insights that you gained from this
unit.
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Introduction
This module will introduce you to the different periods of educational history
from the primitive to colonial society of the Philippines including its educational goals,
focus, and teaching methods. Furthermore, educational reforms from 1946-2011 will
be discussed including its features and changes brought to our education system.
As a future educator, this module will help you in appreciating the various past
aspects of educational process to connect them to the present and as someone who
will be part of the educational system someday; you are an agent of change and
learning the history of education will prepare you in training to examine present
trends, dynamics in education, draw practical lessons from the past, avoid possible
mistakes, and initiate more viable plans for the benefit of society.
Objectives
When you have successfully completed this lesson, you will be able to:
1. Demonstrate a full knowledge and understanding of Philippine educational
system from pre-colonial to the present time;
2. Analyze the different educational curricular reforms from 1946 to 2011; and
3. Emphasize the teachers’ roles and competencies in the present
educational curriculum.
Pre Test
Identification
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LESSON 1: HISTORICAL DEVELOPMENT OF THE PHILIPPINE EDUCATIONAL
SYSTEM
Motivational Activity
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Processing Questions:
1. What can you see in the picture? Describe the characters and the
environment that you see.
2. In terms of inculcating educational ideas, who are the agents in pre
colonial and Spanish period that facilitates learning?
3. Discuss the methods used in transferring the information from the agents
to the learners.
4. Explain the main goal and focus of the two different educational periods.
Analysis
songs, and
dances.
Analyze the table above, what can you say about the transition of educational
periods in the Philippines? Do the educational goals of each era affect what
happened in that specific time or history? Which period do you think has the most
efficient method in transferring and facilitating the teaching-learning process?
"When a school introduces and trains each child of society, into membership within
such a little community, saturating him with the spirit of service, and providing him
with the instruments of effective self-direction, we shall have the best and the
deepest guaranty of a larger society which is worthy, lovely, and harmonious."
- John Dewey
The table above shows the key periods in Philippine educational history from
primitive to the colonial era (Spanish, American, and Japanese). It aims to make you
see that education and school are a function of the society and schools reflect the
nature and character of society itself. What society considers important is what
education focuses on to preserve society.
To further elaborate on the table above, here is the history of the Philippine
educational system.
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other foreign people from Arabia, India, China, Indo- China, and Borneo to exchange
products such as shells, golds, and others using a sailboat called Balangay
(Agoncillo, 2010).
The diary of Fr. Chirino claims that “the inhabitants (Filipino ancestors) were
civilized people, possessing their system of writing, laws and moral standards in a
well-organized system of government."
Informal education is what they have. Learning and ideas were acquired
through observation and imitation in the environment.
Spanish Era
The focus of the Spanish curriculum primarily consisted of 3R’s which are –
reading, writing, and religion. The method of organization was predominantly
individual memorization. Later on, the access to education by the Filipinos was later
liberalized through the enactment of the Educational Decree of 1863 which
provided for the establishment of at least one primary school for boys and girls in
each town.
The Spanish schools started accepting Filipino students and it was during this
time when the intellectual Filipinos emerged. However, the decree is far from
perfection. Here are some of the issues regarding Educational Decree of 1863:
American Era
The American curriculum was based on the ideals and traditions of Americans
and their hierarchy of values. Intermediate Curriculum consisted of subjects such as
Arithmetic, Geography, English, Health Science, Physiology, and Sanitation. All
these subjects are taught using the English language as a medium of instruction.
Japanese Era
The continuous war in the Pacific caused an impeded progress not only in the
Philippine economy but to the educational system as well.
Abstraction
Reading Analysis
Directions: Read the excerpt of Chapter 13 entitled "Ang Klase saPisika" written by
Dr. Jose Rizal in his novel El Filibusterismo. After reading it, relate it to what has
been discussed earlier in Spanish Era Education as one of the key periods in the
Philippine Educational System. The analysis should focus on the following: (1)
classroom environment, (2) manner of presenting the subject matter, and (3)
teacher-student relationship. Write your answer on one whole sheet of paper.
Application
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Pre Colonial Era Spanish Era American Era Japanese Era
Reflection/Learning Insight
Reflective Question: After studying this lesson, state what have you learned and
reflect on the implication of the changing key periods in the Philippine educational
system from Pre-colonial to Japanese era. Write your insights into the space
provided below.
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LESSON 2: JOURNEY IN BASIC EDUCATION - CURRICULAR REFORMS
FROM
1946-2011
Motivational Activity
Picture Analysis
Directions: Below are two pictures that change and its relevance in the
educational curriculum. Analyze the images by referring to the processing
questions.
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https://westvancouverschools.ca/message-from-the-chair/understanding-the-shifts-in-
the-curriculum
Processing Questions:
Analysis
The picture on the left shows the 2011 report of Trends in International
Mathematics and Science Study (TIMSS) on the timeline and result of mathematics
achievement of some countries from 1995 to 2011. On the right side, the passage is
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included in the 2011 report of TIMSS that shows the performance of the Philippines
in the said event.
Based on the figures and statements above, analyze what is the implication of
this to the Philippine educational system and explain how this result fuels the
curriculum reform that gave birth to what we have today which is the K to 12
curricula.
To further understand these series of change, here are the key points and
brief timeline of the educational curricular reforms from 1946 to 2011:
1946 to 1956
•To carry out the constitutional mandate, a revision of the elementary curriculum was
made including the teaching of the national language and giving emphasis to spread
awareness to Filipino learners to learn a common native tongue.
compulsory attendance in primary level and the support of elementary grades except
in chartered cities (Philippine Educational System, 1901-1976).
“An act provides for the revision of the system of Public & Private Elementary
in the Philippines including financing thereof.”
“An act establishing a school ritual in all public and private elementary and
public secondary schools that includes the singing of Philippine national
anthem and recitation of the patriotic pledge.”
1957-1972
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Elementary Education
•The revised elementary education curriculum identified the subject areas (Social
Studies, Work Education, Health and Science, Language Arts, Arithmetic, and Arts &
Physical Education)and its set time allotment of 1,050 minutes in 6 days.
•In the revised elementary education curriculum, Pilipino and English were offered
as subjects for Grade 1 and 2.
Secondary Education
a. In the elementary level, Good Manners and Right Conduct it will be taught
every day using the language that will be understood by all. On the other
hand, Character Education and Right Conduct will be taught once a week for
40 minutes using the English language as a medium of instruction.
b. In the secondary level, the 2-2 Plan Curriculum was implemented for the
learners to take vocational courses but this plan was condemned by many
due to prejudice in vocational education and lack of funding.
1973-1988
Secondary Education
•The Revised Secondary Education Program (RSEP) replaced the 2-2 plan in
1973. This program has an objective to gain necessary employment skill that match
the occupation or career.
•Bilingual education policy was likewise issued as Dept. order no. 25, s. 1974.
1989-2001
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The New Secondary Education Curriculum
•The formation of the NSEC began in 1982 with the objective to prepare the
elementary graduates of the New Elementary School Curriculum (NESC).
•Another important highlight is the values education framework was put in place by
the Department of Education, Culture, and Sports (DECS) to offer as a separate
subject in high school.
1983-2001
Elementary Education
•The need for reforms in elementary education became relevant when the results of
the Survey of Outcomes in Elementary Education (SUOTELE) that learners in the
Philippine education system have a mastery of only 50%.
• In line with this, the Experimental Elementary Education Program (EEEP) was
conducted to follow the recommendation of SUOTELE. The EEEP was launched by
the Bureau of Elementary Education and it was conducted for two years on an
experimental basis.
•The experimental curriculum pointed out that it is highly needed in the development
of the communication skill of learners in view of the reduction of the number of
subjects and the increased time for instruction. If refined, it could help in raising the
achievement of learners compared to the 1970 Revised Education Program.
•The impact of the aforementioned researches paved the way for the development of
the 10-year program called PROCEED or Program for Decentralized Education
Development. This educational development is geared towards upgrading the
elementary education level; increasing student participation, equal access, and
allocation of educational resources.
2002-2011
•In 2001, the NSEC and the NESC were replaced by the 2002 Basic Education
Curriculum (BEC) that aims the following:
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2010 Secondary Education Curriculum
R.A. 10157 entitled An Act Institutionalizing the Kindergarten Education into the
Basic Education System and Appropriating Funds Thereof was approved in 2012
which made the Kindergarten mandatory before entering first grade.
2012-2013
"Naninindigan pa rinpotayosaipinangakonatingpagbabagosaedukasyon:
anggawinitongsentralnaestratehiyasapamumuhunansapinakamahalaganatingyaman:
angmamamayang Pilipino. Sa K to 12, tiwalatayongmabibigyang-lakassi Juan dela
Cruz upangmapaunlad—hindilamangangkanyangsarili at
pamilya—kundimagingangbuongbansa."
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•Furthermore, here are the 10 point educational agenda of President Benigno
Simeon "NoyNoy" Aquino III includes the following:
Abstraction
Directions: Given the salient features of the K to 12 in particular with "Nurturing and
developing the learners holistically", search for the characteristics of a 21st-century
learner and identify the attributes that you possessed and explain how it will help you
to achieve lifelong learning as promised by the K to 12 curricula. Write your answer
on one whole sheet of paper.
Application
146
Suggested Readings/Website
147
References
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Bunker, A. C. (n.d.). Guide to the education system in the United States. Retrieved
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Derman-Sparks, L., & Anti-Bias Curriculum Task Force (Calif.). (1989). Anti-bias
curriculum: Tools for empowering young children.
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Department of Education. The historical perspective of the Philippine educational
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Llego, M. A. (2019, April 05). Philippine professional standards for teachers (PPST).
Retrieved from
https://www.teacherph.com/philippine-professional-standards-for-teachers/
Module 1 - Let's Study: New parameters for teaching and learning in the 21st
century. Iflex.innotech.org. (2020). Retrieved 21 September 2020, from
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Nan-zhao, Z. (2020). Four 'pillars of learning' for the reorientation and reorganization
of cCurriculum : Reflections and discussions. pdfs.semanticscholar.org.
Retrieved 21 September 2020, from https://pdfs.semanticscholar.
org/a501/1ccbe91d98674ab95 c635fb098733ea 9403b.pdf.
Philippine Basic Education. (2013, November 3). TIMSS scores in 2011. Retrieved
from
https://www.philippinesbasiceducation.us/2013/11/timss-scores-2011.html?m=
1
Republic Act No. 10968 | GOVPH. Official Gazette of the Republic of the Philippines.
(2020). Retrieved 21 September 2020, from https://www. Officialga
zette.gov.ph/2018 /01/16/republic-act-no-10968/.
R.A. 7610 (n.d.). Retrieved from https://lawphil.net/statutes/repacts/ra1992/ra_7610_
1992.html.
U.K. Education System: Study in the U.K. (n.d.). Retrieved from https://www.
internationalstudent.com/study_uk/education_system/
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