IMO 6.09 Handout Finals 1

GLOBE MARITIME TRAINING CENTER - MANILA INC.
“GLOBAL COMPETENCE comes with QUALITY TRAINING”
Introduction
 Purpose of the model courses

The purpose of the IMO model courses is to assist training providers and their teaching staff in
organizing and introducing new training courses, or in enhancing, updating or supplementing
existing training material, so that the quality and effectiveness of the training courses may
thereby be improved.
It is not the intention of the model course programmed to present Instructors with a rigid
“teaching package” which they are expected to “follow blindly” nor is it the intention to
substitute the instructor’s presence with audio-visual or programmed material. As in all training
endeavor’s, the knowledge, skills and dedication of the instructors are the key components in the
transfer of knowledge and skills to those being trained through IMO model courses.
Because educational systems and the cultural backgrounds of trainees in maritime subjects vary
considerably from country to country, the model course material has been designed to identify
the basic entry requirements and trainee target group for each course in universally applicable
terms, and to specify clearly the technical content and levels of knowledge and skill necessary to
meet the technical intent of IMO conventions and related recommendations.
 Use of the model course

To use this model course the instructor should review the course plan and detailed syllabus,
taking into account the information provided under the entry standards specified in the course
framework. The actual level of knowledge and skills and the previous technical education of the
trainees should be kept in mind during this review. Any areas within the detailed syllabus which
may cause difficulties because of differences between the actual trainee entry level and that
assumed by the course designer should also be identified. To compensate for such differences,
the instructor is expected to delete from the course, or reduce the emphasis on, items dealing
with knowledge or skills already attained by the trainees. The instructor should also identify any
academic knowledge, skills or technical training which they may not have acquired.
By analyzing the detailed syllabus and the academic knowledge required to allow training to
proceed, the instructor can design an appropriate pre-entry course, or alternatively, insert, at
appropriate points within the course, the elements of academic knowledge required to support the
technical training elements concerned.
Adjustment of the course objectives, scope and content may be necessary if, within the
respective maritime industry, the trainees completing the course are to undertake duties which
differ from the objectives specified in the model course.
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Within the Course Outline and Timetable (Part B) the course designers have indicated their
assessment of the time that these allocations are arbitrary and assume that the trainees have fully
met all entry requirements of the course. The instructor should therefore review these
assessments and may need to re-allocate the time required to achieve each specific learning
objective or training outcome.
 Lesson Plans
Having adjusted the course content to suit the trainee intake and revision of the course
objectives, the instructor should draw up lesson based on the detailed syllabus. The detailed
syllabus contains specific references to textbooks or teaching material suggested for use in the
course. Where no adjustment has been found necessary in the learning objectives of the detailed
syllabus, the lesson plans may simply consist of the detailed syllabus with keywords or other
reminders added to assist the instructor in presenting the material.
 Presentation
The presentation of concepts and methodologies must be repeated in various ways until the
instructor is satisfied that the trainee has attained each specific learning objective or training
outcome. The syllabus is laid out with a learning objective or training outcome. The syllabus is
laid out with a learning objective format, and each objective specifies what the trainee must be
able to do to achieve the learning outcome.
 Evaluation or assessment of trainee progress

No specific guidance on the assessment of trainees has been included here, since the evaluation
of trainee’s progress forms a large part of the course as a whole. Trainee’s progress can be
judged by their varying levels of success in activities carried out throughout the course, which
will indicate if any topic requires further explanation or clarification. The final activity, for
which the trainees are divided into two groups, each of which examines the other, should provide
an overall evaluation.
 Implementation
For the course to run smooth and to be effective, considerable attention must be paid to the
availability and use of:
 properly qualified instructors;
 support staff
 rooms and other training locations;
 equipment
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 textbooks, technical papers; and

 other reference material
Thorough preparation is the key to successful implementation of the course. IMO has produced
guidelines on the implementation of model course which deals with this aspect in greater detail
and is included as an attachment to this course.
 Training and the STCW Convention

The standards of competence that have to be met by seafarers are defined in the International
Convention on Standards of Training, Certification and Watch keeping for Seafarers, as amended
in 1995 (STCW 95). This IMO model course has been designed to support the implementation of
STCW Code concerning the qualifications of instructors.
Part A of this model course provides the framework for the course, together with its aims and
objectives, and notes on suggested teaching facilities and equipment. A list of useful teaching
aids, IMO references and textbook is also included.
Part B. of this model course provides an outline of lectures, demonstrations and exercises for the
course. A suggested timetable is included, but it is more important that the trainee instructor
achieves proficiency in the requires skills than that a strict timetable is followed. Depending on
their experience and ability some trainee instructors will naturally take longer to become
proficient in some topics than, in others. Guidance notes and additional explanations are also
included in this section.
The ability of trainee instructors of evaluate competence is clearly necessary for them to measure
the progress being made by the seafarers which they will eventually be instructing. This course
therefore explains the use of methods by which seafarers can demonstrate the competences
required by STCW 95, and the criteria that should be used for evaluating them as specified in the
various competence table contained in the STCW Code. However, this model course is not
seafarer’s competence that may lead to the issue of an STCW certificate. A separate IMO model
course, Assessment, Examination and Certification of Seafarers. No.3.12, addresses this issue.
Part C. gives the Detailed, Teaching Syllabus, based on the theoretical and practical knowledge
required. It is written as a series of learning objectives, in other words, what the trainee is
expected to be able to do as a result of the teaching and training. Each of the objectives is
expanded to define a required performance of knowledge, understanding and proficiency, IMO
references, textbook references and suggested teaching aids are included to assist the teacher in
designing lessons and experiences.
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Part D gives guidance notes and additional explanations.
 Responsibilities of Administrations
Administrations should ensure that training courses delivered by training providers are adequate
to ensure that trainee instructors completing the training course meet the requirements of STCW
Regulation l/6.2
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Part A
Course Framework
 Scope
This course aims to impart the mandatory minimum requirements and competence as
prescribed by the Administration pursuant to Regulation I/6 of the 2010 Manila Amendments to
the 1978 STCW Convention for instructors who will be responsible for the conduct of IMO
model courses and for those who are responsible for the conduct of other courses as required
under the Convention.
The course requires a total of eighty (80) instructional hours to complete, consisting of
the main topics which includes Introduction to the Course;The International Maritime
Organization and the STCW Convention; Theories and Philosophies in Education and Training;
Course Designing;Identification of Training Needs; Formulation of Learning
Outcomes;Teaching Approaches and Strategies; Assessing Learners Performance; Course
Evaluation and Course Planning, Organization and Conduct. A total of three (3) hours is
allotted for Summing-up,Trainees Assessment and Course Evaluation.
 Training Outcomes
The instructor – trainees who have successfully completed the course will contribute to
the IMO’s vision for safe, secure and efficient shipping in clean oceans through the conduct of
maritime education and training programs and courses required in the various IMO conventions,
regulations and other relevant instruments.
Specifically, those who successfully completed with the requirements of the course
should be able to:
1. Explain the purpose of competence training according to the STCW and the use of the
STCW as a basis in designing a course and/or a lesson;
2. Plan, conduct and manage effective student-centered focus teaching and learning
sessions aligned with learning outcomes;
3. Develop materials incorporating instructional technology to support the teaching-
learning process;
4. Demonstrate mastery and confidence in conducting a lesson based on a validated
Instructor’s Guide;
5. Create an assessment plan using appropriate assessment methods for assessing learner
performance that supports learning;
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6. Evaluate a course to determine its effectiveness and implement continual

improvement measures;
7. Design a course aligning the content, methodologies, assessment and evaluation with
outcomes that support the required competencies prescribed in relevant regulations;
and;
8. Develop a personal philosophy in teaching and learning grounded on sound tenets and
best practices.
 Entry Standards
This course is open to marine deck and engineer officers, maritime allied professionals,
and to general education instructors assigned to handle maritime education and training subject
areas.
This course is also intended for other individuals who are involved in maritime education,
training, assessment and certification.
 Course Certificate
On successful completion of the course, a Certificate of Training Completion shall be

issued certifying that the holder has met the mandatory minimum requirements and competence
for maritime instructors as prescribed by the Administration pursuant to Regulation I/6 of the
STCW Convention, 1978, as amended.
 Course Intake Limitation
A maximum of twenty-four (24) trainees can be accommodated per class to ensure

effective and efficient delivery of the course.
 Staff Requirements
Trainer and Assessor:
The conduct of the course shall require a minimum of two experienced instructors, who
should have an adequate background and knowledge about the maritime industry. They should
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preferably have work experience in maritime education and training institution as instructor
and/or
assessor. At least one, who shall be the course leader, should have undergone professional
teacher training.
Particularly, they must possess the following qualifications:

 completed the Training Course for Instructors (IMO Model Course 6.09);
 completed the Assessment, Examination, and Certification of Seafarers (IMO Model
Course 3.12);
 completed the Understudy Program under the supervision of a recognized TCI Lead
Trainer and,
 a recognized TCI Trainer by the Administration.
Resource Person:
The services of other qualified persons with established expertise on particular topic/s
may be tapped to handle specific subject areas of this training course subject to evaluation by the
trainingprovider.
 Assessment
The assigned assessors shall be guided by the provision’s Parts C and E of the Course
Plan.
 Teaching Facilities and Equipment
Classroom of adequate size for a maximum of twenty-four (24) participants is required

with tables and chairs and multimedia equipment necessary for the conduct of lecture-
discussions and individual/group work exercises.
Smaller rooms or areas suitable for planning, small group discussions, and
briefing/debriefing exercises are to be made available as necessary.
The main room should be provided with interactive board or whiteboard, writing
materials, photocopying machine and usual office facilities and supplies.
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A video camera is required for the recording of practical teaching activities.
 Teaching Aids (A)
A1 Compendium
A2 Exercise Sheets
A3 Multimedia Presentations
A4 Sample copies of IMO Model Courses
A5 Suitable training films/videos
 IMO References (R)
R1 International Convention on Standards of Training, Certification and Watchkeeping

for Seafarers (STCW), 2010 Manila Amendments
R2 International Maritime Organization. IMO Model Course 6.09, Training Course for
Instructors
R3 International Maritime Organization. IMO Model Course 3.12, Assessment,
Examination and Certification of Seafarers
 Bibliography (B)
B1 Biggs, John and Tang, Catherine. (2011). Teaching for Quality Learning at
University. New York, McGraw-Hill. 4th Edition.
B2 Charney, Cy and Conway, Kathy. (2005). The Trainer’s Tool Kit. New York,
AMACOM.
B3 Brown, J.W. Audiovisual Instruction: Technology, Media and Methods. (New

York, McGraw-Hill, 1986).
B4 Craig, R.L. (ed), Training and Development Handbook. (New York, McGraw-Hill,
1987).
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B5 Heywood, J. (1989). Assessment in Higher Education. Singapore: John Wiley and

Sons.
B6 Jones, L. Assessment: From Principles to Action. (London, Macmillan Education

Ltd., 1992).
B7 Muirhead, P.M.& Fisher, D. (2005). Practical Teaching Skills for Maritime

Instructors’ Publications, Malmo, Sweden.
B8 Percival, F. and Ellington, H.A Handbook of Educational Technology. (London,

Kogan Page, 1993).
B9 Romiszowski, A.J. The Selection and Use of Instructional Media. (London, Kogan
Page, 1992).
B10 The Nautical Institute (1997). Maritime Education and Training: A practical guide.
London: NI.
B11 Training and Assessment on Board (Len Holder, Wither by Seamanship; June 9,
2011).
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Part B
Course Outline
Time Allotment
(In hours)
Demo. /
Lecture Practical Work
Subject Area
1. Introduction to the Course
1.1 Course Overview 1.0
2.0
1.2 Instructors’ Attributes 1.0
-
2. The International Maritime Organization and the

STCW Convention
2.1 The Role of International Maritime Organization 1.0
2.2 The Purpose and Use of STCW Convention, Code and its -
Amendments 1.0
3.0
3. Theories in Teaching and Learning 2.0 1.0

3.1 Outcomes – based Education and Training
3.2 Competency – based Training and Assessment
3.3 Constructive Alignment Theory
4. Course Designing 1.0 -
5. Training Needs Analysis 1.0 1.0
6. Formulation of Learning Outcomes 2.0 4.0
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7. Teaching Approaches and Strategies

7.1 Principles of Teaching and Learning 1.0 -
7.2Use of Educational Technology 1.0 2.0
7.3 Selecting Teaching and Learning Activities
.1 Teacher-centered 1.0 7.0
.2 Learner-centered 2.0 10.0
7.4 Online Distance Learning 2.0 9.0
7.4 Lesson Planning and Preparation of Instructor’s Guide
7.5 Practice Teaching 1 1.0 3.0
-
7.6 Practice Teaching 2 10.0
-
6.0
8. Assessing Learner Performance

1.0 -
8.1 Methods of Assessment
-
8.2Assessment Plan and Assessment Items 3.0
9. Course Evaluation
1.0 -
9.1 Levels of Evaluation
-
9.2 Course Evaluation Planning 3.0
10. Course Planning, Organization and Conduct - 2.0
Sub-total 20 66
11. Summing-up, Trainees Assessment 2.5
12. Course Evaluation 0.5

Total 89.0
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Part C
Course Timetable
PERIOD
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
/DAY
Session 13: Session 17:
Session 5: Teaching Teaching

Approaches Approaches and
Session 1: The purpose Strategies
and Strategies
and use of
1st Course Session 9: Selecting Teaching
STCW Use of
Period Overview and Learning
Convention, Formulation Educational
(2 Code and of Learning Technology Activities
Hours) Amendments Outcomes Teacher-centered
Instructors’
Attribute
(Demonstratio
(Demonstration) n) (Demonstration)
COFFEE BREAK

The purpose Teaching
and use of Approaches Session 18:
STCW and Strategies Teaching
Convention, Session 10:
Session 2: Selecting Approaches and
Code Formulation Strategies
2nd Course Teaching and
andAmendmen of Learning
Period Overview Learning Selecting Teaching
ts Outcomes Activities and Learning
(2 (Demonstration) Activities
Hours) Teacher-
(Demonstrati 1 Hour
(Demonstrati centered Learner-centered
on) Theories in on) 1 Hour
Teaching and
Learning
(Demonstratio
n)
(Demonstration)
12
1 Hour 1 Hour
MEAL BREAK
Session 15:
Session 3:
Teaching Session 19:
The Role of Approaches
Internationa Session 7: Teaching
and Strategies
l Maritime Session 11: Approaches and
Course Selecting Strategies
Organizatio Designing
RD Formulation Teaching and
3 n Selecting Teaching
of Learning Learning
Period 1 Hour and Learning
Outcomes Activities
(2 Activities
Hours) The purpose Teacher-
and use of Training Needs Learner-centered
(Demonstrati centered
STCW Analysis
on)
Convention,
1 Hour (Demonstration)
Code and (Demonstratio
Amendment n)
s
COFFEE BREAK
Session 4: Session 12: Session 16:

Session 20:
Theories in Teaching Teaching
Teaching Approaches Approaches Teaching
and and and Strategies Approaches and
Session 8:
th Learning Strategies Strategies
4 Selecting
Training Needs
Period - Outco (Principles of Teaching and Selecting Teaching
Analysis
mes- Teaching and Learning and Learning
(2 Activities
Hours) base Learning) Activities
Educa
(Demonstration) 1 Hour Teacher- Learner-centered
tion
and centered
Traini
ng (Use of (Demonstration)
- Comp Educational (Demonstratio
13
etenc Technology) n)
y-
based 1 Hour
Traini
ng
and
Asses
sment
- Const
ructiv
e
Align
ment
Theor
y
PERIOD
DAY 6 DAY 7 DAY 8 DAY 9 DAY 10
/DAY

Teaching Teaching Session 37:
Teaching Teaching
Approaches and Approache
Approaches Approaches
Strategies s and Course
1st and and
Strategies Evaluation
Period Selecting Teaching Strategies Strategies
and Learning Online Course Evaluation
(2 Practice Practice
Activities Distance Planning
Hours) Teaching 1 Teaching 2
Learning
Learner-centered (Demonstration)
(Demonstrati (Demonstrati
(Demonstrat
(Demonstration) on) on)
ion)
COFFEE BREAK
14
Session 34:
Teaching
Approaches
and
Session 26: Strategies
Teaching Practice
Teaching Teaching Teaching 1
Approaches and Approache Session 38:
Approaches
Strategies s and (Demonstrati
2nd and Course Planning,
Strategies on)
Period Selecting Teaching Strategies Organization and
and Learning Online 1 Hour Conduct
(2 Practice
Activities Distance
Hours) Teaching 1
Learning
Learner-centered
Assessing (Demonstration)
(Demonstrati Learner
(Demonstrat Performance
(Demonstration) on)
ion)
Method of
Assessment
1 Hour
MEAL BREAK

Session 23: Session 31: Session 35:
Teaching Course
Teaching Approache Teaching Assessing Evaluation
Approaches and s and Approaches Learner
Strategies Strategies and Performance Course Evaluation
3RD Planning
Period Selecting Teaching Lesson Strategies Assessment
and Learning Planning Plan and (Demonstration)
(2 Practice
Activities and Teaching 1 Assessment 1 Hour
Hours)
Preparation Items
Learner-centered
of
Instructor’s (Demonstrati (Demonstrati Summing-up,
Guide on)
(Demonstration) on) Trainee
1 Hour Assessment
15
1 Hour
(Demonstrat
ion)
1 Hour
COFFEE BREAK
Session 36:
Assessing
Learner
Session 28: Performance
Teaching Assessment
Approache Session 32: Plan and
s and Assessment
Teaching Items
Strategies
Session 24: Approaches
4th Lesson and (Demonstrati
Teaching Strategies on)
Period Planning Session 40:
Approaches and
and 1 Hour
(2 Strategies Practice Course Evaluation
Preparation
Hours) Teaching 1
Online Distance of
Learning Instructor’s
Guide Course
(Demonstrati Evaluation
on)
Level of
(Demonstrat Evaluation
ion)
1 Hour
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Part D
Instructors Manual
 Introduction
Since this course is designed to train maritime instructors, it is important that,this should be the
model of good practice. This instructor manual reflects the opinions of the course designers on
teaching methodology, and the topics chosen are those which the designers consider to be the
most important. However, although this guidance should be useful, those responsible for actually
conducting this model course should develop their own ideas, refining and expanding the course
according to practical experience.
As with any course, good preparation and planning are essential if this particular model training
course is to be well presented and successfully conducted.
 Lectures and Methods of Delivery

Although one of the aims of the course is to introduce trainee instructors to a variety of teaching
methods, some subjects will require an introduction and provision should be made for classroom
lectures. As far as possible, these lectures should reflect the best aspects of the formal lecture. If
possible, audio visual aids should be used to enhance the presentation.
The course has a number of practical exercise and training sessions. Trainee instructors may be
reluctant to participate in some of these exercise at the start of the course but it is vital that they
are encouraged to join in the sessions and try out the alternative methods.
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Introduction Of the Course
Course Overview
This IMO Model Course 6.09 (Training Course for Instructors) is envisioned to train
seafarers on the field of teaching since majority of them who are no longer active in the
‘seafaring profession deviated their profession to teaching in the maritime institutions, maritime
training centers and other maritime entities involved in the training of maritime cadets, maritime
personnel and seafarers.
Majority of seafarers who are in teaching profession are considered as an accidental
teacher since their training are focused in seamanship and navigation and not on the teaching
aspects.
This IMO Model Course 6.09 (Training Course for Instructors) is designed to train
seafarers on the principles of teaching and learning. New teaching approaches and strategies are
discussed complete with implementation guidelines, sample topics and useful instructional
materials.
The changes in the teaching-learning paradigm are incorporated in the lecture such as the
21st Century Teachers and Education 4.0 to address the new normal situation brought about by
Global Pandemic.
This IMO Model Course 6.09 fittingly ends with a significant inducement for all
seafarers and non-seafaring career on the national and local legislatives and administrative
provision mandated by the Commission and Administration relevant to the implementation on
maritime education and training.
Finally, some application questions are included as a guide in determining whether the
concepts, ideas and examples presented could be tested in real life settings.
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Instructor attributes
Attributes, quality or feature regarded as characteristics or inherent part of someone.
Attribute – a quality or characteristics of a person;
Example:
1. Intelligence
2. Charm
3. Sense of humor
The qualities of the instructor should include;
1.The ability to understand and work will with people.

2. The desire to teach.
3. Competence in the subject.
4. Enthusiasm
5. Motivation
6. Ingenuity
7. Creativity, empathy
8. Mediation skills
Desirable Teaching Attributes
a.) Caring Attitude

Attitudes constitute the basic attributes that could make teaching effective and
productive.
A caring attitude is expressed though a thorough understanding of how the students fell
and react. A teacher who cares is ready to spend time with her students and listen to their stories
of successes and failures, help them with difficult tasks and consistently provide a supportive and
safe learning environment. She is willing to share resources to those in dire need and knowledge
to the less capable. A strong feeling of togetherness is essential if her goal is to arouse and
sustain their natural motivation and desire to learn. The very thought that someone in the class
shows concern and attention, encourages them to reciprocate by trying their best to be diligent
and mindful with their studies.
b) Enthusiasm, Humor and Warmth
There is nothing that can influence and inspire children to “move and follow” other than
a teacher’s spontaneous enthusiasm and energy. A smile evokes a pleasant feeling. Wit and
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humor set a good mood and spirit among children. It can soothe their feelings momentarily. It
istherefore
not surprising of a teacher with a happy mix of these traits can make every learning event
something to look forward to with eagerness and fun. The rapport she creates can be matched by
a lively and friendly atmosphere, conducive to animated discussions of the lesson.
c) Honesty and Sincerity
A teacher can easily develop this trait by modeling. She is a sticker to truth in her words
and actions. She is genuinely straight forward and offer assistance whole heartedly. Easily, she
could, make teaching a pleasant, satisfying and enriching experience that could transform to a
lasting learning.
d). Open-mindedness
A respect for the opinions and ideas expressed by students opensan avenue for
unrestricted search for information and evidence. They are encouraged to resolve issues and
problems in a democratic way. Learning become an insightful experience for them based on an
exhaustive consideration of other individuals’ findings and explanations. Such bring about an
ideal teaching situation, wherein they develop the same attitude and disposition.
e) Fairness and Impartiality

A teacher who treats all her students in a fair and just manner can easily win their respect
and cordiality. Being impartial and unbiased in judging their work and study habits will instill a
positive feelings and willingness to participate in class undertakings. Students are sensitive to
discriminations; such that preferential treatment can result to negative responses and
indifference. Objective suggestions are easily accepted and gratefully acknowledged. It
inculcates self-confidence and a friendly attitude among students.
f) Patience
The capacity to accept or tolerate delay. Trouble or suffering without getting angry or
upset.
g) Empathy
The ability to understand and share the feeling of another. It is an important quality for
teachers.
h) Drive for self-improvement
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A great teacher should be able to look at themselves objectively and see where they can
improve
i) Adaptable
Able to adjust to new conditions
j) Accountable
An obligation or willingness to accept responsibility for one’sactions .
k) Ethical and Loyal

Ethical, dealing with morals or the principle of morality. Pertaining to conduct being in
accordance with rules or standards for right conduct or practice especially the standard of a
profession.
L) Punctual
Doing something at the agreed or proper time, on time.
N. Team Player
Someone who cares more about helping a group or team to succeed than about his or her
individual success
O. Technology Competent
Ability to create and use a particular field of technology effectively
Teachers Qualities
Orustein in his book “Strategies for Effective Teaching” (1996), reveal that teachers’
behaviors and teaching methods consistently relate to student achievement. The following are
the qualities teachers should possess in order to make the teaching profession efficiently.
Personal Qualities
 Pleasing personality
 Kindness
 Goodness
 Emotional stability
 Honesty
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 Tact
 Fairness
 Intelligence
 Creativity
 Sociability, Friendliness
 Ability to team - work
Professional Qualities
 Intellectual Integrity
 Understanding and respect for the learner.
 Mastery and wide use of the principles of learning
 General knowledge in allied areas especially related to teaching and
learning.
 A genuine love and appreciation for teaching profession.
 Enthusiasm and healthy sense of humor.
Instructional Competencies of a good Teachers?
 Mastery of the subject matter. One cannot give what he does not have.
 Mastery of methods, strategies, approaches, techniques, and tools of
teaching.
 Mastery of medium of instruction.
 Mastery of lesson planning and organizing instructional materials and other
resources.
 Mastery of psychology of learning or educational psychology.
 Mastery in the formulation of goals and objectives.
 Mastery of classroom management including discipline.
 Mastery of measurement and evaluation.
 Mastery of Techniques of Motivation.
 Mastery of the art of teaching.
 Mastery of the basics of guidance and counseling.
Characteristics of effective and efficient teachers?
 Intelligence
 Punctuality and enthusiasm
 Good physical and mental health
 Loyalty and commitment
 Respect for the dignity of the individual
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 Fair level of tolerance, firmness and impartiality

 Adaptability
 Alertness, resourcefulness, creativity

 Appropriate grooming
 Christian outlook, missionary spirit
 Clean sense of humor
 Good professional and human relations.
 Good moral and ethical character
 Desire to grow professionally
 Leadership and followership
 Love for learner
 Observes code of professional ethics
Ways of making lecture effective
 Raise your voice if giving emphasis

 Create gesture
 Use proper praising
 Establish an eye to contact with the audience
 Ask questions
 Trainor should be mobile
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The United Nation System
Trusteeship Security
Main Committee Council Council UNTSO
Sending and Procedural UNMOGIP
Committee UNFICYP
Other Subsidiary Organ UNDOF
of the General Assembly UNIFIL
General Assembly
Military Staff Committee
Disarmament Commission
NRWA
IAEA
ICSC ILO
FAO
International Secretariat UNESCO
UNICEF WHO
UNHCR Court of Justice IDA
WFP IBRD
UNCTAD IFC
UNITAR IMF
UNDP ICAO
UNDC Economic and UFU
UNDRO Social Council ITU
UNEP WMO
UNU IMO
UN special WIPO
Fund IFAD
This list includes only
World Food
Council Regional Commission GATT
Bodies reporting directly Europe (ECE) – Geneve
to ECOSOC or through Asia & Pacific (ESCAP)-Bangkok
the General Assembly Latin America (ECLA) – Santiago Functional Commissions
Africa America (Addis Abada
Western Asia (ECWA- Beirut Sessional standing and ad hoc
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Committees and treaty organs
International Maritime Organization (IMO)

A. History
IMCO -Intergovernmental Maritime Consultative Organization. It is the former name of

the IMO.
1889-The idea was started of establishing a permanent International Commission on

Maritime Affairs during theInternational Conference held in Washington.
1926 -An attempt to establish the same by the international law Association.
1934 -Still an attempt to establish the same by the Institute of International Law.
1948 -United Nation System convened in 1948 and entrusted with the task of preparing a
convention on the establishment of an Inter-Governmental Maritime Consultative
Organization. The international Conference in Geneva Switzerland adopted
a Convention formally establishing IMCO. IMCO was adopted and opened for
signature in March 1948.
Purpose of Creating IMCO

1. To provide machinery for co-operation between government on technical matters
affecting shipping in order to encourage high safety standards.
2. To encourage the removal of discriminatory and restrictive actions by

government and thereby to promote the free availability of shipping
services for the benefits of world trade.
3. To enable the organization to consider unfair restrictive practices by shipping

concerned.
4. To consider shipping matters referred to it by other organs of the United

Nation.
5. Generally to assist in the exchange of information between government on

maritime issue.
1956 - Ratification for the IMCO Convention.
1958 - IMCO Convention was entered into force.
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1959 - The first IMCO meeting was conducted. Date when IMCO was inaugurated.
1960 - IMCO adopted the new version of SOLAS considered to be the most important of
all treaties dealing with maritime safety.
1964 - Philippine joined IMCO and became a member.
1967 - The “Torrey Canyon” an oil spill incident gave birth to the MARPOL 73/78.
1970 - International Mobile Satellite Organization (IMSO) was established and greatly
improved.
1982 - The name IMCO was changed to IMO.
1988 - GMDSS was adopted: 1999 - GMDSS became operational.
1993 - IMO Resolution increasing the number of councils from 32 to 40.
1996 - The date when Samoa and Lithuania became IMO member.
1997 - IMO has 155 member states.
1997 - The 1995 amendments to the STCW were entered into force
1998 - July 1 - International Safety Management Code entered into force.
2004 - July - International Ship and Port Facility Security Code (ISPS) was entered into
force.
2005 - Adopted amendments to the Convention for the Suppression of Unlawful Acts
(SUA) against the Safety of Maritime Navigation.
26
B. IMO Structure
ASSEMBLY
All Member States
Council
40 Members
Flag State
Secretariat
Implementation
Committee (FSI)
Legal Facilitation Maritime Marine Committee on

Committee Committee Safety Environment Technical
Committee Protection Cooperation
(MSC) Committee
(MEPC)
Convention & Protocols: IMO Codes & Recommendation on:

> Safety > Cargoes
> Preventing marine Pollution > Marine Technology
> Liability & Compensation > Marine Environment
> Other matters > Navigation
>Life-saving search and
rescue
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The organization consist of an Assembly, a Council and four main Committees - the
Maritime Safety Committee; the Marine Environment Protection Committee; the Legal
Committee; and the Technical Co-operation Committee.
The Maritime Safety Committee (MSC) was one of the main organs, along with the
Assembly and Council, established by the 1948 Convention on IMO.
Today, the MSC deals with all matters relating to safety of shipping, maritime security
issues and piracy and armed robbery against ships.
The Marine Environment Protection Committee (MEPC) was established by the

Assembly in November 1973. It is responsible for coordinating the Organization’s activities in
the prevention and control of pollution of the environment from ships
The Legal Committee was originally established to deal with the legal problems arising
from the Torrey Canyon accident of 1967, but it was subsequently made a permanent committee.
It is responsible for considering any legal matters within the scope of the Organization.
The Technical Cooperation Committee is responsible for coordinating the work of the
Organization in the provision of technical assistance in the maritime field, in particular to
developing countries.
The Facilitation Committee is responsible for IMO’s activities and functions relating to
the facilitation of international maritime traffic. These are aimed at reducing the formalities and
simplifying the documentation required of ships when entering or leaving ports or other
terminals.
The IMO Secretariat is headed by the Secretary-General, who is assisted by a staff of

some 300 international civil servants. The Secretary-General is appointed by the Council, with
the approval of the Assembly.
Assembly
- Comprising all member states.
- The highest governing body of the organization.
- Consists of all Member States that meet once every two years.
- Responsible for approving the work programmed, voting the budget and determining
the financial arrangement of the Organization.
- Elects the Council.
- Comprising 16 member states by election.
- Elected by the Assembly on a two-year term beginning after each regular session of the
- The executive Organ of the IMO responsible for supervising the work of the
organization.
- Performs all the functions of the Assembly except the function of making
recommendations to Governments on maritime safety and pollution prevention.
28
- Co-ordinate the activities of the organs of the organization.
- Consider the draft work programmed and budget estimates of the Organization and
submit them to the Assembly.
- Receive reports and proposals of the committees and other organs and submit them to
the assembly and Member States, with comments and recommendations as
appropriate.
- Appoint the Secretary-General, subject to approval of the Assembly.
- Enter into agreements or arrangements concerning the relationship of the Organization
with other organizations, subject to approval by the Assembly.
- Council members for 2006 – 2007
Category A - 10 States with largest interest in providing international shipping services:
a. China f. Panama
b. Greece g. Republic of Korea
c. Italy h. Russian Federation
d. Japan i. United Kingdom
e. Norway j. United States
Category B - 10 States with the largest interest in International seaborne trade:
a. Argentina f. Germany
b. Bangladesh g. India
c. Brazil h. Netherlands
d. Canada i. Spain
e. France j. Sweden
Category C - 20 States not selected under A and B above which have interests in
maritime transport or navigation, and whose election to the Council will
ensure the representation of all major geographical areas of the world.
a. Algeria h. Egypt o. Portugal

b. Australia i. Indonesia p. Saudi Arabia
c. Bahamas j. Kenya q. Singapore
d. Belgium k. Malaysia r. South Africa
e. Chile l. Malta s. Thailand
f. Cyprus m. Mexico t. Turkey
g. Denmark n. Philippines
The Maritime Safety Committee (MSC)
Comprising 14 members of which not less than 8 were to come from the largest ship
owning nations.
29
Its functions are to consider any matters within the scope of the Organization concern
with aids to navigation, construction and equipment of vessels, manning from a safety
standpoint, rules for the prevention of collisions, handling of dangerous cargoes, marine safety
procedures and requirements, hydrographic information, log-books and navigational records,
marine casualty investigations, salvage and rescue and any other matters directly affecting
maritime safety.
It also provides machinery for performing any duties assigned to it by the IMO
Convention or any duty within its scope of work which may be assigned to it by or under any
international instrument and accepted by the organization.
It is also responsible for considering and submitting recommendations and guidelines on

safety for possible adoption by the Assembly.
The “expanded “MSC” adopts amendments of conventions such as SOLAS and includes
all member States as well as those countries which are Party to conventions such as SOLAS even
if they are not IMO Member States.
The Marine Environment Protection Committee (MSPC)
Consist of all Member States, is empowered to consider any matter within the scope of
the Organization concerned with prevention and control of pollution from ships.
It is concern with the adoption and amendment of conventions and other regulations and
measures to ensure their enforcement.
It was first established as a subsidiary body of the Assembly and raised to full
constitutional status in 1985.
Nine sub-committees are assigned to the MSC and MEPC to assist them in their work
dealing with the following subjects:
a. Bulk Liquids and Gases (BLG)

b. Carriage of Dangerous Goods, Solid Cargoes and Containers (DSC)
c. Fire Protection (FP)
d. Radio-communications and Search and Rescue (COMSAR)
e. Safety of Navigation (NAV)
f. Ship Design and Equipment (DE)
g. Stability and Load lines and Fishing Vessel Safety (SLF)
h. Standards of Training and Watchkeeping (STW)
i. Flag State implementation (FSI)
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The Legal Committee
Consist of all Member States, empowered to deal with any legal matters within the scope
of the Organization.
Established in 1967 as a subsidiary body to deal with the legal questions which arose in
the aftermath of the Torrey Canyon disaster.
The Technical Co-operation Committee
Concern with the implementation of technical co-operation projects for which the
Organization acts as the executing or co-operating agency and othermatters related to the
Organization’s activities in the technical co-operation field.
Established in 1969 as a subsidiary body of the Council and was institutionalized by

means of an amendment and entered into force in 1984.
The Facilitation Committee
A subsidiary body of the Council established in 1972 and deals with the IMO’s work in
eliminating unnecessary formalities and “red tape” in international shipping.
Institutionalized in 1991 through amendment putting it on the same standing as the other
Committees but was not yet put into force.
Concerned to improve governmental documentary and physical requirements and

procedures for the entry and clearance of ships, their passengers and cargo.
The Secretariat
Consist of the Secretary-General and nearly 300 personnel based at the headquarters of
the Organization in London.
Past and present Secretary-Generals
a. Ove Nielsen (Denmark) 1959-1961

b. William Graham (United Kingdom) 1961-1963
c. Jean Roullier (France) 1964-1967
d. Colin Goad (United Kingdom) 1968-1973
e. Chandra Prasad Srivastava (India) 1974-1989
f. William A. O’Neil (Canada) 1990-2003
31
g. Efthimios E. Mitropoulos (Greece) 2004 – 2011

h. koji Sekimizu (Japan) 2012 – 2015
i. kitackLim (Republic of Korea)2015 – 2023
The Budget 2006-2007
As of November 2005, Assembly - approved budgetary appropriation is 49,730,300 lira.

Budget for 2018 is 31,864,000 lira and budget for 2019 is 33,242,000 lira. The budget includes
an assessment on member states.
Budget is taken from the contributions by the Member States depending on the tonnage
of its merchant fleet.
The Membership
IMO has 174 Member states and 3 associate members.

Associate members are: Hong Kong, Macao, and The Faroe Islands, Denmark.
C. IMO Objectives
It is summarized by the phrase “Safe, secure and efficient shipping on clean oceans”.
From the very beginning the improvement of maritime safety and the prevention of marine
pollution have been IMO’s most important objectives. In the early 2000s, maritime security
became another major focus for the Organization.
D. IMO Purpose
1. To provide machinery for cooperation among Governments in the field of
government regulation and practices relating to technical matters of all kinds
affecting shipping engaged in international trade;
2. To encourage and facilitate the general adoption of the higher practicable standards in
matter concerning maritime safety, efficiency of navigation and prevention and
control of maritime pollution from ships.
IMO is empowered to deal with administrative and legal matters related to these
purposes.
3. To provide machinery for cooperation among Governments in the field of government

regulation and practices relating to technical matters of all kind affecting shipping
engaged in international trade;
32
To encourage and facilitate the general adoption of the higher practicable standards in
matter concerning maritime safety, efficiency of navigation and prevention and control of
maritime
pollution from ships. IMO is empowered to deal with administrative and legal matters related to
these purposes.
E. What it is?
Because of the international nature of the shipping industry, it has long been recognized
that action to improve safety in maritime operations is more effective if carried out at the
international level rather than by individual countries acting unilaterally and without co-
ordination.
A conference held by the United Nations in 1948 adopted a convention establishing the
International Maritime Organization (IMO)* as the first ever international body devoted
exclusively to maritime matters. It was adopted and opened for signature in March 1948.
In the 10-year period between the adoption of the convention and its entry into force in
1958, other problems related to safety but requiring slightly different emphasis had attracted
international attention
The world's first oil tankers appeared in the late 19th century and carried kerosene for
lighting, but the invention of the motor car fueled demand for oil.
WWII, the standard oil tanker 16,400 dwt
1950’s onward grew in size
1959 – 1st 100,000 dwt crude oil tanker
Mid 1960’s – 200,000 dwt (VLCC) on orders
F. What it does?
IMO has promoted the adoption of some 50 conventions and protocols and adopted more
than 1,000 codes and recommendations concerning maritime safety and security, the prevention
of pollution and related matters.
International Convention on the International Maritime Satellite Organization

(INMARSAT), 1976 (July 1979).
International Conventions on Standards of Training, Certification, and Watch-keeping for

Seafarers, 1978 (1984)
G. How it works?
33
Co-ordinate the activities of the organs of the organization.Consider the draft work
program and budget estimates of the Organization and submit them to the Assembly.
Receive reports and proposals of the committees and other organsand submit them to the
Assembly and Member States, withcomments and recommendations as appropriate.Appoint the
Secretary-General, subject to approval of the Assembly.Enter into agreements or arrangements
concerning the relationshipof the Organization with other organizations, subject to approval
bythe Assembly.
H. IMO: Its role in the world shipping and its contribution to training
IMO has also responded to the needs of developing countries for post graduate training
for:
Senior personnel in administration Ports,Shipping Companies, Maritime training

institutes, thus, IMO established the World Maritime University (WMU) in Malmo, Sweden, in
1983.
IMO developed model training courses to assist in the implementation of the

International Convention on Standard of Training, Certification and Watchkeeping for Seafarers,
1978/1995 and in achieving a more rapid transfer of information and skills regarding new
developments in Maritime Technology.
IMO training and consultants, determined from their visits to training establishments in
developing countries that the provision of model courses could help instructors improve the
quality of their existing courses and enhance their effectiveness in meeting the requirements of
the convention and implementing the associated conference and IMO assembly resolutions.
34
STCW Convention
A. Brief History and Background of STCW 1978

STCW (Standards of Training Certification and Watch keeping). It is an ILO and IMO
standards for seafarers.
STCW was adopted by the International Conference on Training and Certification of

Seafarers on July 7, 1978. The 1978 STCW Convention entered into force on April 28, 1984. In
its original form the STCW Convention was open to many interpretations and was subject to
exploitation by those wishing to do so. It was never uniformly applied and this led to various
levels of competence for seemingly identical qualifications.
Since then, three amendments thereto were adopted in 1991, 1994, and 1995.
1. The 1991 amendments, relating to the Global Maritime Distress and Safety
System (GMDSS) and conduct of trials were adopted by Resolution MSC
21(59) and entered into force on December 1, 1992.
Note: MSC – Maritime Safety Committee.
2. The 1994 amendments on special training requirements for personnel on

tankers were adopted by resolution MSC .33(63) and entered into force on
January 1, 1996.
3. The 1995 amendments were adopted by resolution 1 of the Conference of

Parties to the International Convention on Standards of Training,
Certification and Watch keeping for Seafarers (STCW Conference), which
was convened by the International Maritime Organization and met at the
Headquarters of the Organization from June 26 to July 7, 1995.
3.1Resolution 1 is attachment 1 to the Final Act of the STCW Conference. The

STCW Conference, by resolution 2, also adopted the Seafarers’ Training,
Certification and Watch keeping (STCW) Code (attachment 2 to the Final
Act). The STCW Conference did not consider for amendment the articles
of the 1978 STCW Convention.
3.2Resolution 2 of the STCW Conference and the STCW Code annexed thereto
are contained in the letter part of this publication.
The STCW Code contains in:
Part A, mandatory provisions to which specific reference is made in the annex to

the STCW Convention and which give, in detail, the minimum standards required to be
35
maintained by Parties in order to give full and complete effect to the provisions of the
STCW Convention:
Part B, recommended guidance to assist Parties to the STCW Convention and

those involved in implementing, applying or enforcing its measures to give the STCW
Convention full and complete effect in a uniform manner.
Amended Resolution of STCW 1978 Conventions.
Resolution 1 – Adoption of Amendments to the Annex to the International

Convention on Standards of Training, Certification and Watchkeeping, for Seafarers,
1978 (Adopted 1 August 1996).
The following Convention Annexes are:
Chapter I – General Provisions

Chapter II – Master and Deck Department
Chapter III – Engine Dept.
Chapter IV – Radio Communication and Radio Personnel
Chapter V – Special training requirements for personnel on certain types of ships
Chapter VI – Emergency, Occupational Safety, Medical Care, and Survival Function.
Chapter VII – Alternative Certification
Chapter VIII – Watchkeeping
Resolution 2 – STCW Conference and STCW Code (Adopted 7 July 1995)
Resolution 3 – Transitional Provisions (Full Compliance 1 February 2002)
Resolution 4 – Training of Radio Operators for the global maritime distress and safety
system (GMDSS)
Effectivity 1 February 1999.
Resolution 5 – Training in crises management and human behavior for personnel serving
on board ro-ro passenger ships (Adopted 1995)
Resolution 6 – Training of personnel on passengers’ ships. (Adopted 1995)
Resolution 7 – Monitoring the implications of alternative certification. (Adopted 1995)
Resolution 8 – Promotion of Technical knowledge, skills and professionalism of
seafarers (Adopted 1995)
Resolution 9 – Development of International Standards of Medical Fitness for Seafarers.
Adopted 1995)
Resolution 10 – Training of maritime pilots, vessel traffic personnel and maritime
personnel employed on mobile offshore units. (Adopted 1995)
Resolution 11 – Promotion of Technical co-operation (Adopted 1995)
Resolution 12 – Contribution of the World maritime University (WMU) in the
achievement of enhanced standards of maritime training. (Adopted 1995)
Resolution 13 – Revision of Model Courses published by the International Maritime
Organization. (Adopted 1995)
36
Resolution 14 – Promotion of the participation of Women in the maritime industry.

(Adopted 1995)
B. Purpose of the STCW Convention

1. STCW certification was created to promote safety of life and property at sea and
to protect the marine environment
2. It establishes internationally accepted standards of training and certification of
seafarers ensuring that crew are qualified and fit for duties at sea.
C. STCW Code
The purpose of STCW code
1. The code was established to set certain minimum international training standards for
professional mariners.
D. Amendments
July 7, 1995 – Parties of the Convention meeting at IMO Headquarters in London,
adopted the package amendments to STCW
Feb. 1, 2002 – Full implementation, seafarers who are holders’ of 1978 certificates has to
renew in accordance with the role of the 1978 Convention during the period ending on Feb. 1,
2002.
Training programs after Aug.1, 1998 are required to meet the competency standards of
the 1995 Amendments.
STCW, as amended, will require all training and assessment activities to be
“continuously monitored through quality standards system to ensure achievement of define
objectives, including those concerning the qualifications and experience of instructors and
assessors.
The 1995 amendments require those responsible for instruction and assessment of the
competence of seafarers to be qualified for the type of level of training or assessment involve.
Persons performing these roles are expected to have received guidance in instructional
techniques and assessment methods.
- To clarify the standards of competence required
- To introduce qualification requirements for trainers and assessors
- To provide effective mechanisms for enforcement of its provisions
- To allow greater flexibility in the assignment of functions and broaden career opportunities
of seafarers
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STCW 2010 – The Manila Amendments

Major Revisions were adopted during this diplomatic conference thereby ensuring that
the necessary global standard should be in placed to enter into force by January 1, 2012 and full
compliance by January 1, 2017.
Responsibility for Implementation
 Flag State
 Qualifying State
 IMO
 Company
Summary of the Adopted amendments with number of important changes to each chapter
of the Convention and Code:
 Improved measures to prevent fraudulent practices
associated with the certificate of competency
 Revised requirements on hours of work and rest; new
requirements for the prevention of drug and alcohol
abuse, and updated standards relating to medical
fitness for seafarers
 Update of competence requirements for personnel
serving all types of tankers, including new
 requirements for liquefied gas tankers
 Introduction of modern training methodology such as distance learning and web-based
learning
 New training guidance for personnel serving ship’s operating in polar waters
 New training guidance for personnel operating
 Dynamic Positioning System
Conference Resolutions Adopted:

 Expression of appreciation to the host govt.
 Transitional provision and early implementation
 Verifications of certificates of competency and endorsements
 Promotion of technical knowledge, skills and professionalism of seafarers
 Development of guidelines to implement international standards on medical fitness
 Revisions of existing model courses published by the IMO and development of new
model course
 Promotion of technical cooperation
 Attracting new entrants to, and retaining seafarers in the maritime profession
38
 Accommodation of trainees
 Promotion of the participation of women in the maritime industry
 Future amendments and review of the STCW Convention and Code
 Contribution of the ILO
 Role of WMU and IMO International Maritime Law Institute and International maritime
Safety, Security and Environment Academy (IMSSEA)in promoting enhance
maritime standards
 Year of Seafarer; and
 Day of Seafarer
 Refresher Training on Basic Safety
 Re-assessment of competence on BSC, PSCRB, Fast Rescue Boat and Advance
Firefighting
E. Reasons why STCW 1978 Regulations are to be Revised:

When the 1978 International Convention on Standards of Training, Certification and
Watchkeeping for Seafarers (STCW Convention) entered into force on 28 April 1984 it was
expected that its requirements would ensure the competence of masters, officers and ratings of
all seagoing ships and their safe operation through efficient watchkeeping. As with all IMO
conventions is reflected the highest practicable standards which could be globally agreed at the
time of its adoption.
Despite its broad global acceptance, * it was realized in the late 1980’s that the
Convention was not achieving its purpose. Instead, the Convention was gradually losing
credibility as its acceptance widened. The main cause for this appeared to be the general lack of
precision in its standards, the interpretation of which was left “to the satisfaction of the
Administration”. This resulted in widely varying interpretation of standards and many Parties
failed to effectively administer and enforce Convention requirements. STCW certificates could
no longer be relied upon as evidence of competence.
Other factors had also reduced the effectiveness of the 1978 Convention, such as the
reliance placed on seafaring skills and competence being acquired through services on board ship
or in machine shops etc., as appropriate. The Convention prescribed minimum periods of
seagoing or other appropriate service and specified knowledge requirements without defining the
skills and competence required. Reductions in crew size, faster turn-round, more frequent crew
changes and the mix of crew with differing education and training backgrounds resulting from
multinational manning undermined the purpose of this seagoing service.
Since the development of the Convention in the 1970s, many changes had taken place in
the structure of the world merchant fleet and in the management and manning of ships.
Emerging economies had acquired greater maritime expertise and expanded their fleets. The
fleets of
39
traditional maritime countries had declined and the major sources of supply of seafarers had also
shifted.
IMO responded to these changes through technical co-operation projects which

strengthened the maritime Administrations and maritime education and training capabilities of
developing countries by improving their facilities and equipment and enhancing their expertise
by training their administrators and educators at the World Maritime University in Malmö,
Sweden.
The traditional organization of duties and responsibilities on board ship was also
changing. Management response to emerging safety, efficiency and career development needs
and expectations became hampered by the traditional departmental structure upon which the
1978 Convention had been exclusively based. Within the industry, the need for greater
flexibility in the training and certification of seafarers became a significant force in the demand
for change.
The loss of credibility of the convention and political and public concern regarding
human-related causes of shipping disasters generated growing criticism not only of the
Convention itself but also of IMO, which some claimed to be ineffective and unresponsive to the
safety needs of the traveling public and the protection of the marine environment from accidental
pollution.
A limited review of STCW Convention provisions was already in hand when the
Maritime Safety Committee decided, in May 1993, to give high priority to a comprehensive
review. On the suggestion of the Secretary-General of IMO, Mr. O’Neil, the comprehensive
review was accelerated by engaging consultants to prepare a revised text under the direction of
the Sub-Committee on Standards of Training and Watchkeeping (STW). The use of consultants
and intersessional meetings of a working group of the STW Sub-Committee allowed basic texts
to be prepared, approved by IMO and circulated within a short time for the 1995 Diplomatic
Conference. Although the group of consultants was kept small to allow speedy completion of its
work, all regions were represented in its membership. All consultants acted as independent
experts and their views were not necessarily those of the Member States, organizations or
maritime academies which sponsored their participation.
The consultants were sponsored by Germany, Korea, Mexico, the Netherlands, Spain, the
United Kingdom and the United States. Organizations with consultative status at IMO, including
the European Conference of Postal and Telecommunication Administrations (CEPT), the
International Confederation of Free Trade Unions (ICFTU) and the International Shipping
Federation (ISF), also contributed to the work, as did the Arab Maritime Transport Academy,
Dalian Maritime University, the National Maritime Academy of Singapore, Singapore
Polytechnic and the World Maritime University. The quality of the preparatory work was
reflected in the ready acceptance of the revised text of the Convention in 1995.
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Aims of the STCW 1987 Revision

The main aims of the revision were:
1. to transfer all detailed technical requirements to an associate Code;

2. to clarify the skills and competence required and to take account of modern training
methods;
3. to require Administrations to maintain direct control over and endorse the
qualifications of those masters, officers and radio personnel they authorize to
serve on their ships;
4. to make parties to the Convention accountable to each other, through IMO, for their
proper implementation of the Convention and the quality of their proper
implementation of the Convention and the quality of their training and
certification activities; and
5. to have the amendments enter into force for all Parties to the Convention with the
least possible delay.
STCW Convention 1978
41
Theories in Teaching and Learning

Competence -Based Training and Assessment Process
Competency -based Training (CBT) is an approach to vocational education and training

that places emphasis on what a person can do in the workplace as a result of completion a
training program.
The aim of CBT is to ensure that vocational education and training programs better meet
the needs of Australia’s industries and enterprises. Outcomes from CBT reflects workplace
duties, working environment and performance requirements.
This should include performing higher level duties such as;
a. Planning
b. Problem solving
c. Managing tasks through completion.
CBT programs are often comprised of units of competency that contain specific learning
outcomes which are based on standards set by the particular industry.
Delivery of training may occur in a variety of forms (classroom work based) to ensure an
over-all understanding of all skills and knowledge is available.
Competency, a set of specific skills or abilities required to do a job. It is the ability to

complete a task effectively. A person should be able to perform various tasks at a target
proficiency level to achieve competence in something.
Assessment
Assessment is the process of collection evidence and making judgements on whether

competency has been achieved.
The purpose of assessment is to confirm that an individual can perform the standard
expected in the workplace, as expressed in the relevant endorsed industry or enterprise
competency standards.
Assessment through this course will require participants to;
a. Complete a variety of Written work

b. Oral questions, practiced demonstration
c. Assignment / portfolio presentation
42
Where a participant has undertaken an assessment and it has been marked as NYC (not
yet competent they will have the opportunity to be re assessed.
If they are deemed NYC for a second and third time, further training will be provided and
the participants will attempt assessment again.
Assessment is the systematic gathering of information about what students know and are
able to do.Best practice competency assessment competency-based assessment, seeks to
determine whether a person can do a task or group of task and how well them can do them.It
recognizes that the most accurate way to determine a person’s competence at something is to
assess them using their knowledge and skills in an on-the-job situation.
Competency based assessment, is a process when an assessor works; with a trainee to

collect evidence of competence, using the benchmarks provided by the unit standards that
comprise the national qualifications. It is not about passing or failing a candidate and evidence
collection is more than just setting a test.
Key features of a competency-based Assessment
1. Define Roles
2. Self-Assessment
3. Supervisory Assessment
4. Continued Learning and Competency Development
5. Competency-Based Assessment Software
Five ways to approach Competency based learning Assessment .
1. Formative Assessment- Happening in a real time.

2. Digital Portfolios- Artifacts of learning
3. Summative Assessments- Data Points
4. Authentic Assessment-Real World Learning
5. Technology’s Role- Empower and innovate
Four Principles of Assessment
1. Fairness
2. Flexibility
3. Validity
4. Reliability
Components of an Assessment Tool
1. The context and conditions for the assessment

2. The tasks to be administered to the students
43
3. An outline of the evidence to be gathered form the students

4. The evidence criteria used to judge the quality of performance
The benefits of competency-based assessments.
 Assessing competencies can help motivate and engage your employees.

 It recognizes the skills and knowledge they possess
 Empower them to take control of their career development.
 The more competencies they acquire, the more valuable they will be to your
organization
Thedifference ofcompetency-based assessment from other assessment.
 Competency-based assessment supports the underpinning principles of adult

learning in that, there is no pass or fail, rather a person is assessed when they
believe they are ready to be judge for then competence.
A judgement of competence can be based training and assessment activities
The importance of competency-based training and assessment
Competency basedtraining is used to develop valuable characteristics and skill sets in

individuals, leading to greater employability and life-long learning.It is also known as mastery-
based learning, proficiency-based learning or performance-based education. It requires a will
designed framework at its core.
Two main types of competency standards
 Leadership Competencies
 Firm wide Competencies
The principles of assessment
1. Valid
2. Authentic
3. Current
4. Sufficient
5. Reliable the work is consistent occurs all learner, over time and at the required level.
Examples of assessment tools
 Research paper rubrics

 Checklist
44
 Search report process guide

 Evaluation of instruction
 Evaluation of critique of scientific articles.
 Evaluation of all reports
 Grading Guide
 Poster Presentation rubric
Types of assessment
 Pre-assessment or diagnostic assessment

 Formative Assessment
 Summative Assessment
 Confirmative Assessment
 Norm- referred assessment
 Ipsative Assessment
What makes a good assessment tool?
It should be good and reliable – it refers to the consistency of students score. It is reliable,
when it produces stable and consistent results.
Constructive Alignment Theory

Constructive Alignment, is a teaching that combines constructionism, the idea that
learners construct or create meaning out of learning activities and what they learn and alignment
a curriculum design concept that emphasizes the importance of defining and achieving intended
learning outcomes
It starts with a notion that the learner constructs this or her own learning through relevant
learning activities.
The teacher’s job is to create a learning environment that supports the learning activities
appropriate to achieving the desired learning outcomes.
Constructive alignment is a design for teaching in which what is intended students should
learn and how they should express their learning is clearly stated before teaching takes place.
How constructive alignment work
In constructive alignment, assessment is aligned to the intended learning outcomes and

students construct knowledge through teaching and learning experiences.
45
Students show evidence of how they meet the outcomes through assessment where they
show constructions of knowledge and skills.
Benefits of constructive alignment
Constructive alignment supports positive academic outcomes for an increasingly diverse

group of learners, because it makes teaching and learning goals and methods aligned (well
organized consistent) and explicit (obvious, visible.)
Note:
A qualitative learning process properly aligns the three elements such as;
1. Objectives
2. Educational and teaching activities
3. Evaluation Methods
 What is a constructive Principle?

Constructive Alignment is a principle used for devising teaching and learning activities
and assessment tasks, that directly address the intended learning outcomes (ILOs) in a way not
typically achieved in traditional lectures, tutorial classes and examination. It was devised by
Professor John B. Biggs which represent a marriage between a constructionist understanding of
the nature of learning and an aligned designed for outcomes-based teaching education.
 How constructive alignment work
In constructive alignment, the assessment is aligned to the intended Learning Outcomes

and students experience.
Students show evidence of how they meet the outcomes through assessment where they
show construction of knowledge and skills.
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Course Designing
Course design is a process and methodology of creating quality learning environments

and experiences for students. Through deliberate and structural expose to instructional materials,
learning activities and interaction, students are able to access information, obtain skills, and
practice higher levels of thinking.
The focus of course design is to put together the optimal learning experience for students
in an environment that is supportive and appreciative of learning and intellectual development.
The back drop behind effective course design is that the course themselves constitute the
foundation of teaching and learning. Effective course design should result in our programs
making a positive impact and resulting in the appropriate intended student outcomes.
 How do you design a course?

To design an effective course, you need to:
1. Consider timing and logistics

2. Recognize who your students are
3. Identity the situational constraints
4. Articulate your learning objectives/outcomes
5. Identity potential assessments
6. Identity appropriate instructional strategies
7. Plan your course content and schedule.
 The process of course design and planning

The process of course design is systematic and systemic, steps are taken in the design
(planning) phase of the course that are dependent upon each other to generate a successful
product (Course).
One of the more trials and true I.D models is ADDIE
A- Analyze
D- Design
D- Develop
I- Implement
E- Evaluate
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Design
It is a plan or specification for the construction of an object or system or for the
implementation of an activity or process, the result of that plan or specification is in the form of a
prototype, product or process.
Course design
Defined as a specific path that something follows or the way in which something
develops.
The process and methodology of creating quality learning environment and experience
for students.
Through deliberation and structured expose to instructional materials, learning activities,

and interaction, students are able to access information, obtain skills and practice higher levels of
thinking.
The importance of course design, students respond by design, students respond by

becoming, more engaged in the learning process and by achieving more significant kinds of
learning.
What is a course?
In the most basic sense, a course is a planned lea ring experience for an identified group
of learners. This may involve anything from a 3-year diploma in marine engineering to a 6-week
induction for a new navigational device. Courses, in fact can vary greatly in terms of scope,
duration and mode of delivery. For example, an increasing number of courses are available as
flexible on-line distance learning programs.
However, no matter what course you are thinking of producing, the following broad
essential question/areas must be carefully addressed:
 Who is the course intended for?

 What are the aims and objectives?
 What will be the content and structure of the course?
 How will the course be delivered and managed?
 What resources are needed to support the course?
 How will learning be assessed?
 How will the course be evaluated to gauge its effectiveness?
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Who is the course for?

There is a little point producing a course unless there is an identified need for what the
course can offer. It is important, therefore, to conduct a need analysis to gauge the likely demand
for the course. This will involve consulting the relevant industrial sectors and possible
participants on the course. The level of need analysis will depend, in part, on the size and scope
of the course programs. Greater the investment in time and money, more important it is to
conduct a thorough needs analysis.
Also, for many courses, there are entry requirements which specify certain pre-requisite
qualifications or competencies needed for enrolment. You will need to clearly identify where
your course fits with other related programmed. In an established competency-based
programmed this can be achieved through careful reference to the industry standards. Equally
important may be how the course prepares. learners for subsequent training and development.
Course that enables good access to further recognized programmed are likely to be most
attractive, short course programmed, however, often do not involves such considerations, as they
are not formally certified.
Course Aims and Objectives

Lesson Planning” any planned learning experience must have aims and objectives. The
same principles apply to courses as they do to individual lessons. However, a course will have a
number of structured aims and objectives. Lessons typically relate to a part of an aim and
specific objectives. Ensuring that the aims and objectives – or competency statements – relate
closely to specific industry standards and needs of potential participants is crucial.
What will be the content and structure of the course?

Essentially this concerns the areas of subject content, process and technical skills, and
attitudinal components that will be delivered and hopefully learned by participants on the course.
The content must support the achievement of the learning objectives.
Careful decisions need to be made about the amount of subject content and how this
relates best to the development pf process and practical skills. All courses have limitations in
terms of how much content can be covered. It is essential to make well thought out decisions
about what is most relevant and achievable in the time and facilities available.
Similarly, there is a need to ensure that the course has a clear and logical structure,
whereby knowledge and skills can be systematically developed. It is important to have topic
49
areas in a logical sequence and ensure that fundamentals are adequately dealt with before more
complex concepts, processes and skills are introduced.
Course programmed may be divided into a number of self-contained units or modules. In

many cases learners can achieve certification for individual modules as well as for completion of
the whole programmed. In designing a course with a modular format, it is important to identify
and make decisions in relation to:
 the number of modules to be included – compulsory and optional

 the relationship of modules to each other
 the organization and sequencing of modules
How will the course be delivered and managed?

This firstly involves a planned approach to delivering the course in ways that are most
likely to promote effective learning. However, decisions here also reflect considerations of time,
resources and costs. Typically, courses entail combinations of the types of instructional methods.
The course also needs to be managed in the sense of ensuring that the programmed is
running smoothy and that problems, as they arise, can be quickly and effectively dealt with.
Time-table and resource facilities need to be determined and monitored.
What resources are needed for the course?

This involves decisions about what types and number of resources are needed to ensure
that participants have good opportunities for effective learning. Resources can involve a wide
range of areas, from training personnel, equipment, technician support, specialist rooms to
teaching/learning materials. Failure to plan, budget and ensure access in this area can prove
costly to the effectiveness of the programmed and learner satisfaction.
How will learning be assessed?

Assessing Learning is a crucial component of any course. This must be systematically
planned throughout the programmed. Invariably, this is even more the case when qualifications
are related to industry standards formally accredited. Furthermore, it is essential that the
assessment strategy both helps to promote effective learning band provides valid opportunities to
assess those learners have sufficiency met the learning objectives, and what improvement might
be useful for subsequent programmed. Also, as there are many aspects to a course programmed,
evaluation needs to be sensitive to specific areas, for example, teaching/learning methods,
administration, resourcing, assessment, etc.
50
Evaluation can be conducted at a number of levels and by various methods accessing

different sources of information. Typically, it involves feedback form course participants, but it
could also include identifying how well learners are performing in their work situations as a
result of attending the course.
51
Training Needs Analysis

The training needs analysis TNA or training needs analysis is the process in which
company identifies training and development needs of its employee so that they can do their job
effectively. It involves a complete analysis of training needs required at various levels of the
organization.
At is a method use by organization to discover internal skills gaps and determine what
training is need to fill these gaps.
 Weakness of training needs analysis

1.It can be time consuming to develop assessments and survey.
2.It can be time consuming to complete assessments and survey.
3. A lot of time can be lost conducting a TNA that could be spent on other important
business affairs.
 Purpose of training needs analysis

The purpose of a training needs analysis is to identify performance requirements and the
knowledge skills and abilities need by an agency’s workforce to achieve the requirements.
An effective training needs assessment will help direct resources to areas of greatest
demand.
 Levels of training needs analysis

1. Organization level
2. Operational level (or task)
3.Individual level (or person)
Methods of person Analysis

1. Observation
2.Survey (Questionnaire)
3. Key consultation
4.Print media
5.Interviews
6.Group discussion
7. Tests
8. Records and reports
Steps of an effective needs Analysis

52
Step 1. Determine the desired outcome.

The first step is to identify the desire performance standards or business outcome.
Step 2. Determine the current outcome

Step 3. Determine the cause of performance gap and offer solution
Different Levels of Training Needs Analysis

1.Individual level
2.Group and term level
3.Organization level
4.Sectoral level
5.Country or National level
6.Regional level
7.Global level
 Basic Need Analysis

It is the process designed to estimate or provide inform opinion about the affected
populations, deficiencies in terms of their basic needs, the underlying causal mechanisms
(underlying factors) and their humanitarian consequences (humanitarian outcome)
Note: Need assessment may take months or week.
 How is person analysis done?

A person analysis is the process of studying employee behavior to determine whether
performance meets standards. Itexamines how will an employee performs critical task and their
knowledge skills and abilities to perform it.
4. Steps to conduct an effective training needs analysis;

Phase I: Understand short andlong terms business goal.
Phase II: Identify the desired performance Outcome
Phase III: Examine the current performance outcomes and identify the gap
Phase IV: Establish and Prioritizing a solution.
Steps in Learning Need Analysis

1. Determine the organizational objectives
2. Identify as to what training needs is required
3. Research and investigate
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4. Understand the causes of performance gap

5. Develop a training strategy
Formulation of Learning Outcomes

1. Learning outcomes are statements that describe the knowledge or skills students should
acquire by the end of a particular assignment.
2. Learning outcomes are about what students are able to demonstrate upon completion of
a course.
3. Learning Outcomes is a statement of what a student can expert to attain or achieve as a
result of the educational process or processes that is, what do we expect our
student to know or able to do upon completion of a course, sequence of courses
or a program.
The most valuable learning outcomes are the result of faculty negotiated
agreement about what student should be able to do or know.
Outcomes must specify an end result to be achieved rather than an action
(Program process) to be implemented.
4. Learning Outcomes are statement that describe the knowledge or skills students should
acquire by the end of a particular assignment, class, course or program, and help
students understand why that knowledge and those skill will be useful to them.
5. Learning Outcomes, when writing course or program outcomes, focus on the important
aspects of the discipline or course subjects, use action verb and be realistic about
what students achieve.
Outcomes should describe what the student can do by the end of the course or
program.
How are lesson outcomes formulated?
In Outcome Based Education students learning outcomes should be expressed in terms of
ATOMS or TOMAS and should be stated on single barred outcome.
ATOMS TOMAS
A- Attainable T- Time Bound
T- Time Bound O – Observable
O – Observable M – Measurable
M – Measurable A – Attainment
S – Specific or Simple S – Specific or simple
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In formulating learning outcome, you should begin with a verb. Verb should be taken
from the Bloom Taxonomy or with the Anderson Taxonomy.
 Main Components of a learning Outcomes
1. An action word that identifies the performance to be demonstrated.

2. A learning statement that specifies what learning will be demonstrated the performance
3. A broad statement of the criteria or standard for acceptable performance
Levels of Learning Outcomes

Bloom Taxonomy
1. Cognitive Domain
Aims to develop the mental skills and the acquisition of knowledge of the individual.
Levels of Cognitive Domain

1. Knowledge
The successful student will recognize or recall learned information.

Remembering Information
Learning Verb under knowledge
select list record point underline count

write state define quote arrange draw
reproduces name relate read describe identify
outlines tell recall record memorize match
abstract repeat record recognize name
2. Comprehensive
Explaining the meaning of information. It is defined as the ability to grasp

the meaning of material. This may be shown by translating materials from one
form to another (words to numbers) by interpreting material (explaining or
summarizing) and by estimating future trends (predicting consequences or effects.
Learning Verb under comprehensive
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associate paraphrase explains infer

extrapolate estimate generalize Discuss
compute predicts distinguish summarize
convert rewrite give example defend
3. Application
Refers the ability to use learned materials in new and concrete situations.
This may include the application of such thing as rules, methods, concepts,
principles, laws and theories.
Learning outcomes in this area require a higher level of understanding them those under
comprehensive.
Learning verb under application
add interpolate compute show

apply manipulate demonstrate solve
calculate modify discover subtracts
change operates divide translates
classify prepare graph use
complete produce
4. Analysis
Refers to the ability to breakdown materials into its component part so that
its organization structure may be understood. This may include the identification
of the parts, analysis of the relationships between parts, and recognition of the
organization principles involved.
Learning Verb under analysis
analyze Diagram relate point out

arranges differentiate select develop
breakdown discriminates separate outline
combine illustrate subdivide detect
design infer utilize
5. Synthesis
The composition or combination of parts or elements so s to form a whole.

This may involve the production of a unique communication (theme or speech) a
56
plan of operation (research proposal) or a set of abstract relation (scheme for

classifying information.
Learning Verb under synthesis
categorize device organize related transform

combine explain plan re organize specify
compile generate prescribe revise order
compose group propose rewrite design
create integrate rearrange summarize
drive modify reconstruct
6. Evaluation
The highest level under cognitive domain. Which is the making judgement
about the amount, number, or value of something
Learning verb under evaluation
appraise critique justify test contrast

assess determine measure criticize
compare grade rank support
conclude interpret rate judge
2. Affective Domain
The effective domain is one of the three domains in bloom’s taxonomy it involves
feelings, attitude, and emotion. It includes the ways in which people deal with external and
internal phenomenon emotionally, such as values, enthusiasm, and motivation. This domain is
categorized into five levels, which subdomains form a hierarchical structure and are arranged
from simple feeling or motivation to those that are more comply.
The affective domain refers to the tracking of growth in feeling or emotion areas
throughout the learning experience. In order to be most effective, learning objectives labelled
using this domain need a very clear instruction intention for growth in this area specified in the
learning objective.
Affective domain describes the way people react emotionally and their ability to feel
another living things pain or joy.
57
Levels of Affective Domain
1. Receiving
Is being aware of sensitive to the existence of certain ideas, material, or

phenomena and being welling to literate them. Responding is committed in some
small measure to the ideas, material, or phenomena involved by active responding
to them.
Receiving is the lowest level of the affective domain. It is simply the awareness of feeling
and emotion. It involves passively paying attention and being aware of the existence of certain
ideas, materials or phenomena without this level, no learning can occur.
Learning verb under receiving
ask listen
acknowledge meet
attend (to) observes
follow receive
2. Responding
This level involves actively participating in the learning process. You are not only
aware of a stimulus, but you react or respond to it insane way.
Is committed in some small measure to the idea, material or phenomena involved by

actively responding to them.
Learning verb under responding
agree communicate display notify reply

allow comply exhibit obey report
answer conform follow offer
ask corporate give participate respond
assist demonstrate help present select
attempt describe identify read try
choose discuss locate relay
3. Valuing
58
Is the ability to see the worth of something and express its valuing is
concerned with the worth you attach to a particular object, phenomena, behavior,
or piece of information.
The worth or value a person attaches to a particular object phenomenon, or behavior. This
ranges from simple acceptance to more complex state of commitment. Valuing is based on the
internalization of a set of specified values, while clues to these values one expressed in the
learner’s overt behavior and one often identifiable.
Learning verb under valuing
adopt initiate share encourage preserve
aid interact study endorse propose

came (for) join subscribe enforce query
complete justify suggest evaluate react
complement maintain support expedite react
contribute monitor thanks foster respect
delay praise up hold guide seeks
4. Organization
Organizes values into priorities by contrasting different values. Resolving

conflicts between them, and creating a unique value system.
Organizing involves putting together different values information and ideas then relating
them to already held beliefs to bring it into an internally consistent philosophy. Essentially it is
ability to prioritize one value over another and create a unique value system. The focus of this
level is on comparing relating and assessing values to check that unique value system.
Learning verb under organization
anticipate direct manage recommend test

collaborate establish modify reuse vary
confer facilitate organize simplify weight
consider follow through oversee specify lead
consult investigate plan submit design
coordinate judge quality synthesizes
5. Characterization
59
This is the highest of the affective domain it is about internalizing values.

It means acting consistently in accordance with the set of values you have
internalized and your characterization or philosophy about life essentially, you
internalize values and let them control o guide your behavior.
The behavior is pervasive, consistent, predictable, and most importantly, characteristic of

the learner. Instructional objective is concerned with the student general pattens of adjust most
(personal, social emotional)
Learning verb under characterization
act counsel forgives promote

administer criticize influence promulgate
advance defend motivate question
advocate disagree object reject
aid dispute persevere resolve

challenge empathize persist seek
change enhance praise serve
commit (to) excuse professes
3. Psychomotor Domain
Includes physical movement, coordination, ‘and use of the motor skill area development
of their skills requires practice and is measured in term of speed, precision, distance, procedure,
or techniques in execution.
This domain is characterized by progressive levels of behaviors from observation to

mastery of a physical skill. Refers to the use of motor skills, coordinated, and physical
movement.
Measurement of learning
speed precision manipulation

strength flexibility grace
endurance agility technique
coordination dexterity
1. Observing
The ability to observe and pattern your behavior after someone else. At this level you
simply copy someone else or replicate someone’s actions following observation.
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The ability to perform certain action by memory of following instruction. At this level,
you can perform at ask from written or verbal instruction.
Learning verb under observing
• Reflex movement, segmental, intersegmental and suprasegmental reflexes.

• Basic fundamental movement, locomotor movements, non-locomotor movements,
manipulative movement.
• Perceptual abilities
• skills movement
• Physical abilities
• Nondiscursive communication
2. Imitating
Learner watches action of another person and imitates them manipulation: learner
perform action by memory or by following direction.
Precision:Learner’s performance becomes more exact. Articulation learner can perform several
skills together in harmonious manner.Attempt copying of a physical behavior
Learning verb under imitating
copy replicate adhere follow repeat
3. Manipulation
Reproduce activity from instruction of memory learner perform action by memory or by

following direction.
Precision: Learner performance become more exact. Articulation learners can perform several
skills together in harmonious manner
Learning verb under manipulation
recreate execute build implement
Precision – Learns performance becomes more exact. Articulation: Leaner can perform
several skills together in a harmonious manner. Naturalization learner achieves high level of
performance and action become natural with little or no though about them.
Learning verb under precision
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demonstrates perfect show control

complete calibrate
4. Articulation
Two or more skill combined sequenced and performed consistently. Naturalization. Two
or more skills combined, sequenced and performance is automatic with little physical or mental
exertion.
Adapt and integrate expertise to satisfy a none standards objective.
Learning verb under articulation
construct integrate modify formulates

solve adapt master coordinate
combine develop
5. Neutralization
- automated, unconscious mastery of activity and related skills at strategic

- ability to perform the skills without thinking
- The ability to observe and pattern your behavior
- The ability to perform action in an automatic, intuitive or unconsciousway. At this level
your performance is automatic with little physical or mental exertion. Your performance
has become second-nature or natural without needing to think mech about.
Define aim
Approach
And strategy for use of activities to meet.
62
Anderson & Krathwohl (2001)

Taxonomy of Cognitive Learning Domain
list recognize recall identify

name identify retrieve define
recite describe retell make
li locate select reproduce label
show tell repeat outline
draw follow state match
rewrite enumerate illustrate chart
write make duplicate
REMEMBER
summarize classify clarify predict
explain categorize interpret infer
construct (model) subsume paraphrase conclude
compare illustrate represent extrapolate
contrast instantiate translate interpolate
map repeat rewrite outline
match defend convert abstract
generate
UNDERSTAND
respond provide carry out use
explain draw act make
change illustrates clarify demonstrate
compute show produce writes
discover relate produce construct
manipulate solve operate schedule
prepare sketch employ
APPLY
select differentiate integrate deconstruct

focus discriminate organize outline
attributes distinguish determine structure
subdivide separate construct find
point out illustrate devise write
break down relate prepare make
ANALYZE
check determine judge reflect

compare conclude appraise explain
describe contrast discriminate interpret
criticize defend summarize support
describe argue
EVALUATE
generate assemble reorganize revise hypothesize

compose plan categorize reconstruct theorize
devise rewrite combine explain write
rearrange compile relate modify make
change formulate develop organize write
CREATE
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Evalua
create te
Evaluate Synthesi
s
Analyze Analysis
Apply Application
Understand Comprehension
Remember
Knowledge
Bloom originally categorized “Evaluation” Original (Benjamin Bloom,1956)

as the top of the pyramid and “synthesis”
as # 2. A former student of bloom’s
(Lorin Anderson) revised the order on
the mid-nineties to what you see above.
The new version id referred to as
“Blooms Revised Taxonomy.”
Depth of Learning
Tank, Cognitive learning domain as adapted from

Remember
Benjamin Bloom (1956), Anderson and Krathwohl
Understand (2001)
Apply Note:
Activities (objectives) are arranged
Analyze
chronologically downward (Surface to bottom
Evaluate Considering “immersion” exercises/instructional
activities
Create
64
Objectives Setting
Cognitive Learning Domain (CLD)
Subject: Training Needs Analysis (TNA)

Topic: Part D (Instructor Manual) of the course
Dimension / Performance Direct Object (DO) Condition (C) Kind of

Level (P) Condition
1. Remember Identify The slow and the fast In the class before Environment/
learners modifying the scenario
suggested activities
in Part D of the
Course Plan.
2. Understand Instantiate The principle of TNA According to IMO Reference/title

as the basis for MC 6.09 course Plan,
modification 2001.
3. Apply Show How the classroom In the context of Basis other

activities will learner-centered than
culminate into 3-part approach. reference/ title
plenary session
4. Analyze Relate The overall To infer extent Part reason

performance of the D modification for
slow learners to that the next Lesson.
of the fast learners
5. Evaluate Appraise The preparations Part To ensure that all reason

D Modification inputs relate to the
STCW Code
Requirements.
6. Create Revise Some activities in Part Dependent on the Basis other

D of the Course plan student’s entry level than
and ongoing reference/ title
performance level
65
Tank of Psychomotor Learning Domain
Describe, assign, rank, characterize, arrange, reject, choose, define, relate, specify,
screen, soft, group, identify, file, detect, distinguish, select, differentiate, isolate
Perception
Follow, react, repeat, demonstrate, imitate, show, identify, illustrate, construct,

imitate, reproduce, attempt, trace, try
Set and Guided Response
Manipulate, stop, assemble, caliber, active, calibrate, deactivate, start, construct,

measure, mix, sketch, organize, display, fasten, grind, heat, dismantle, USE
Mechanism
Perform, calibrate, drive, repair, convert, change, repair, adjust, deactivate, activate,
construct, carry out
Complex Overt Response
Solve, modify, devise, create, trouble shoot, design, change, reorganize, rearrange,
alter, vary compose
Adaptation
Create, organize, initiate, construct, compose, design, make, combine, arrange, build
Origination
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Objectives Setting
Psychomotor Learning Domain (PLD)
Subject: Teaching Learning Aids (TLAs)

Topic: Overhead Projector (OHP)
Dimension / Performance Direct Object Condition (C) Kind of

Level (P) (DO) Condition
1. Perception Characterize The different parts By close inspection Involving
of the OHP sense (s)
2. Set and Demonstrate How to use the As per manufacturer’s Informing

guided OHP manual where the steps
Response are
3. Mechanism Use The OHP During “dry run” Being in a
lecture without the scenario which
manufacturer’s is expected,
manual routine, with
the least
pressure or
none at all
4. Complex Change The bulb As soon as the Being in a

Overt projected images scenario which
Response become blurred during is unexpected,
presentation. abnormal,
emergency or
urgent
5. Adaptation Compose A manual on the Based on the English Informing

use of OHP Manual on TLAs what has been
written in user’s adapted
dialect
6. Origination Design A user-friendly For those refuse to be Any condition

OHP computer literate except
insinuations of
imitation
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Tank of Affective Learning Domain
Attend, ask, choose, follow, reply, point, give, answer, listen, hear, assist, conform,
look, share, discern, notice, control
Receiving
(Willingness/Attention)
Applaud, answer, assist, conform, greet, label, discuss, complete, read, recite, comply,
follow, discuss, participate, obey, volunteer, play
Responding
(Interest/Enjoyment)
Act, argue, initiating, propose, convince, debate, invite, join, share, complete, express,
help, organize, prefer, follow
Valuing
(Attitude/Appreciation)
Abstract, balance, compare, decide, alter, synthesize, integrate, generalize, modify,

compare, adhere, defend, identify, select, formulate, theorize, systematize, define,
arrange
Organization
(Philosophy of life)
Avoid, verify, influence, act, practice, display, internalize, quality, resist, require,
resolved, revise, manage, exhibit
Characterization or Value Complex
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Objectives Setting
Affective Learning Domain (ALD)
Subject: Attributes of MC 6.09 Participants

Topic: Personal Growth
Dimension / Level Perform Direct Object (DO) Condition (C) Kind of

ance (P) Condition
1. Receiving Ask The GMTC Registrar To prepare for Normally
for the MC 6.09 immediate showing the
schedule and enrollment attitude,
requirements interest and
2. Responding Discuss With graduates of For optimum value of the
MC 6.09 how to be confidence and doer(s) of the
effective and efficient readiness during action
the 10-day course
3. Valuing Follow The GMTC House To avoid

Rules and daily “Incomplete”
instructions as mark that requires
regards outputs in coming back to
MC 6.09 make up for what
has been missed.
4. Organization Arrange Daily schedule of To balance MC

activities 6.09 assignments
and family
responsibilities.
5. Characterization Influence Colleagues To enroll in MC

6.09 in GMTC
Manila
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Teaching Approaches and Strategies
The Importance of Teaching

Teachers may vary in teaching experience from neophyte (beginner) who just started
venturing into the profession to experience teachers who have served the profession for ample
years.
Beginners in the teaching profession should know their roles as a teacher and the new
roles in teaching while experienced teachers need to have new insights on what they do.
Regardless of the category, it is necessary that teachers should gain mastery in the methodology
of teaching.
1. Definition of terms:
A. Methodology
Refer to the orderly, logical procedure in doing something, more specifically in ways of
teaching. Its pertinent aspects are approaches, methods, and techniques and these three are the
procedural aspects that make teaching possible.
B. Method of Teaching
An organized, orderly, systematic and well-planned procedures of providing learning
materials, situations activities and experiences that enable the learner to acquire knowledge,
attitudes, values, habits, and skill in critical thinking, decision making, self-direction, self-
reliance, mechanical manipulation and bodily movement.
Teaching -The process of giving direction to learning. It is also a process of providing

learning materials, activities, situation and experiences that enable the learner to acquire
knowledge, attitudes, values and skills. It is also a systematic presentation of facts, ideas, skills,
and techniques to students.
Teaching method and teaching strategy can be used interchangeably.
C. Teaching Technique
The actual manner a teacher performs his work. Through the years he has a combination
of devices consciously and unconsciously the pattern of which makes his task speedy and
efficiently. Examples; Field trips, brainstorming, role playing, recitation and laboratory.
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D. Teaching Approach
Gives the nature of the method to be used. This is broader in scope. This indicates how a
lesson is to be developed.
E. Teaching Strategies
Also known as instruction strategies, are methods that teachers use to deliver course
material in ways that keep students engaged and practicing different skill sets. Specific strategies
can also be employed to teach particular skills, like strategies for problem solving,
2. The concept of teaching
Teaching is both an Art and Science
A. Teaching as an art
A. teacher can make teachingattractive, interesting, enjoyable and inspiring. It is

considered as an art. It signifies the way a teacher expresses her emotions and communicates her
feelings through her teaching chores. In this light, teaching is a conglomeration of one’s talent,
skill and expertise in reaching out and enriching the children’s lives. It aims to achieve an
enjoyable and fruitful learning depending on the teacher’s attributes, craft and finesse in
developing their knowledge base, simultaneous with positive attitudes and values. A skillful
teacher exudes a caring, compassionate and creative approach that makes teaching a masterful
act touching the children’s hearts and minds.
B. Teaching as a science
There is application of laws and principles. Teaching is likewise recognized as a science.
While science aims at the discovery of the nature and orderliness of our world around, teaching
as a science seeks application of scientific attitude and methodology in deciding about strategies
to employ, instructional materials to use and other “best teaching practices,” to adopt. Guided by
a scientific procedure, teaching is regarded as a “practical and a consistent procedure, teaching is
regarded as a “practical and a consistent way of modeling how a virtuous, trustworthy and
humble scientist works in raising the ethical standards of the profession.
3. Definition of Teaching
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Teaching is commonly understood to mean instructing, tutoring and educating. It could

stand for training tutelage and pedagogy.
Here with are some more detailed definitions. Note the focus of each meaning.
A. On teacher Activities
Teaching refers to the overall cluster of activities which is associated with a teacher,
among which are explaining, questioning, demonstrating and motivating
Teaching stands for a “family of logical and strategic acts” aimed at inducing learning of
skills, knowledge and values. Example of logical acts are defining, deducing and concluding.
Strategic acts are questioning, motivating and evaluating.
To be called teaching, the activity must involve an interpersonal relationship that

promotes learning. A positive personal relationship is the needed ingredient for learning to occur.
B. On components
Teaching involves a triad of elements – teacher, student and subject matter and the triad
is dynamic in quality.
In teaching, each elements influences and is influenced by the relationship between the
other two elements.
C. In relation to subject matter
Teaching points to interactions that occur between the teachers and the content being
taught to students of varied characteristics.
D. On goals
A teacher aims to achieve the acquisition of knowledge, development of skills and
inculcation of values.
It is synonymous to “teaching that” (knowledge), “teaching how” (skill), and “teaching to

be (values).
E. As a career
Teaching refers to a dynamic role of teachers and other qualified adults to awaken and
usher children’s ways of thinking and reacting.
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4. Teaching as a Profession
Teaching is universally accepted as a profession. What is profession? When does a series
of tasks that are performed at long periods of time become a profession?
The term profession commonly refers to one’s occupation, job or specialty. It has defined
goals and from its performance one derives self-fulfillment. Educators and others in the field of
education view profession as one’s vocation, employment or lifework. A teacher considers it as
his career or field of lifelong endeavor.
Teaching is considered a profession if its choice is motivated by any or all of the following:
A. Pursued to achieve a goal, objective or purpose.

B. Involves direction hone by proper planning
C. Provides opportunities for self-fulfillmentand enhances self-esteem
D. Allows expression of love, care and compassionfor children
E. Contributed to one’s growth and advancement
F. Provide job security.
5. The Elements of Teaching
Teaching like engineering, nursing or accounting is a profession, hence a teacher like an

engineer is a professional. The term professional is “one teacher like an engineer is a
professional “one of the most exalted in the English language, denoting a long arduous year of
preparation, a striving for excellence, a dedication to public interest, and a commitment to moral
and ethical values”.
The end goal of the teaching professions is service. Pope Paul VI said “Do more, have
more in order to be more.” For a professional to be able to give more, continuing professional
education is a must, which is explicit in our professionalization law and Code of Professional
Teachers.
6. The Pre service Training

One who is determined to embark on a teaching career undergoes a four-year pre service
training program leading to a bachelor’s degree in secondary courses (BSE) or elementary
education (BEE). Its curriculum consists of courses grouped under General Education, such as
languages, math and science; Professional Education such as curriculum planning,
methodologies and evaluation procedures; and a Field of Specialization. A complete list of
courses and the number of units required for each under CHED Memorandum Order No. 30,
series 2004.
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The mode of delivery is consistent with a highly systematic, scientific and global
standard-driven instruction program. As early as the second year they undertake a 1-unit field
study per semester, a 2-unit course semester in the third year and a 6-unit internship (practicum)
in the fourth year. They undertake practice teaching under a cooperating teacher in a school
wherein they are trained to teach in an actual classroom setting.
This well-planned and accredited training program is undertaken after stringent

admission and retention policies in recognized teacher-training institutions. Its objectives are, to
enable the trainee to:
a. Acquire a solid background knowledge of the subject matter to be taught.

b. Gain meaningful experience in developing skills in employing appropriate
teaching methodologies
c. Gain skills in managing classroom routine for order and discipline.
d. Inculcate desirable values and attitudes worth emulating.
e. Imbibe valuable insights on how to sustain interest, growth and advancement in
the teaching profession.
7. The Nature of Teaching
The teaching is one of the most demanding of all professions. It exacts a tremendous
demand on the teachers’ teaching Skill and personal qualities before they can satisfactorily
perform the multiple roles and manifold responsibilities it entails. At all times, the practice of
teaching calls for a facilitator of learning and a nurturer of the learners. At other times it needs a
leader, administrator and manager. The teachers, to be able to enjoy their tasks with associates
automatically feel as a friend, an enthusiastic colleague and a caring partner. A more serious role,
teaching necessarily makes them decision-makers, instructional materials developers and instant
researchers. Add to these the task they assume to establish a smooth relationship with parents
and other members of the community.
A more important role that teaching evokes is the unwavering commitment and loyalty to
the profession. Their adherence to the ethical and moral standards are elicited through a code.
Ultimately, an impeccable integrity, honesty, and sincerity it brings forth makes them worthy of
emulation by the students, co-workers and other professionals.
The unique teaching experience that every teacher gain deserves a closer look. Everyday
a teacher faces her class, she is ready to address the whole class as a group, at the same time,
attend to a child as an individual. During her everyday classroom encounter, she is able to satisfy
two educational objectives simultaneously-cognitive and affective. Such is what educators term
the “challenging dailiness of teaching” The ensuing interactions, emotions and sometimes
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confusions that add flavor to one’s learning give teaching is one-of-a kind characteristic. Good
teachers take said dailiness of teaching and turn them into special sessions wherein the tries to
make them
exciting and enjoy-able. This is the intellectual journey that teaching paves for both teachers and
students. Teaching is indeed a noble calling and mission-keeping for others, despite its daunting
list of diversified roles. Rewards come in the form of winning the students’ love and emulation
and the parents’ acknowledgement and gratification.
8. The Triads of Teaching

One’s concept of teaching recognizes the important role inherent among three elements-
teacher, student and subject matter and the significant interaction that occurs between and among
them. In every teaching-learning activity, the teacher influences the learning styles of the
students. The students respond either positively or negatively depending on the teacher’s
attributes and skill in presenting a learning task. The nature of the subject matter needs to be
considered in determining the strategy to be used. This interrelationship stresses the dynamic
nature of the triad. They are interdependent and neither one is effective alone in achieving a
particular goal. When one of the three elements is missing, the other two becomes disconnected
and teaching cannot take place.
a.) The Teacher

It is beyond arguments that the teacher is the critical “thread that ties” the learner to the
lifelong search for knowledge. She lays the groundwork by initially establishing a conducive
learning environment, selects the appropriate subject matter, and matches it with a well-designed
plan in order to achieve a desired goal. She possesses the essential teaching skill and is infused
with a deep commitment to invest timeless effort in fostering a continued sharpening and
maturing a children’s minds. How she will perform depends to a large extent on who she is, what
she can do to the best of her ability and how she can tactfully smother children with genuine love
and care.
b.) The Student
The student is the second influential factor in the learning arena. Teaching happens
because the students are there, there needs, interest and abilities deserve prime consideration if
teaching is to occur smoothly and creatively. It is accepted that they differ in inherited genes,
rearing experiences and academic opportunities; hence they are expected to respond, understand
and learn in different ways. Taught in the same learning environment by the same teacher,
students will absorb and behave differently from one another. Most important, yet often
neglected, are the ingrained values and attitudes they bring to a classroom. The individual
differences make teaching a challenging, exciting, and in the end, a satisfying and rewarding
endeavor to stay in.
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c.) The Content

The third factor influencing teaching at the base is the content to be learned. The choice
of an appropriate teaching methodology becomes an important concern. Teachings vary in
experiences regarding effectiveness of a strategy. A particular content may be taught
successfully
at one time using the strategy which at another time, with a different class, would turn out
ineffective. A suitable match between subject matter and varied strategies is a product of long
applications and close observations of student’s learning in different classrooms. Interrelating
content with strategies and student characteristics is the needed ingredient to achieve teaching
effectiveness.
9. Teaching Approaches
A. Outcome Based Education (OBE)

A process of curriculum design teaching, learning and assessment that students
can actually do after they are taught. The basic tenet of OBE was advanced by the
American Sociologist William Spady.
He underscores outcomes as clear learning results that we want students to

demonstrate at the end of significant learning experiences.
In OBE, learning outcomes are constructively aligned in learning program that for
the framework.
a. Institutional Intended Learning Outcomes (IILO)- what the graduates of the

university/college are supposed to be able to do.
b. Program Intended learning outcomes (PILO)- whatgraduates from a particular

degree program should be able to do.
c. Course Intended Learning Outcomes (CILO)- what students should be able to

do at the completion of a given course.
d. Intended Learning Outcomes (ILO)- what students should be able to do at the

completion of a unit of study of a course.
Note;
Under OBE- the word syllables are replaced by a learner- centered term called a
Learning Program.
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Below is the sample of the learning program
Learning Topic Activities Resources / Assessment

outcome (Teacher & Equipment (Written /
Student) Practical / Oral)
Discuss the root The Exxon Case study Case File Output
cause of the Valdez oil discussion Case Reading presentation of
sinking of Exxon spill case study with
Valdez rubrics
B. Direct Method (Teacher Dominated)

The teacher lecture immediately on what he/she wants the students to learn
without necessarily involving them in the process.
C. Indirect Method (Learner Dominated)

The Teacher synthesize what had been shared to connect loose ends and give a
whole picture of the past class proceedings and ideas shared before the teacher lead them
to the drawing of generalization or conclusions.
D. Deductive Method (From General to Specific)
The teacher begins the lesson with a generalization, a rule, a definition and end
with examples and illustrations or with what is concrete.
E. Inductive Method (From Specific to General)

The teacher begins the lesson with examples with what is known with the
concrete and with details. The teacher end ups with the students giving the generalization,
abstraction or conclusion.
F. Didactic Method (Instructive)
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It is a teaching method that follows a consistent scientific approach or educational

style to engage the student’s mind. It is after contrasted with dialectics and the Socratic
Method.
It focuses on the baseline knowledge students possess and seeks to improve upon
and convey this information. It also refers to the foundation or starting point in a lesson
plan, where the overall goal is knowledge.
A teacher or trainer functions in this role as an Authoritative figure, but also as

both a guide and a resource for students.
G. Historical Methods (Relating Method)

The techniques and guidelines by which historians use primary sources and other
evidence to research and then to write history.
It comprises the techniques and guidelines by which historians use primary

sources and other evidence to research and then to write histories in the form of accounts
of the past.The study of historical method and writing is known as historiography.
H. Inquiry Method (Looking for or query approach)

A learning and teaching approach that emphasis student questions, ideas and
observations. Instructors actively encourage students to share their thoughts and to
respectfully challenge, test and redefine ideas with inquiry-based learning, instructors and
students share responsibility for learning.
Inquiry- based learning method also refers to a transformation of the traditional

classroom. Students are encouraged to take part in group work to learn from their peers
and participate. It is a form of guided learning which is delivered by an instructor.
This kind of learning enhances comprehensive rather than memorizing facts and
taking notes. Students are now encouraged to discuss ideas among their peers.This form
of learning also allows students to take ownership of their learning and increases their
engagement with the content.
I. Cooperative Learning Method (Learner Work Together)
It is a successful teaching strategy in which small teams, each with students of

different levels of ability, use a variety of learning activities to improve their
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understanding of a subject. Each member of team is responsible not only for learning
what is taught but also for helping teammates learn, thus creating an atmosphere of
achievement.
The documented results of cooperative learning are as follows;
1. Improved academic achievement

2. Improve behavior and attendance
3. Increased self-confidence and motivation
4. Increased liking of school and classmates
Cooperate learning is also relatively easy to implement and is inexpensive.
J. Team Teaching Method

It involves a group of instructors working purposefully, regularly, and of any age
learn. Teachers together set goals for a course, design syllabus prepare individual lesson
plans, teach student, and evaluate the results.
They share insights, argue with one another, and perhaps even challenge students
to decide which approach is better.
K. Problem Solving Method

It is a method of defining a problem, determining the cause of the problem,
identifying, prioritizing and selecting alternatives for a solution and implementing a
solution.
Steps in the Problem-Solving Process
1. Define the problem

2. Generate alternative solutions
3. Evaluate and select an alternative
4. Implement and follow up on the solution.
Theories in Teaching
Theory of teaching is a set of interrelated constructs, definition, propositions which
present a systematic view of teaching by specifying relations among variables with the purpose
of explaining and predicting.The main emphasis has been given on the relationship among
teaching variables.The purpose of relationship is to understand, predict and control teaching
tasks.
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Burner 1964, define the theory of teaching as the explanation of general methodology of
teaching.Theory of teaching answer three questions;
1. How do teacher behave.

2. Why do they behave as they perform?
3. With what effect?
It considers teacher behavior that cause the students learning effect. It explains predict
and controls the ways in which the teachers’ behaviors affect the learning of students.
Advantages of teaching theory
1. It explains the relationship between teaching and learning and identifies

common factors.
2. It gives the knowledge about the assumption of teaching activities which
provide guideline for organizing teaching
3. The instructional designs can be developed with the help of theory of teaching
4. Teaching theory provide the scientific basis for planning, organizing, leading,
and evaluation the teaching.
5. The classroom teaching problems may be studied scientifically through the
knowledge of teaching theory
6. Teaching objectives may be successfully achieved by the use of teaching
theory.
7. The effective teachers enable produced with the use of teaching theory
9. Teaching theories may be used to increase the understanding prediction and
control of teaching.
Types of teaching theories
1. Formal theory of teaching or Philosophical Theory. It is based upon certain logic, certain
meta physical, epistemological assumptions and propositions. The four philosophical
theories of teaching are:
a. Metric Theory of Teaching

b. Communication Theory of Teaching
c. Molding Theory of teaching
d. Mutual Inquiry theory of teaching
2. Descriptive Theory of Teaching
The theory which is based upon empirical evidence and observation
3. Normative Theory of teaching
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4.
It may be developed because it is difficult to control the human subject in
experimental situation. It explains the relationship among teaching variables on the basis
of observations in normal teaching.
Theories of learning
It describes how students receive process and retain knowledge during learning.
Cognitive, emotional and environment influence as well prior experience, all play a part in how
understanding or a world view is acquired or changed and knowledge and skills retained.
1. Cognitive Learning Theory (CLT)

It is about understanding how the human mind works while people learn. The theory
focuses on how information is processed by the brain, and how learning occurs through that
internal processing of information.
Examples of cognitive learning strategies
a. Asking students to reflect on their experience

b. Helping students find new solutions to problems
c. Encouraging discussions about what is being taught
d. Helping students explore and understand how ideas are connected.
II. Behaviorism Learning Theory
A theory of learning based on the idea that all behaviors are acquired through
conditioning, conditioning occurs through interaction with the environment.Behaviorist believe
that our responses to environmental stimuli shape our actionsBehaviorism focuses on the idea
that all behaviors are learned through interaction with the environment.
This learning theory states that behaviors are learned from the environment, and says that
inherited factors have very little influence on behavior.
III. Construction Learning Theory
The theory that says learner construct knowledge rather than just passively take
information.As people experience the world and reflect upon those experience, they built their
own representation and incorporate new information into their pre-existing knowledge
IV. Humanism Learning Theory
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Focuses on the specific human capabilities including creatively personal growth and
choices in what they learn at school.
V. Connectivism Theory
It is a learning model that can guide first year advising through the integration of
principles explored as chaos, network, and complexity and self-organization It is a process of
forming connection between people and with technology
Ex. Students learn best if they are taught to navigate and create a social network via
technology and use these networks to learn.
VI. Transformative learning Theory

It is one theory of learning and particularly focuses on adult education and young adult
learning.Defined as an orientation which holds that the way learners interpret and reinterpret
their sense experience is central to making meaning hence learning on the part of the learners.
This will promote critical thinking skills that will help learners own life experience.
VII. Experiential Learning

It is the process of learning through experience. It is learning through reflection on doing.
Hands-on learning can be a form of experiential learning. It is learning by doing.
Ex. Going to the zoo and learning through observation and interaction with the zoo
environment.
Benefits of experiential learning
1. Students can better grasp concepts.

2. Students have the opportunity to be more creative
3. Students have the opportunity to reflect
4. Student’s mistake become valuable
5. Teachers after observe improved attitude towards learning.
VIII. Association or Stimulus response Theory

Thorndike’s Connectionism Theory –
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It is based on the association between stimuli and response. For every stimulus there is a
corresponding response and the connection between the stimulus and response is called the
stimulus-response bond or S-R bond.
Thorndike’s Laws of Learning;
1. The Law of Readiness - states that when an organism is ready to act, to act is
satisfying, not to act is annoying. This also means that when an organism is not ready to act, not
to act is satisfying and to act is annoying.
2. The Law of Exercise - The more the connection is exercised or practiced the stronger
is the connection. The more the lesson is drilled upon ‘repeated or reviewed, the more it is
retained.
3. Law of Effect - states in effect that learning is strengthened if it gives satisfaction to

the learner; it is weakened if it gives annoyance. Praise those doing well by giving higher
grades, rewards. Let the classroom be a pleasant experience for pleasant experiences tend to be
repeated.
Conditioning Theories
1. Classical Conditioning Theory –
Pavlov’s Experiment the dog sees the food and accompanied by the ringing of a buzzer it
salivates. Food is the unconditioned stimuli and the ringing of the buzzer is the conditioned
response. Then the ringing of the buzzer was presented without the food and the dog salivated.
The dog was already conditioned to the buzzer, and the salivation is called conditioned response.
2. Operant Conditioning Theory –
Skinner’s theory; rat in a box the rat touched a lever wire brought out food pellet. The
rat kept on pressing the lever repeatedly. The rat was now placed in a maze but when it entered
the wrong door given a mild electric shock, so the rat tried another door and so on until it was
successful.
Factors that make an individual repeat an experience are called Positive reinforce. Factors
causing an individual avoid repeating experiences are called Negative factors, which come in the
forms of rebuke, scolding, ridicule or low marks. Operant conditioning is a motivational as well
as learning device.
3. Social Learning Theory - Theory of Bandura and Wallace. This is learning from
observation and imitation. The sub processes are:
1. Attention
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2. Retention
3. Motoric reproduction—imitates or emulates his model.
4. Reinforcement-the learner now practices what he has
IX. Theories of transfer of training or Learning

Transfer of Learning – refers to situation in which the learning acquired from the study of
one subject matter can facilitate or make easy the learning of another subject.
1. The theory of Mental Discipline – skill or training in one subject will improve the
performance of the same skill in the study of another subject.
2. The theory of Identical Elements – this states that the amount of transfer depends upon
the presence of identical elements in both learning situations.
Elements could be content, method, rules or principle facilitate learning. Math
and Physics or Med Tech and Nursing.
3. The Theory of Generalization. Experience in one learning can be applied in another

learning situation.
4. The Theory of Configuration same as Gestalt theory of learning. Configuration is

equivalent to the German word gestalt. Configuration refers to a unified or total
pattern of organization of a learning situation so the components or elements lose
their identity. Learning situation is seen as a whole, not as a part.
Principles of Learning
The learner must clearly perceive the goal-effective instruction occurs when the
maximum communications exist between teacher and learner regarding the goals and objectives
of instruction.
The learner must be psychologically and physiologically ready. This principle is in

consonance with Thorndike’s Law of Readiness and Law of Effect.
1. The Law of Readiness, states that when a person is prepared to respond or act, giving
the response is satisfying and being prevented from doing is annoying.
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2. Law of Effect, states that learning is strengthened when it results in satisfaction but is
weakened if it leads to annoyance a teacher then should provide learning experiences that are
pleasant and gratifying to the learner so that he will want to continue learning.
The learner must be motivated to learn ,extrinsic motivation comes in the form of;
1. Rewards and punishment such as grades (High and low)

2. Honors
3. Monetary Rewards
4. Medals
5. Disqualification from joining co-curricularactivity
Intrinsic motivation, means creating a desire to learn a subject because it is worth

knowing.
Some principles on motivating learners which are significant to teachers are:
A. Intrinsic motivation is better than extrinsic motivation.

B. Goal setting is an important motivational aspect oflearning.
C. Successful experiences are important motivators.
D. Feedback about one’s progress can be an effective motivation.
E. Considering learner’s interest is important in classroom learning.
F. Reward rather than punishment is a better motivation for learning.
G. Meaningful materials and the task serve as good motivators.
H. Success generally increases the level of aspiration and achievement of the learner.
I. Teacher’s expectations of the learner’s performance influence the latter’s achievement.
The learner must be active not passive for maximum learning. This principle is adroitly
expressed in the Chinese adage:
I hear and I forget

I see and I remember
I do and I understand
Learning readily takes place when teaching serves as a facilitating process that helps the
learner to explore and discover the world around him learning by doing is important.
The learner must repeat or practice what he has learned in order to remember.Thorndike’s
law of exercise states, that constant repetition of a response strengthens its connection with
stimulus and disused of response weakens it.Educational practices such as drill, review, and
examination exemplify this principle.
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The learner must put together the parts of the task and perceive it as a meaningful whole-
a learner will arrive at the solution to the problem when he becomes aware of the important
relationships involved in it. (Developing insight for the learner).
The learner must see the significance, meanings, implications, and applications that will
make a given experience understandable.The learner must be prepared to respond.
The process of problem solving and learning are highly unique and specific. Each
individual has his own unique style of learning and solving problems. As individuals become
more aware of how they learn and solve problems and become exposed to alternative models
used by other individuals, they can refine and modify their personal learning style so that this can
be employed more effectively.
Conditions which Facilitate Learning

Teacher as manager of classroom situation must be aware of the conditions that facilitate
learning. Studies have shown that the climate prevailing in the classroom has considerable effect
on pupils/student’s learning.
The teacher is also responsible for setting up the physical environment most conducive to
learning, such as;
1. Lighting
2. Ventilation
3. Room Appearance
Other condition that facilitates learning
1. Learning is facilitated in an atmosphere which encourages learners to be active
A. The learning process flourishes when there is less teacher domination and talk.
B. Listening to the learners and encouraging them to consider the teacher as a
resource person and a sounding board facilitate active exploration of ideas.
C. They learn better when they fell, they are a part of what is going on and when
they arepersonally involved.
2. Learning is facilitated in an atmosphere which promotes and facilitates the individual’s

discovery of the personal meaning of ideas.
A. Learning occurs when the objectives of the teacher accommodate, facilitate,

and encourage the individual’s discovery of personal objectives and personal
meanings in a situation
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3. Learning is facilitated in an atmosphere in which different ideas can be discussed but

notnecessarily accepted. Differences in ideas must be tolerated if differences in
people are to be accepted.
4. Learning is facilitated in an atmosphere which consistently recognizes the individual’s

right tomake mistakes.
A. Growth and change are facilitated when error is accented as natural part of the
learning process.
B. The learning process requires the challenge of new different experiences, and
the unraveling of the unknown involves the making of mistakes.
5. Learning is facilitated in an atmosphere in which evaluation is a cooperative process.
A. Learning is a personal process; individual needs the opportunity to formulate

the criteria to measure their progress.
B. Self-evaluation and peer evaluation enable individuals to really judge how

much they have learned and grown.
C. For learning to occur, the individual in the group needs to see himself
accurately realistically. This can best be accomplished through self-and-
group evaluation.
6. Learning is facilitated in atmosphere when individuals feel they are respected and
accepted.
A. A genuine expression of care on the part of the teacher and a warm emotional
climate generate an atmosphere of safety in which individuals can think,
explore ideas, and genuinely encounter other people without any threat.
B. Confrontation and difference of opinion become constructive forces in a group

whenindividuals experience that they are respected as persons.
Factor Influencing Learning
1. The student’s motivation

2. The relation he has had with teachers and peers
3. His access to resources and time
4. His mood and situational factors
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5. His prior learning in a given area

6. How he is taught
7. How relevant he perceives the learning to be
Characteristics of Good Learning

1. Learning is good when it utilizes the theory of self-activity.
2. Learning is good when the learner has a motive for learning.
3. Learning is good when it utilizes the laws oflearning.
4. Learning is good when it provides experiences orsituations that will ensure
understanding.
5. Learning is good when it utilizes the principle of transfer.
6. Learning is good when it has provision for individual differences.
7. Learning is good when it utilizes the principle of integration.
8. Learning is good when it utilizes group process.
9. Learning is good when the senses are utilized in the process.
10. Learning is good when it is governed by democratic principles.
11. Learning is good when it has provision for evaluation.
12. Learning is good when both the instructor and the students are in a happy state of
mind.
13. Learning is good when it is based on the accepted well-integrated educational theory
and practice.
14. Learning is good when it is considered a process rather than a goal.
Learning Situations/Opportunities
1. One attended a course.
2. He did some reading.
3. He asked a colleague.
4. He thought about it.
5. He employed trial and error.
6. He planned it.
7. He kept practicing
Percentage of Learning and Retention after 3days

Taste - 1.0 %
Touch - 1.5 %
Smell - 3.5 %
Hearing - 11.0 %
Sight - 83.0 %
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Retention after a 3 days period
10 % - Hearing
35 % - Visual
65 % - Visual and oral
Use of Educational Technology

Training Aids
Generally speaking, a teaching aid can be called any device that helps to teach.
Traditional products, such as blackboards and flannel boards, as well as modern devices such as
tablets and projectors, may be these devices. In a given context, scientific instruments such as
telescopes and microscopes might also be used as teaching aids. Two overriding common
variables among the majority of teaching aids: media that promote like teaching aids and
instructional materials- tools for teachers and students.
Classification 1:
1. Non-electronic – chalkboards, flip boards, slates, photos, telescopes
2. Electronic – power point slideshows, videos, augmented reality/virtual reality

goggles, AV-room equipment
Classification 2:
1. Auditory: radios, tape recorders, CD players

2. Visual: Slides, projectors, digital screens
3. Audiovisual– YouTube content, Vines, Ted Talks, Live streams, documentaries
What are Instructional Materials?

Instructional materials are those products that support the teaching aspect of information.
Not being holistically teaching. These could be in the form of textbooks, worksheets, 3D models,
charts, graphics of information, etc.
Instructional materials also include techniques for evaluation and testing. Basically, any
material, any data containing resources that the instructor uses while teaching. Testing materials
do not necessarily contain information now, but they help to retain and learn data, so they are
educational materials. They are sometimes a means to an end, with the assimilation of
information being the end.
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Traditional resources: lectures, conferences, writings, project rubrics, guidelines,

textbook primers, reference books, extra-readings, summaries created by teachers and students,
workbooks, additional materials such as flashcards and charts
Digital media: Photographs, videos, presentations Expert blogs, open-source journals,
public databases, open courseware, forums, open resources: open resources
Resources for testing: standardized tests, assignments in the classroom, online tests
Key differences between teaching aids and materials for instruction in order to achieve
teaching objectives, the TAs and IMs work together. For instance, the conventional separation of
TAs and IMs, however, is superficial and requires revision. Based on who uses a particular
instrument and how it is used, it breaks down. Instructional materials are not clearly defined by
dictionaries. This concept (IM) is largely limited to the literature on particular pedagogies. In
reality, in the context of achieving course-based learning objectives, the term 'Instructional
materials' is used. IMs are designed specifically to be aligned with the goals and results of
learning. In contrast, teaching aids are not always designed to achieve course-based objectives.
You might have guessed that a TA or an IM could be the same object.
Example 1: A teacher is using a textbook in the class and each student has a copy.
If that book is used as a course prescribed resource, it is an instructional material.
If the book is an activity of student engagement (reading and discussing a story to

construct vocabulary) and is not part of the syllabus, it would work as a teaching aid.
Example 2: You are studying stars with a sextant.
If a course-based learning objective is 'using a sextant to study celestial bodies such as

stars, planets, and sun or constellation,' a sextant would be an instructional material.
A sextant, however, would be a teaching aid for a theoretical class on celestial bodies. In
order to involve the class in learning about celestial bodies, a teacher could use one to show
students what it looks like.
Teaching aids have traditionally been considered to be devices that can be used, such as
white and blackboards, computers, calculators, projectors, slideshows, recordings of tape,
television, etc. They are instruments that assist in the distribution of information. A TA is not
information, or information is not embedded directly in a TA to put it in a different way. IMs,
however, often have data embedded within them. Because of this embedding, resource books,
worksheets, graphs, etc. are all IMs. Instruments such as microscopes, however, are IMs if they
are precisely aligned with a teaching goal.
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Graphic media can sometimes be used as both. If they are consequential but not a core
teaching resource, information graphics could be a teaching aid or they can be embedded in a
book or used as a way to directly summarize a larger concept. As information is embedded in it
and it requires planning, digital media is often considered an instructional material. Eventually,
this preparation is incorporated into the coursework.
An amazing amount of learning is taking place online. That is why teachers have
redesigned their online delivery content and repurposed it.
A. Multimedia Presentation
The presentation of multimedia is a message that utilizes MULTIMEDIA. A multimedia

presentation allows you to add to your presentation many sophisticated features so that it
becomes more efficient. You will find some concepts for a multimedia presentation in this
article.
A multimedia presentation is a presentation that involves more than one medium,
including text, graphics, audio, visuals, etc. It enables you to communicate with your audience
effectively. The different characteristics that presentation software provides add to the audience's
learning and understanding. Microsoft PowerPoint is a great tool for successful multimedia
presentation creation. However, one must know how to use the features provided with the
presentation software in order to deliver an effective presentation. It can further make your
presentation more entertaining by implementing certain innovative multimedia presentation
ideas.
It also includes multimedia animation dealing with a particular type of multimedia
presentation, the debate about media covering questions as to whether there can be a "pure"
media impact and most importantly: human-informational care that covers theory behind
multimedia research and cognitive load research.
B. Video Presentation
A video presentation is a very common type of multimedia presentation, lasting for
several seconds or minutes, with fascinating graphic images, succinct text and appropriate
narration that demonstrates the advantage of a product, service or some ideas.
Same with Multimedia presentation must have four main types of presentations:
1. Informative
2. Demonstrative
3. Persuasive
4. Inspirational
C. Flipcharts
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It is a big bunch of paper so that each page can be turned to display the next one that is
used at presentations on a stand. It is a graph consisting of a variety of large pieces of paper that
are attached atop, and used by turning over one piece of paper to show information to an
audience.
Not only helps draw students (so to speak) with the aid of visual facilitation and pre
drawing flip charts, but makes it easier for them to recall the concepts they have just learned. The
simple images and words on this subject provide people with an easy way to relate the idea to the
image.
Flip charts are a static display tool and a dynamic development tool, including slides or
accessories (like a whiteboard or the ubiquitous back of the napkin). This versatility gives
speakers many primary advantages, including:
An active process is writing or drawing on a flip chart, and it energizes the speaker. The
energy levels increase every time it steps up to the flip chart.
1. Audiences are asking additional questions. It really doesn't know why, but perhaps it's
because a flip chart's scribbles or sketches feel less permanent (than electronic
slides), and therefore more open to questioning and dialogue.
2. It takes time to write, and this provides your audience with healthy breaks to absorb
information or take notes.
3. Flip charts and brainstorming, like halo-halo specials, go together. To record
brainstorming sessions, one of the most popular training techniques is to use a flip
chart. The question is asked, and then the audience quickly records the responses
shouted out.
4. Low tech and analog are the flip charts. You don't have to worry about passwords,
projector bulbs, or extension cords, so you're ready to show up immediately.
Flip Chart Do’s and Taboos
Effectively using flip charts is a fundamental skill that every competent speaker must
possess. In every presentation, you may not use flip charts, but when appropriate, you should be
able to wield one effectively.
To help you, here are a couple of tips:
1. Be ready, be prepared. Check and double check that you have markers and
sufficient paper (and that they are not dried out).
2. Choose colors that are dark and saturated. Stick to high contrast colors like black,
blue, red, or dark green in order to maximize visibility all the way to the back of the
room. Stay away from the pastel-shaded yellow or whatever.
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3. Consistently use the colors. If more than one color is used (you should), then use
them consistently. Typically, as base color, then use black, but then probably use red or
blue to emphasize key words or annotate the text.
4. In order to maximize visibility for your audience, position the flip chart. There are
speakers use flip charts from exactly where they were standing at the beginning of
the session: in a dark, far corner. Do not hesitate to move the flip chart to a
location that is more convenient.
5. Minimize the time spent in front of the frame. Many people advise to stand by the
side, even while writing. It finds this to be difficult to do without compromising
readability. However, if you are not writing or drawing, it is important to switch
quickly to your side so you can avoid being an obstacle.
"Flip charts are more than just relics; they continue to be one of the most flexible
tools available to speakers."
6. Be neat... it's important. If no one is able to read it, it's pointless. Your penmanship,
practice it. It's not difficult to do, but because it's different than writing on a desk
or table, it takes practice.
7. Print. Just don't write.
8. Print large. Print large. Make sure that the person sitting in the back row of the room
can read every word that you print.
9. Straight across printing. Keep directly oriented along the page with your
words/phrases. Do not dip down as if a waterfall were tumbling down with your
words. Pre-trace some faint pencil lines along the pages of the flip chart if you find
this difficult.
10. Give that focus to the flip chart. If both slides and a flip chart are used in the same
presentation, consider whether the two are necessary simultaneously. When using
a flip chart, if you don't need your slides, black out the slides to place the entire
focus on the flip chart.
11. Don't use flip charts for sentences that are long. Focus on words or short sentences
that are single. This will keep the tempo fast and active, just what it should be for
the flip chart.
12. Draw photographs. It's not necessary for you to be an artist. For scheduled diagrams,
flip charts are good, of course, but they shine when used for impromptu sketches.
Make wise use of colors.
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13. Make charts, graphs, and tables. Let your imagination go wild.
14. Complete some pages beforehand, either in whole or in part. It depends on your
overall presentation plan, but sometimes it makes sense for some or all of the
pages to be pre-written or pre-drawn. It will often pre-write the column headings on
pages that are meant for brainstorming. It will often draw out the main blocks using
black markers prior to my session when using diagrams, and then add color labels and
highlights during the presentation. If you do this, make sure that between prepared
pages you leave a blank page so that the lines do not show through.
15. To give yourself invisible hints, use your pencil. You can draw diagrams in pencil
ahead of time, and nobody can see them. (You can do this by projecting it onto
the flip chart and tracing it in pencil for an arbitrarily detailed figure.) Then simply
draw over these invisible lines with markers during your session. Alternatively, in
the corner of the page, you can write reminders in pencil for yourself. You can
eliminate hand-held notes completely if you plan well, even for lengthy sessions.
16. Throughout your presentation, refer back to your flip chart pages. By referring back
to relevant flip chart pages from earlier in your presentation, help your audience
draw connections. For example, by brainstorming some big picture questions that
the audience has about my subject, I sometimes open up. Then, I can refer back to
those questions as they are answered as the presentation continues. Rip off the
pages if necessary and post them on the wall to ensure that they are accessible.
17. Get the members of your audience on your flip chart. You could have a volunteer
acting as a scribe for you, or you could use flip charts to have small-group
activities planned. There are endless techniques of training that you can employ.
D. Modular learning
Modular learning is a type of distance learning based on the most important learning
competencies (MELCS) given by DepEd that uses self-learning modules (SLM) while learning
competencies and outcomes entail the CHED-MARINA aspects. The modules contain sections
on motivation and evaluation that serve as a complete guide to the skills needed by both teachers
and students.
The definition of a module is strictly linked to the idea of a versatile language curriculum
that should provide basis for consistent and practical language learning goals for all those
concerned with education (primarily learners and teachers, but also parents and administrators, as
well as society at large). In this regard, the role of the Council of Europe has been pivotal: its
Shared European Framework of Reference sets out guidelines for the development of language
curricula aimed at enhancing both mobility and intercultural understanding across Europe.
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In many countries, modules are increasingly being used as a way of organizing a

language curriculum. As a result, many course books are now arranged on the basis of "modules"
instead of "units," and when faced with this advancement, most teachers wonder if this is
actually a revolutionary concept, opening up new avenues for learning and teaching, or if it
might not only be "old wine in new bottles." This is an effort by the researcher to add this essay
to a brief article on improving the teaching process.
Modular education is one of the most common in the United States, Australia and many
other Western countries, including the Asian region, and recognizes teaching learning
techniques. Modular is used in almost all subjects, such as natural sciences, in biology and
medical education in particular, as well as in social sciences and computer education. Via
modules, all sorts of subjects are learned. A well-established and widely accepted phenomenon,
it is a recent development focused on programmed learning. It takes into account the individual
differences between learners that involve preparation to follow the most suitable teaching
strategies in order to help the individual grow and develop at his or her own rate.
As part of the remedy for the pandemic age, every learning institution has made it very
timely nowadays to face the challenges of the new normal to cater to the modular learning
modalities. As part of the continuity of learning in its plan, online modules or paper-based
modules are adapted country-wide.
Characteristics of Module
 It is supposed to be autonomous.
 Contained within yourself.
 Educational personality.
 Well characterized. Well defined.
 Clearly identified objectives.
 Variations in personality are concerned.
 Relationship, series for information structure.
 Systemically structured learning resources.
 There are a number of media used.
 Successful participation by learners.
 An instant reinforcement of responses.
 Mastery of Assessment Techniques.
 Evaluation of professional attachment.
Advantages
 Learning has become more productive.
 It establishes an evaluation mechanism other than marks or grades.
 Users in their own working environment are studying the modules.
 Users can study without interfering with normal responsibilities and duties.
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 For single use, small group or large group modules can be administered.
 Modules are flexible so that a range of patterns can be used to implement them.
 The maturity of students is more appropriate.
 It allows the learner to have control over his or her teaching.
 Accept greater learning responsibility.
 In the current educational scenario, it has already achieved wider accessibility.
Disadvantages
 Modules are cost effective in their usage.
 Appropriate for adult students only.
 These approaches need smart classrooms.
 Preparations of the modules are only done by subject matter experts as it imposes
complications and be taught by experts too.
Modular Method of teaching DR. KANDARP SEJPAL Principal, Haribapa Arts & Commerce
College, Jasdan. Gujarat (India)
E. Web-Based Platforms
The movement towards online education is a natural transition for educational institutions
of the 21st century. Many instructors see online training as an innovation that has considerable
potential to improve education and learning, promote lifelong learning and reach non-traditional
learners of any kind. It describes in detail the strong and essential role technology can play in the
education information age paradigm described in these four articles. This paper calls for a
learning management system (LMS), an integrated technology application to the learning process
that will provide student learning with four key roles: recordkeeping, planning, training and
evaluation. Each of these four important roles is described as to the functions that it needs to
support student learning. Finally, to show the systemic nature of LMS technology needed to fully
support the learner-centered approach required in education information age paradigms,
secondary roles such as communications and general data management are described.
A Learning Management System (LMS) is a software designed to manufacture, distribute
and manage educational content. The LMS can be hosted as a stand-alone product on a corporate
server or it is a cloud-based platform hosted by the software company.
Think of a learning management system as a technology to improve learning and make it
quicker, more productive, more economical and, above all, tractable.
The most basic LMS consists of a central functional platform that allows administrators
to upload content, teach students, notify them and share information with authorized users.
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Inside a web browser, an LMS operates most often behind a secure sign-on process. This
gives all students and instructors easy access to on-the-go courses and allows administrators and
leaders to monitor and improve student progress.
The majority of the learning management software available today has features that
appeal to different user segments. For example, a K-12 platform will be very different from a
product for corporate adult learning.
An online learning management system, which is often referred to as e-learning or virtual
learning, can offer greatest features and cost savings. It is important for organizations to choose
the correct functions of e-learning software carefully for their long-term needs.
The Learning Management System features could include:
A core user portal for secure login and task completion for all users, managers and course
creators.
Built-in Experience System compliant to content management system for content creation
and elements addition.
LMS training system with event management and planning capabilities that direct users
to specific learning plans. Certificates, learning badges and profiles which can be shared with
students to demonstrate their knowledge. Automated test scoring and user-based performance
management systems.
Live lessons and webinars, customer presentations and more for remote teachers and
students. Support for development of the technical and training courses, including integrated
tutorials and lesson plans. This is not a comprehensive list of the many features your
organization can offer an LMS. Keep in mind that artificial intelligence (AI) and automation are
a key feature for the next generation of LMS.
Through rich analytics, companies involved in monitoring the performance of employees
will also understand how learning affects the productivity of employees. Since companies need
to see a clear link between business metrics and real business goals, the link between learning
and performance will increase.
Benefits of LMS in Education
There are several benefits of preferring LMS over instructor-led training when the
learning management system is used as part of some other instructional program, such as K 12,
college or university, or a particular level of training.
A wave of more LMS in classroom education has contributed to the use of technology.
With an emphasis on their own unique learning style, today's students have far more
opportunities to understand essential concepts.
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Phenomenal learning, for instance, puts learning principles and real-life implementations
together in Finland. An interactive and responsive LMS in any learning environment will
encourage this more modern learning format.
The advantages of LMS in any educational setting can include:
1. In order to teach more customized courses and increase the degree of student
involvement, educators may use existing pedagogical models.
2. Students react well to micro-learning, and to promote this learning format, the LMS is
the perfect medium.
3. To keep them alive 24 hours a day, students can learn by using computers, laptops and
mobile devices.
4. LMS increases the versatility and imagination of learning materials, improves the
experience of students and facilitates a mutual relationship.
5. The progress of students through lessons and tests is more self-driven, a study of the
natural manner in which human beings learn.
6. Artificial intelligence and automation make it easier to handle learning materials for
teachers and to liberate themselves from other educational opportunities.
What is a Learning Management System | LMS Overview (valamis.com)
TOP LMS and COURSEWARE USED IN THE EDUCATION

1. Schoology
2. Electude
3. Blackbaud Education Management Solutions
4. Canvass
5. Moodle
6. Google Classroom
7. Articulate 360
8. Blackboard Learn
9. Adobe Captivate
10. Edmodo
11. Prezi
12. Brightspace
13. Blackboard Collaborate
14. Tovuti LMS
15. WizIQ LMS
16. Articulate Studio
17. Sakai
18. iSpring Learn
19. TalentLMS
20. PeoProfs LMS Software
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21. Docebo LMS

22. Frontline Professional Growth
23. PowerSchool Unified Classroom
24. Edsby
25. Philippine patent – AMLO LMS (integration of all LMS)
F. Electronic Courseware
In higher education, many different names refer to electronic course software or online
course software, including (Learning Content Management System) (LCMS), Learning
Management System (LMS) and Virtual Learning Environment (VLE).
1. Learning Content Management System for the production, storage, and management and
use of learning content. It will monitor individual learning outcomes throughout the
course and provide learner-centered information.
2. Learning Framework for Management (LMS). This includes authority, classroom

management, expertise management, information management, qualification or
compliance training, mentoring for personalization, chats and discussion boards.
3. LMS is concerned solely with the delivery of learning programs and the management of
students.
4. Method of Management of Course (CMS). It is a program of instructional technology

developed for educational use, primarily as support for courses or as vehicles for online
courses.
5. The usefulness of course management software, of course, goes beyond the virtual
classroom and is increasingly being used as support for conventional courses (or face-to-
face teaching)
.
6. It provides a variety of tools, including knowledge management and data management
resources, correspondence and messaging tools, meeting tools, timetables, syllabi,
assessment and grading tools, and student portfolios.
G. Opensource Education
Due to the rise in popularity and consideration of open-source applications in all fields,
from education to government to industry, it is important for all decision makers to understand
what open-source applications are and what the consequences are for their organization. This is
particularly true in the education sector, where it is essential to make the right decision because
of budget constraints. This white paper will include a clear but comprehensive description of
open source in the context of education, explain the emerging business models, and debunk the
myths about open source.
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Open source is a way that software can be created. Open-source software is also
constructed using the same time-tested methodologies and practices used for creating proprietary
software. However, there are a number of interesting variations resulting from the license's
disparity in rights: the program is growing faster and more organically. Many individuals and
teams that work in tandem generate developments beyond the capacity of a single team. The
improvements are handled in releases by a core team, just like the proprietary alternative. As
their mutual knowledge and contribution is harnessed by the OSS model, the needs of users are
readily addressed. Users who have resolved a problem or introduced new features also contribute
to program modifications.
New releases are released more frequently and depend on the consumer and developer
community to test them, resulting in more platforms and more environments being reviewed for
higher-quality software than other commercial software. The "team" of production is also largely
voluntary, dispersed, multiple and numerically diverse. The project would often be handled by
paying members of the development team and the work of the volunteers would be coordinated.
Security is enhanced because the code is disclosed to the world. In proprietary packages,
shortcuts and bad programming are more readily ignored because the code is only seen by a few.
Like peer-reviewed articles, open-source code is subject to much greater inspection and therefore
generates higher-caliber performance.
In recent years, colleges and universities have begun to generate open-source business
applications, such as course management systems and electronic portfolios that compete directly
with their proprietary counterparts. These e-learning applications are leading to a transition in
higher education from proprietary applications to open source. A snapshot of the emerging
proprietary tech landscape in education demonstrates some convincing drivers...
Tight budgets focused on the expense of purchasing software and the overall cost of
ownership. Growing resentment of the control of suppliers, especially in the aftermath of price
increases and licensing changes that many organizations felt unable to reject the lack of
innovation. The capacity to improve learning has not been fulfilled by learning technology.
And some enablers of a model that is more effective:
1. The productivity of large-scale collaborative work across institutional, regional, and
cultural boundaries has been increased by collaborative technology. To promote scalable,
interoperable components of software, software design trends, production technologies,
and standards have been developed.
2. Business models and education-centered businesses that support open source have been
established. Strong cultural attractiveness of open source in academia. It observes several
of these drivers and enablers outside of the background of higher education. Perhaps the
cultural attraction of education is the 'point of departure' for a strong movement that is
unique to universities and colleges.
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3. The cultural fit between academia and open source is at the center of popular theory and
ideals. The development and sharing of knowledge for the public good is a central part of
the mission of colleges and universities, and a critical part of the ideology guiding open-
source software. At colleges and universities, some of the best software developers in the
world are also located. However, most businesses do not have a plentiful supply of
available talent to meet emerging needs individually. In order to acquire resources and
work together for the common good, the open-source model provides a way for
universities and colleges to exploit the cultural ideals of collaboration and sharing.
4. Working together does not, unlike in contexts outside of education, obscure the
institutional brand or challenge a school's income. As a consequence, higher education
not only boasts some of the best developers of software, but also has a broad supply of
eager talent, a vital success factor for open source.
5. In designing software, understanding the needs of users and translating the understanding
into an effective software design is a common challenge. Although there are many
different methods and software methodologies, the open-source model obviously has an
advantage, because the people most interested in teaching and learning are actively
involved in the development of software for teaching and learning.
6. Another important success factor for open source is the emergence of education-focused
companies that consider open source as the preferred model for business. While colleges
and universities are well suited to developing world-class enterprise software, supporting
that software for other institutions is not an activity that helps to fulfill their mandate.
There has been a new ecosystem in which business entities, universities and colleges play
complementary and collaborative positions.
Open source - opens learning: why open source makes sense for education. Chris Coppola & Ed
Neelley
H. Gamification
It is a methodology for evaluating and applying gamification as a means of assisting the
participation and motivation of individuals in the performance of various tasks and activities. We
examine what the psychological and social motives of individuals are, and how game mechanics
can help to meet these needs. A framework based on a quality service model and the metrics
associated with the properties of playability as a measure of fun induced by the gamification
process is also proposed to evaluate the effectiveness of gamification.
Gamification, defined as the use of game design elements in nongame contexts, can be
used as a tool to improve the engagement and motivation of individuals to perform different
tasks and activities that could not, in essence, be too attractive. Its use is not restricted to any
specific sector and can be used in environments as diverse as education, the creation of respectful
behavior towards the natural environment or the improvement of the well-being of the elderly.
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One specific goal that behavioral scientists have in helping people produce better results
is to devise programs to enhance their probability of completion that involve individuals in
activities. In the field of "nudging" these strategies take the form of minor changes in meaning
that could have large consequences.
In addition, the nudging outcomes can also be complemented by longer-lasting
measures, measures that improve the commitment to the task at hand in the longer term. In this
article, we are focusing on one such group of strategies, collectively known as gamification.
Motivation and commitment are typically considered prerequisites in order to complete a task or
encourage a particular action.
The reasons for drop-outs or low performance are a trend of absenteeism in college,
boredom or lack of commitment, where each absence makes the person less likely to return to
school, and most importantly, being distracted by technologies such as mobile phones and the
Internet. 1 Training programs for employees face similar challenges because of minimal interest
and attention.
Although it is widely used in marketing campaigns, it is now also included in many
educational initiatives, helping teachers find the balance between achieving their goals and
catering to changing student needs.
The objective of this report is to define gamification, deconstruct the gamification

process of a learning program, explore the disadvantages, and review successful implementations
of gamification. In this study, we are concentrating on learning programs for many reasons.
However, the main explanation is that we see education measures as a strong companion to
nudging programs in many aspects of welfare (e.g., financial literacy, health education, customer
learning, disclosures) and thus a crucial challenge for policy makers as well as those on the
ground implementing these programs.
However, as the reader can discern, the structure we have constructed for educational
gamification is fertile and can be easily applied to other contexts where interventions are needed
to enhance interaction and retention.
The Fun Theory project of the German Volkswagen automobile corporation. In order to
make them interesting, Volkswagen puts a spin on these mundane activities, whether it inspires
drivers to buckle their seat belts or people to recycle and reduce the rate of littering. One of their
initiatives that went viral was the Piano Staircase at the Odem Subway Plan in Stockholm,
Sweden. Every step of a staircase in the underground was set up to play a musical note when it
was stepped on.
At the conclusion of the campaign, the results showed that 66 percent more people were
using the musical stairs above the escalator. This is a primary example of gamification, which in
their marketing strategies is a standard technique used by companies.
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I. Training Aids
A. COMPUTER-BASED TRAINING AND SIMULATORS
A training system including a visual display, a monitor, a mouse and a data entry
keyboard for the system, such data entry including issues raised as situations/simulations tailored
to the specific form of training to be carried out along with answers from trainees to questions
related to such situations/simulations.
Provision is made for the trainees to plan and document their own narrative solutions to
such situations/simulations, after which the method presents sets of solutions of multiple choice
and asks the trainees to choose from among those provided what they think are the best
solutions. Then the method critiques the choices of trainees.
If the optimum solution has been chosen for each situation/simulation, the method
determines the reasons why that selection is optimal and repeats the relevant situation/simulation
at least once again until the training session is finished by moving on to another
situation/simulation.
If the optimum solution has not been chosen, the machine repeats its request for the
optimum solution to be established, criticizing each answer before the correct one has been
chosen. Training or assessment plans are ready to align on the scenarios or conditions injected on
your
system. The plans are necessary to substantiate the meeting of minimum requirements of skills-
based or the outcomes-based education.
B. Handouts
1. Whether they are professional masterpieces or plain hand-listed sheets, it can be an
important teaching instrument. They are most effective when coordinated
according to the results of your class. They are most effective. Then the student
can clearly see where it fits into the overall picture.
2. Professional masterpieces or plain, hand-leaded sheets can be handed out. They are
best arranged according to your classroom's expected learning outcomes. Students will
then easily see where the data matches the entire image.
3. Guidelines for handouts
a. Prepare in plenty of time your supplies
b. Don't just print out your slides
c. Make sure that your reports reflect your presentation.
d. Add more information
e. References include
f. Consider having a plan of action
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g. Make your handouts stand by themselves

h. Provide white space
4. Ways to build Microsoft Word Student Handouts.
a. Open a new document in Word and write a simple title and the class date to
help organizational students
b. Add tables.
c. Place photos
d. Insert intelligent art
e. Add charts
f. Conclude your handout with a list of tools suggested for more studies or
activities to be performed at home.
C. Simulators
Simulators have been used for training and certification in Maritime Education and
Training (MET) since they first appeared in the 1950s. Hanzu-Pazara et al. (2008) describe how
simulator-based training was introduced in MET with the primary intent to train navigation skills
such as passage planning and the master/pilot relationship.
Today, simulators are used in several parts of the maritime industry, from offshore
operation training on vessels and oil rigs, involving bridge operations, cargo handling, engine
control, crane operations, towing and anchor handling. Simulators are also used in ship-to-shore
training, training for crane operations and vessel traffic services (VTS). Furthermore, the use of
simulators in MET is regulated in the Standard of Training, Certification and Watch keeping for
Seafarers (STCW) convention that provides regulations for training in simulators as well as
performance-based competency tests (Section A-I/6; Section A-I/12).
The latest update of the STCW code, the Manila amendments 2010, has a greater focus
on technical proficiency and the non-technical skills of team management and resource
management on the bridge than previous conventions. Although the practice of using simulators
is well regulated and widespread in MET, it seems few studies address the pedagogical use and
benefits of simulator-based training in this domain.
The overall aim of the current systematic review is to create an overview of the research
field, common themes of interest, conclusions made to date and to synthesize the collective
knowledge of the field at large.
While the systematic review methodology has been commonly used in educational
practice in healthcare over the last two decades, and had a great impact of what is known as an
“evidence-based practice”, the use outside of medicine has been limited (Bearman et al. 2012).
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The benefits of doing systematic reviews are several: ideally a well-executed literature
review should make studies assessable and guide the reader towards the literature. It should
provide trustworthiness and accountability of the review process, opening up for the readers to
make their own judgment of the quality and meaning of the evidence. Moreover, a structured
review reveals conceptual and value positions that can otherwise remain hidden within the
discourse of different disciplines.
The qualitative synthesis approach was chosen since research in the field is cross-
disciplinary and consists of both quantitative and qualitative research methods. It is regularly
used within systematic reviews as a way of pooling different sets of data and thus gathering
collective wisdom from a range of different research methodologies (Bearman and
Dawson, 2013)
Method of the systematic review

The systematic review methodology draws on the Cochrane handbook, and the key
features of conducting a systematic review in an explicit, reproducible and methodological way
as presented in Bearman et al. (2012):
A. A clearly defined set of objectives with pre-defined inclusion criteria for studies.
B. A systematic search that attempts to identify all studies that would meet the
eligibility criteria.
C. An assessment of the validity of the findings of the included studies.
D. A systematic presentation and synthesis of the characteristics and finding of the
included studies
The criteria for inclusion in this review are that articles should study the use of simulators
for training and assessing bridge operations in MET. Furthermore, the studies should be peer-
reviewed journal articles, searchable in major academic databases, available in English and
published between the years 2000 and 2016.
The keywords that were used were grouped into three categories and combined during
the search, following the strategy of Bearman et al. (2015).
The first category included words in relation to the maritime domain: “navigation”,
“bridge”, “ship”, “marine” and “maritime”.
The second category contained words related to the use of simulators, but to cover all
possible variations the search used “simulate*”.
The third category of words used in the search is connected to MET: “training”,
“assessment” and “education”. A first search was conducted by using Google Scholar, resulting
in 71 found articles on simulator-based maritime training and assessment. While Google Scholar
is known to include searches from student work, organizational and technical reports, journals
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lacking in academic credibility and so on, it was necessary to go over the results from the Google
Scholar search to ensure the quality of the studies found (cf. Gehanno et al. 2013).
After an initial screening, based on whether the articles meet the criterion of being
published in a peer-reviewed academic journal, 41 articles remained. After reading through the
abstracts and the results sections, ten more papers were excluded from the review, mainly
because the scope of thepaper was outside the use of simulators for training purposes (e.g.,
addressing simulator design questions on an algorithmic level rather than their usefulness for
training). In all, 31 peer-reviewed journal articles were included in the review after the Google
Scholar search.
WMU JOURNAL OF MARITIME AFFAIRS (CHARLOTT SELLBERG)
D. Physical equipment and resources;
These are practically the facilities used to construct and implement the theoretical version
of education into skills for skill-based education. The services are categorized depending on the
standard of education and implementation. In order to fulfill the minimum skill requirements, the
highest priority in the use of the physical instrument is protection and personal experience.
E. Freeware Instruction for Skill-based Course
This introduces students to key performance-based education components for students
who demonstrate the most essential learning and assessment outcomes. This applies to the basic
process and to certain common applications that can be acquired by a free version or freeware for
educational purposes in any other course.
Maritime courses have the highest percentage in terms of practical laboratories or skill-
based education that can only be provided with the use of physical facilities and equipment.
Software developers are developing new, normal technologies that can be accessed online and
using a number of free version applications that can be an alternative to meeting the skills
required in education.
F. The Training and Learning Kit
The instruction kit for the training program includes handouts, instructional materials for
physical equipment and tools meant to be used during the training period. It evolves with
experience and delivers the training objectives competently and deliberately offers each person
opportunities to enhance their learning.
In order to receive the learning outcomes, learners and coaches are included in the
training kit. In large part, a form of personal growth is involved. The entire days of training are
rooted in guidelines addressing facets of pedagogy and materials, for the purpose of an effective
emergency education program. From the pen, pencil and other educational tools set, any
activities offered by the training are used.
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Selecting Teaching and learning Activities

Learning activities as the name suggest are activities designed or develop by the teacher
to bring about or create the conditions for learning.Some learning activities stimulate experiential
learning, others mobilize conceptual thinking, while still others prompt students to engage in
analytical discussion.
Teaching is an engagement learner to enable their understanding and application of

knowledge, concepts and processes.To teach is to engage students learning thus teaching consist
of getting students involved in the active construction of knowledge.
Steps in the teaching learning process;
Step 1. Analyzing needs for implementation an active learning strategy.

Step 2. Identify topic and questions.
Step 3. Identify learning objectives and outcomes.
Step 4. Plan and design the activity.
Step 5. Identify sequence of learning events.
Step 6. Evaluate and assess
The Teaching Process
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Teacher Centered Approach

It is more traditional or conventional approach – The teacher functions in the familiar role
of classroom lecturer, presenting information to the students, who are expected to passively
receive the knowledge being presented.
The teacher assumes primary responsibility for the communication of knowledge to

students. It involves the use of the lecture as a primary means of communication in the
classroom.In the teacher – centered instruction students put all of their focus on the teacher talk,
and the students exclusively listen.
Lesson tends to be teacher- centered as the teacher leads the activity and provides
necessary information. A typical Presentation, Practice, Production (PPP) lesson tends to be
teacher centered as the teacher leads, the activity and provide necessary informationThe teacher-
centered philosophies emphasize that the best way to ensure student learning is to ensure
teaching uniformity.Perennialism is one example of a teacher- centered philosophy of education.
Characteristics of teacher- centered instruction.

1. The teacher is the center of knowledge and in one work in charge of learning.
2. Students are usually passively receiving information.
3. The instructor’s roleis to be primary information giver and primary evaluator.
4. Students are viewed as ‘empty vessels’ who passively receive knowledge from their
teacher.
5. Teacher and professors act as the sole supplier of knowledge and under direct
instruction model, teacher often utilize systematic, scripted lesson plans.
6. Teacher Centered Instruction is fairly low- technology often relying on the use of
textbooks and workbooks instead of computers.
7. Assessment are in many cases only carried out as summative and not formative
evaluations and they rarely address qualitative issues of the learner’s progress.
Advantages of Teacher Centered Instruction

1. The classroom remains orderly
2. Students are quiet as the teachers presents new information and lead the activities.
3. Teachers retain full control of the classroom and its activities
4. The teacher is an effective model and the target language.
5. The Teacher is an important source of information on how the learners are doing.
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Disadvantages of teacher centered instruction.

1. Students don’t learn to collaborate with other students missing opportunities to share
what they have learned.
2. Students don’t use their communication skills.
3. This type of instruction can be boring for students.
4. Teacher – centered education doesn’t allow students to express themselves and direct
their own learning.
5. Students do not outgrow their dependency on the supervising instructors and teacher.
6. Teacher- Centered Instruction does not empower learners’ autonomous study- skills
and subsequently lifelong learning skills.
7. Teacher- Centered learning most often does not address the importance of open inquiry
8. Teacher- Centered Learning work best when the instructor can make the lesson
interesting, in the absent of this, students may get bored, their minds may wander
and they may miss key information.
9. Teacher – Centered Learning students work alone, missing potential opportunities to
share the process of discovery with their peers
Learner Centered Approach
A learner-Centered approach views learners as active agent. They bring their own
knowledge, past experience, education, and ideas and this impacts how they take onboard new
information and learn. It differs significantly from a traditional instructor.
It is an approach which is about shifting the focus of instruction from the instructor to the
learner. This shift offers the best experience for the learner because it has them engage with the
instructor, the content and other learners.
Learner-centered teacher, focused on developing understanding of the materials and

committed to helping students gain mastery over the learning processes.
Students learn the materials at a deeper level and begin managing their learning in ways
that lead to their learning in ways that lead to their autonomy and independence as learners.
The Importance of Learner Centered Approach
1. It brings student improvements in students communication and collaboration skills.

2. Advances in students’ ability to think and work independently.
3. Increased student interest in school activities and education in general.
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Characteristics of Learner Centered Experience
1. Personal-they often share experiences that are personal.

2. Allow learners to exert agency.
3. Have goals and accountability.
4. They are inquiry based.
5. Collaborative
6. Authentic
7. Allow for productive struggle
8. Provide and use models,
9. Ensure time for critique
10. Ensure time for revision as well as reflection
Types of learners centered approaches
1. Student – centered teaching methods
1. Students solve problems.

2. Answer questions
3. Formulate questions of their own
4. Discuss, explain, debate or brainstorm during class
2. Cooperative learning
1. Students work in teams on problems and projects under conditions that assure
both positive
Learner-Centered Approach activities
1. Foster collaboration with group projects. Think of yourself as a coach on the sideline
of sports game.
2. Let the learner develop content
3. Stage presentations
4. Hold a competition
5. Hold a debate
6. Gamify learning
7. Pose a problem
8. Do role playing
Focus of learner centered principles
1. Focus on individual learners thru their;
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a. heredity
b. experiences
c. perspectives
d. backgrounds
e. talents
d. interest
g. capacity
h. needs
2. Teacher centered versus Learner centered
1. Instructor Evaluates students learning 1. Students evaluates their own learning

2. Classroom is quiet 2. Classroom is often noisy and busy
3. Focus is on instructor 3. Focus is on both students and instructor
4. Focus is on language forms and 4. Focus is on language use in typical
Structures (what the instructors situation (how the students will use the
Know about the language) language)
5. Instructor talk; students listen 5. Instructors’ models, students interact with
Instructors and one another
6. Students work alone 6. Students work in pairs, in groups, or alone
Depending on the purpose of the activity
7. Instructor monitor and corrects every 7. Students talk without constant instructor
Students’ utterance monitoring Instructor provides feedback/
Correction when questions arise
8. Instructor answer students about 8. Students answer each other questions
using language instructor as an information resource
9. Instructor choose topics 9. Students have some choice of topics
10. Instructor evaluates students learning 10. Students evaluates their own learning
Instructor also evaluates
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Online Distance Learning

Distance education is also called distance learning, is the education of students who may
not always be physically present at a school.
Traditionally, this usually involved correspondence courses wherein the students

corresponded with the school via mail. Today it involves online education.
Distance Education or Distance learning is an educational process where students receive

instruction through online classes, video recording video conferencing, or any other audio-visual
technology medium.
It enables people to receive education without having to be physically present in a

classroom.
In distance learning, is where students educate themselves without in person inter action
among peers or an instructor.Some see distance learning as a more convenient and costs effective
option for traditional learning since students do not attend in person classes but instead, they
work through a course on their own time.
Benefits of OnlineDistance Learning
1. You can fit your learning around your work and home life.
2. You get to decide exactly when and where your study.
3. You can geta degree from anywhere in the world.
4. Distance learning courses often less than full-time degrees so you can save money.
Purpose of Distance Education
1. The top benefits of distance education is its flexibility.

2. Students can choose when, where and how they learn by selecting the time, place, and
medium for their education.
3. For those who want direct, line access to teachers there are video conferencing options.
Note:
Online learning will involve in-person interaction between you and your students on
a regular basis while distance learning includes no in person interaction between teachers
and students.
3 Major differences between online and distance learning
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1. Location
a. Online learning sometimes called e-learning – students can be together in the

classroom with an instructor while working through their digital lessons
and assignments
b. Distance learning, students work online at home while the teacher assigns work
and checks in digitally.
2. Differences in Interaction
a. Online learning will involve in- person interaction between you and your
students on a regular basis.
b. Distance learning includes no in person interaction between teachers and

students. However, you will likely rely on digital forms of communication
such s messaging apps, video calls, discussion boards, and your schools
learning management system (LMS).
3. Differences in intention
a. Online learning is designed to be used in combination with a variety of other in-

person teaching methods.It is a supplemental way of mixing things up in
your classroom to provide a variety of learning opportunities for your students.
b. Distance learning is a method for delivering instruction solely online, not as a

variation in your teaching style.
Advantages of Online Learning
1. An excellent way to increase student engagement when used as part of a blended

learning technique.
Note: Blended learning technique involves using a variety of instructional

resources and teaching methods in order to deliver content in multiple ways.
2. Using online learning tools makes it easier for you to differentiate your instruction
3. Online learning saves you time with planning and grading.
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Advantages of distance learning
1. Distance learning can continue without disruption even in events like snow days or the
covid- 19 pandemic.This type of interruptions does not affect your classes in the
same way as traditional in- person classes.
2. Distance learning provides greater flexibility for students to work at their own pace
and review work as needed.
Problems with distance learning
1. It is not feasible to use distance learning if your students do not have access to devices
or the internet at home.
2. Distance learning makes it difficult to keep tabs on whether your students are actually
working
3. Distance learning can make cheating even easier than online learning.
4. Distance learning can result in even more screen time for your students.
Lesson Planning and Preparation for Instructors Guide.

Lesson Plan – It is the instructor’s road map of what students need to learn and how it
will be done effectively during the class time.
A successful lesson plan, addresses and integrates the 3-key learning.
1. Objectives for student learning

2. Teaching learning activities
3. Strategies to check student understanding
Lesson Plan, is a teacher’s detailed description of the course of instruction or “learning

trajectory” for a lesson. A daily lesson plan is developed by a teacher to guide class learning.
Details will vary depending on the preference of the teacher, subject being covered and the needs
of the students.
Lesson Plan is an important part of education. They are a written plan of what a teacher
will do in order to achieve the goals during the school day, week and year.
Typically, lesson plans followed a format that identifies goals and objectives teaching methods,
and assessment
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Lesson Plan provides a step – by step guide to teacher to solve deep into what he/she is
teaching. It tells you how the teaching should progress with contents of the lecture.
Steps for Preparing your lesson plan before your class
1. Identify your learning objectives or learning outcomes.

2. Plan the specific learning activities
3. Plan to assess students understanding
4. Plan to sequence the lesson in an engaging and meaningful manners
5. Create a realistic timeline
6. Plan for a lesson closure
5 key components of a lesson plan
1. Objectives or outcomes
2. Warm up
3. Presentation
4. Practice
5. Assessment
The heart of the objective is the task that the student is expected to perform. It is
important because it is student centered and outcomes based.Objectives can range from easy to
hard tasks depending on the student abilities.
Example of a Good Lesson Plan
Lecturer’s Name: Date:
Course: BSMT Duration: 2 hours
Subject/Unit: Navigation Level: 4
Topic: Piloting
Aims of lesson:
To plan & structure learning activities through developing a lesson plan
Lesson Objectives or Outcomes:

At the end of the lesson the students shall have been able to discuss the meaning of piloting
Assumed prior knowledge:

The student should have some knowledge about the subject. Aims and objectives covered in 2
hours session.
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Resources:
Whiteboard pens; flip paper; blue tac; PowerPoint presentation & memory stick; computer &
projector to be looked; assignment handout
Assessment (how learning will be recognized)

Lesson planning in class; tutor observation; draft lesson plan produced and lesson plan for
microteaching
Differentiation (addressing all learners’ needs)

Planned groups
Key skills to be addressed

Steering the ship safety, determination of the course or position of a ship by any various
navigational methods or devices.
Number/ numeracy- preliminary data collection using your planned method before the main
data collection goes ahead.
Information Technology- lesson plan to be word processed as assignment. Resources to be

accessed on Moodle
Facilitator Guide
Time Content & Teacher Activity Student Activity Resource

12:45  Register Explain to each other the Register
 Recap on aims & difference between aims
objectives-put into & objectives & give an
pairs; monitor work example of each linked
to their subject
Homework/Assignment set: Hand in date:
Term used in Lesson Planning
1. Course – a set of classes or a plan of study on a particular subject, usually leading to an exam
or qualification. It is a class offered by a college or university which are usually part of a
program leading to an undergraduate or graduate degree or a certificate.
2. Subject – It can mean a topic or a broad branch of knowledge example,
a. Navigation
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b. Maritime Pollution
c. Collision Regulation
d. Oceanography
3. Aims – general statement of intent stating the over-all purpose (s) of a course/session or plan
4. Objectives – Specific action statements telling what the learner will be able to do, say or
think.
It is an expression of what a teacher hopes his/her teaching. Educational objectives are
policy statements of direction and provides foundation of the entire educative structure.
These are the statement, which express specifically and measurable terms, an attitude that
will be developed cognitive or psychomotor skills that the students would be able to do as a
result of prescribed treatment method or mode of instruction. In OBE objectives are express in
terms of TOMAS or ATOMS not SMART.
5. Educational Resources – are resources which are freely accessible, openly licensed texts,
media, books, videos, games, news and other digital assets which is used to acquiring
knowledge, teaching, sharing your knowledge, learning ass will as for research purposes.
6. Assessment – A process by which information is obtained relative to some known objective or

goal.
7. Differentiation (addressing all learner’s need) or differentiated instruction is a teaching

philosophy based on the premise that teachers should adapt instruction to students’
differences.Differentiation, means tailoring instruction to meet individual needs.
Preparation of Instructors Guide
Instructor’s guide is designed to be a comprehensive tool for facilitating the course.
It contains several useful tools, discussion questions, a case study, review question,
additional chapter assignment, lesson examples and a student’s application assignment.
Note:
Sample of Instructors Guide pattern after MARINA and CHED will be given to the
trainees as basis for workshop.
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Practice Teaching 1 Guidelines
The Practice Teaching 1 is commonly termed in education as Demo-teaching in assessing

the preparation and proficiency of the candidates in the teaching-learning competency. It is part
of performing the knowledge, resiliency and attitude of an educator in managing the classroom
etiquette.
The Practice Teaching is conducted the whole day training period. 8 Hour-demonstration
will be allocated in the presentation of the topic following the principles of teaching using the
required teaching aids.
Four Hundred Eighty minutes will be assigned to the 24 members to present respective
topics. Each candidate will be utilizing a timed-presentation no more than 15 minutes.
Each presentation will be paneled by 3 moderators who are eligible in education.
The presentation will be following the guidelines accordingly.
If the candidate will have the freedom to utilize one among multimedia, virtual or
the conventional way of presentation. On actual demonstration, the candidates shall be well
presented in their attire. Appropriate corporate attire will be most preferable.
Corresponding point deduction exceeding the time limit maximum of 2 minutes only
otherwise the moderator will stop the presentation.
Conventional Presentation
If the presenter opts to use the conventional such as manila paper or cartolina or other
papers during the demonstration is allowed. Only that the size of the font shall be visible and
clear when sitting at the end part of the room.
Pictures and other illustration related to the reports are encouraged. Using other
instructional materials during the presentation of topics are most preferable. Whiteboard and its
markers are ready to be used in the discussion pertinent to the topics.
Multimedia Presentation
On the other hand, the presenter who wish to use the technology such as computers, LED
monitor and projectors shall adhere the following principles of presentation through multi-media.
1. The slides in the power point presentation shall include the title of the topic on the first
slide with the reporter’s name.
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2. Followed by the learning objectives and/or learning outcomes expected to the audience
learn.
3. Presentation should be prepared in the default format of power point presentation or in a
widescreen format with a ratio of 16:9. You have the luxury of freedom to design your
own design slide template
4. The slide shall be in good contrast with the background templates
5. The text format, use either 6x6 or 7x7 rule where 6 or 7 lines and every line shall be
composed of focal words of 6 or 7 respectively. Do not copy the whole book or report in
a single slide.
6. Images, figures, instructional materials, video and audio will be preferred more over text
in power point.
7. The maximum slides to be used will only be 30 slides. This must already include the title
page and the last page which is the references.
8. The output will first be submitted to the facilitator a week before the actual presentation
for further review, and correction on the submission. Any recommendation will be
echoed to the candidate for rectification.
9. During the presentation, the red flag will be raised by the moderator to indicate the last 2
minutes before 15 minutes end.
10. Rubrics will be used in measuring competency during the entire presentation of the
candidates.
11. Panelists will be noting all the remarks recommended for development and improvement
of the candidates’ proficiency and competence in teaching which will be discussed during
the practice teaching 2.
12. Audience who are their co-trainees are required to evaluate the presenter.
13. The moderator will be collecting the evaluation sheet and scoring sheets of the presenter
while the next presenter is preparing his own presentation.
Virtual Presentation (Pre-Recorded)

The following guidelines for the virtual oral discussion using power point presentation:
1. The pre-recorded presentation must not be longer than 15 minutes.
2. Slides must be included in the recorded video presentation.
3. A maximum of 30 slides is allowed. This must already include the title page up to the
references.
4. The use of the elements on the virtual presentation in its institutional format is highly
encouraged.
5. Presentation should be prepared in the default format of the power point presentation or
in a widescreen format with a ratio of 16:9. You have the luxury of freedom to design
your own slide template.
6. Images, figures, video and audio will be preferred more over text in power point.
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7. If in text format, use either 6x6 or 7x7 format in every slide. e.g., 7 lines and every line 7
words. Only focal words are recommended. Do not copy the whole book or report in
every slide.
8. Focus on knowledge sharing based on video, image, and graphical presentations, and best
if there are synchrony of slides with your presentation to facilitate better understanding.
9. The virtual presentation is highly encouraged if narrator or presenter is seen all
throughout the report. Half of the body of presenter shall be visibly present in entire
presentation.
10. The use of pertinent and helpful applications on voice and video are preferable when
editing and finalizing output within the required time frame.
11. Your output is submitted a week before the presentation to further review by the
moderator.
12. Rubrics will be used in measuring competency during the entire presentation of the
candidates.
13. Panelists will be noting all the remarks recommended for development and improvement
of the candidates’ proficiency and competence in teaching which will be discussed during
the practice teaching 2.
14. Audience who are their co-trainees are required to evaluate the virtual presentation.
15. The moderator will be collecting the evaluation sheet and scoring sheets of the presenter
while the next presenter is preparing his own presentation.
Practice Teaching 2 (Critiquing)

The critiquing of the outputs will be discussed after the completion of the presentations.
The duration of the critics will be 3 hours only. The consolidated remarks coming from the
panelists will be divulge during the presentation by the moderators.
There are identified weakness and recommended strength to enhance the performance of
each candidate. All remarks are summarizing by table to determine the improvement of the
presentation.
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Assessing Learner Performance

The Meaning of Assessment
Assessment refers to the wide variety of methods or tools that educators use to evaluate,
measures and document the academic readiness, learning progress skill acquisition or
educational
needs of students.
Assessment involves the use of empirical data on students learning to review, and use of
information about educational programs undertaken for the purpose of improving students
learning and development.
Types of Assessment
1. Formative Assessment
Includes day to day instruction and regular monitoring of students to make sure that
learning is taking place. Students must know the learning goals in order to achieve success.
Teachers need to constantly make sure that students are learning what they need to know in order
to move on to the next tasks.
Summative Assessment takes time and requires constant observations and conferencing
with students. Teachers should be giving students descriptive feedback in order for them to know
what they need to work on and then improve on their skills with this form of ongoing
assessment, challenges may guide students not remembering the learning goals are not meeting
the success criteria.
2. Summative Assessment
Includes concepts, festival, recitals and other events where the final product of the
students learning is published demonstrated and evaluated. Summative assessments are
necessary to determine what degree of material students have learned. It gives students a chance
to demonstrate their knowledge on a particular unit.
This type of assessment typically takes up a large portion of students mark in the class. If
a student is having difficulty or has some issues on the day that summative assessment is taking
place, it could negatively affect their final mark.
It refers to the end of the course assessment. Any assessment where final grades or marks
are allocated to a learner’s performance.
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3. Diagnostic Assessment
This is where teachers will determine if any students may have learning difficulties. Error
detection is commonly used to assess student abilities. It is important because it allows teachers
to catch where students may be learning something the wrong way or falling behind in an area.
This assessment help to keep students from falling between the gaps.
Challenges may include the teacher not being able to have enough time to conference
with each student in order to learn where they may be having difficulties.
4. Placement Assessment
Teacher need to understand each students’ abilities on order to properly place the student
within a program.This is the kind of assessment which is very necessary because it allows you to
learn what your strengths and needs are. Knowing your students’ abilities allows your instruction
in order to relate to the needs of your students.Challenges might include students feeling that
they are not strong enough to be placed in the more advance group (might result in them feeling
as though they are not good enough).
On the other hand, students may feel over – confident if they are placed in a group with
more advanced students and may not tried hard to improve. There may also be outside factors
that could be causing students to perform poorly e.g., issues at home.
Assessing students learning and performance
1. Creating assignments.
2. Creating exams.
3. Using classroom assessments.
4. Using concept maps.
5. Using concept tests.
6. Assessing group work.
7. Creating and using rubrics.
Reasons why you need to assess the learner’s performance.
1. To find out how will students are learning of what we are teaching.
2. To determine what degree are they accomplishing the learning outcomes we hold for
them.
3. The ongoing assessment of students learning allows us to engage in continuous quality
improvement of our programs.
4. It gives a positive impact on the quality of learning outcomes.
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5. Assessment is a mean of helping students to learn a way of reporting on student

progress and a way of making decisions about teaching.
Do students/trainees like assessment?
1. Students/trainees like the idea and practice of self-assessment because it enhances,

develops, and improves the different activities they have undertaken.
2. They were able to help one another and to learn even without the teacher
Methods of Assessment
1. Written test
2. Oral test
3. Performance (Practical) test
Written test
Types of Written Test

A.Formal test- are tests which systematically measure how well a student has
mastered learning outcomes.
Types of formal test
1. Standardized tests – are test in which the questions, instruction, scoring and the way the
test is administered are done in exactly the same way across individual.
It is primarily used as a means to compare a student knowledge and skills in a particular
area to those of other students in the nation.
Example of standardize test.
1. Board Examination given by PRC and MARINA

2. Bar Examination
3. Civil Services Examination
2. Program Test – Checking by means of actual execution whether a program behaves in the
desired manner. The program is executed and supplied with test data, and the way in
which the program response to the test data is analyzed. Example of program test;
a. TOEFL
b. TOEIC
c. IELTS
d. SAT
e. ACT
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f. LSAT
g. GRE
h. GMAT
3. Essay Test Maker
It is an online test generator to help you create and manage your test, create, print and
publish your tests online.
It makes it easy for you to perfectly format multiple questions types, print alternate
version, and publish to the web for online test. Online test is automatically graded.
4. Criterion references tests is a type of test which uses test scores to generate a statement about
the behavior that can be expected of a person with that score.Most tests and quizzes that
are written by school teachers can be considered criterion reference test.
Examples of criterion referenced test.
1. Entry skills test.
a. Presented to learners before instruction is provided.

b. Assess prerequisite
c. Learners may have harder time learning materials if skills are lacking.
2. Pretest
a. Presented to learners before instruction is provided.

b. Gauge learner mastery of materials and help instructor to cater course material
to meet needs of most learners.
3. Practice or rehearsal test
a. Presented during the instructional.

b. Used to facilitate learner participation during instruction.
c. Help to gauge learning and understanding.
4. Post Test
a. Presented following the instruction.

b. Used to assess all objectives and skills from the instructional.
c. Help to evaluate instructional effectiveness and learner knowledge.
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Informal Test
1. These are paper-and-pencil tests, either objective or essay in form, which are prepared
by the teacher and intended for his/her own class/classes.
2. General types:
- Objective type
- Subjective or essay type
Objective Tests
1. Tests are objective in the sense that when they are scored, the element of subjectivity
and personal judgment is eliminated.
2. Essay test allows the student to answer in his own words. Scoring this test poses a
problem because the element of subjectivity and personal judgment is great.
General steps in preparing informal objective tests
1. Analyze the instructional objectives of the course/lesson(s).

2. Analyze the relative importance of these objectives.
3. Construct the test
- prepare a table of specifications
- Construct the test items
Type of objective tests
1. True-False type
2. Matching type
3. Simple recall type
4. Multiple choice type
True -False test
The regular True-False. Also known as the alternate response type, this test is a
declarative sentence to which the student responds byindicating whether the statement is true or
false. Other choices are yes or no, right or wrong; X or O; plus (+) or Minus (-)
Example:
Some of the statements below are true and some are false. If the statement is true write
True in your answer sheet; if it is False, write False.
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The Modified True-False

The student is directed to write “true” if the statement is False, he is directed to write the
words which should be substituted for the underlined words to make the statement true.
The Cluster Variety
In this type a, number of true-false statements are constructed around a broad area.
Direction: The statements below are about Jose Rizal or his Writings. If the statement is true,
write “True” in the blank. If it is false, write “false”.
The Controlled Correction Type
The student is instructed to write the word which should be substituted for the underlined
word to make the statement true. The answers are controlled in that the words are given.
Direction: The statements below refer to Jose Rizal or his writings. If the statement is true,
write “True” in the blank. If it is false, write the word from the list below each statement which
should be substituted for the underlined word to make the statement true.
True - 1. Rizal was executed at Bagumbayan field.
Calamba
Plaza Miranda
Laguna de Bay
Leonor Rivera 2. The Maria Clara in Rizal’s novel is believed to be Josephine Bracken.
Leonor Rivera
Paula Gomez
Dona Victoriana
The T-F-TF type
This type test student’s knowledge if certain statements are true under all circumstances,
false under all circumstances, and false under some circumstances.
Directions: Determine whether the statements are true under all circumstances, false under all
circumstances, or true under some circumstances, and false under some circumstances. If it is
true under all circumstances encircle T; if false under all circumstances encircle F; if true under
some circumstances and false under some circumstances encircle TF.
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T-F-TF 1. If a curve is skewed to the left, the mean is higher than the median.
Suggestions in the construction of True-False Tests

Do not copy a statement from the book.
Keep a variety of proportion of true and false statements. Do not follow a consistent
pattern of sequencing them.
Express your statements in as simple language as possible. Avoid extraneous factors in

the construction of test situations.
Keep your sentences short and restrict them to the central idea.
Be careful about the use of specific determiners. These give students clue those certain
statements are true or false. Some specific determiners are always, more, every, and all, those
which give clues for true statements are generally, usually, sometimes, customarily, frequently
and often.
If you wish to score the papers right minus wrong, state so in the directions. This
formula for scoring is optional.
Be careful about the grammatical structure of the sentences, that is, errors in mechanics
such spelling, number, tense, agreement, and in conciseness and clearness.
Two simple suggestions in this regard

Keep the crucial point in mind.
Construct the sentence in such a way that this point comes at the end.
Limitations of true-false test

1. It encourage guessing.
2. Minor details receive as much credit as significant details.
3. It is difficult to make completely true or completely false statements without
including qualifying clauses.
4. Advantage: The teacher can include more subjectmatter in the test since it generally
takes lesstime for the student to answer items at this type than it does in the other type. It is easy
to prepare tests of this type.
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Guidelines for Writing True-False Questions
Here are some suggestions for writing true-false items:

1. Each true-false test item should test an important concept or piece of information, not
just a specific data rename. The knowledge being tested should be significant.
2. True-false statements should be completely true or false, without exception.
3. The intended correct answer should be clear only to a knowledgeable person. The
true- false item should not test general knowledge or experience, and its answer should
not be given away unintentional clues.
4. Avoid specific determiners and absolute statements (“never”, “only”, “none”,
“always”) since they are unintentional clues. Most important, do not use them in
statements you want to be considered true.
5. Avoid qualifying statements and words that involve judgment and interpretation
(“few”, “most”, “usually”). Most important, do not use them in statements to be
considered false.
6. Avoid negative statements and double negatives, since they confuse students and may
cause knowledgeable students to give wrong answer.
7. Avoid verbatim textbooks and workbook statements, since use of such
statement promotes memorization,
8. Use the same form and length for true and false statements, for example, do not make
true statements consistently longer than false statements; test wise students will
recognize pattern.
9. Present a similar number of true and false items.
10. Use simple grammatical structure. Avoid dependent clauses and compound idea.
There is also a tendency for the knowledgeable student to see a more complex item as a
trick question or to read more into the meaning than is intended.
11. Be clear and concise. Avoid unfamiliar language and wordiness since they confuse
the student and the test reading comprehension rather than knowledgeable.
12. Place the idea being tested at the end of thestatement. Most students focus more
attention on the last portion of the item; thus, the teacher’s intent and student’s
attention will coincide
Matching type
1. In this type, the students match two or more sets of materials, one set generally
included in column 1 and the other act in Column 2. The first column called the set of premises
includes items that are related by some criterion to corresponding items in the second column
called the responses. Relations maybe authors-works, terms,definitions, dates-events, etc.
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1. Perfect Matching
1. If one item in the list of responses matches one and only one item in the list of
premises, the test is a perfect matching test.
Directions: In column 1 are authors and in column 2 are their works. Match the
works with the authors by writing the letters of the works in the blank before
corresponding authors.
Column 1
Column 2
__ 1. Shakespeare A. On his blindness
__ 2. Chaucer B. Macbeth
__ 3. Milton C. Invictus
__ 4. Longfellow D. Canterbury tales
There should be more items in the list of responses than in the list of premises. This is
done in order to avoid automatic matching when the student comes to the last item in the list of
premises.
2. Imperfect Matching
1. If one item in the list of responses matches two or more items in the list of premises,
the test is an imperfect matching test.
3. multi-matching
There are three or four columns to be matched.
Directions: In column 1 are the authors and in column 2 are their works. Write the
letter of the work in the blank before the corresponding author. In column 3 are
literary from under which the work is classified.
Column 1 Column 2 Column 3

__1. Shakespeare __A. Invictus __1. Drama
__2. Milton __B. Crossing __2. Drama
Suggestion for constructing matching type test
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1. There should be only one criterion for matching, i.e., do not mix definitions, authors
and dates in one list of response.
2. Indicate the basis for matching the items in the label after each column.
3. Arrange the items in the response according to some logic or evident criterion.
4. If names in the responses are to be matched with works included under premises, the
arrangement should be alphabetical. If dates in the responses are to be matched
with the items under the premises, the dates should be arranged chronologically.
5. Include two or more items of the same category in the list of responses which cannot
be matched with any other items in the premises. These are called jokers, to avoid
automatic matching.
6. The list should be relatively short as long list can be confusing. Fifteen to twenty items
would be fine. The number should not be less than five.
7. Instructions should be very clear.
8. The entire test should be put on the same page.
Limitations/disadvantages of the matching type

1. There is a tendency to over emphasize testing for facts and isolate bits of information,
hence influencing students to memorize facts.
2. The items may not be homogeneous.
Advantages
1. Appropriate for as variety of subject matter.
2. Fairly easy to construct.
3. Totally objective and easy to score
4. Less guessing than true-false test
Guidelines for Writing Matching Type Question
The following suggestions may improve the construction of matching question:

1. The direction should briefly and clearly indicate the basis for matching items in
column A with items in column B.
2. An entire matching question should appear on a single page. Running the question on
two pages is confusing and distracting for students.
3. Wording of items in a column A should be shorter than those in column B. This
permits students to scan the test question quickly once or twice.
4. Column A should contain no more than 10 test items; 5 or 6 items is probably ideal.
Longer list confuses students.
5. There should be more alternatives in column B than there are items in column A to
prevent answering than last once or twice items by simple elimination. Column B
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should contain 6 or 7 items if Column A contains 5. A list of 10 items in column

A should be accompanied by about 12 items in column B.
\
6. Column A items be numbered, as they will grade as individual question, and column B
items should be lettered.
7. Column B items should be presented in logical order, say alphabetically or
chronologically (but not one that gives away the answer), soothe student can scan
them quickly in search for correct answers.
8. Items in both columns should be similar in terms of content, form grammar, and
length. Dissimilar alternatives in Column B result irrelevant clues that can be used to
eliminate items or guess answers by the test-wise student.
9. Negative statements (in their column) should be avoided, since they confuse students.
10. Many multiple-choice questions can be converted to a matching test, therefore, many
of the suggestion are applicable to both.
Simple Recall
1. This type of test asks the student either to supply an answer to a direct question or to
complete a statement where a word or phrase has been omitted.
Example:
- The Philippines was granted independence in the year ______.
- In what year was the Philippines granted independence?
Suggestions in constructing recall type of test

1. Do not lift the statements from the book verbatim.
2. There should be only one correct answer possible.
3. It is not advisable to have many blanks in thesentence.
4. Poor item: When you construct a test, consider the ___of them, the students, and
the ___of the students, and the ___available.
5. Avoid extraneous hints which give the students clues to the answer.
6. Hint reduce the testing power of the item and are not realistic. Also, when the answer
starts with an article (a, on, an), eliminate the clue by putting a slash
between them as in:
-The children saw a/an___in the zoo. (Kangaroo).
7. Design the test item so that the blank comes at the end of the sentence or near the end.
-Poor: A characteristic with two or more mutually exclusive properties is referred to
as a/an___.
8. If the item requires the students to compute figures in order to arrive at an answer
indicate the units in which to express the answer, whether it is in feet, inches, or
feet and inches, or in seconds, minutes or hours and minutes.
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Limitations/disadvantage of simple recall

1. Memorization is encouraged.
2. Scoring is not so objective.
3. Longer to answer.
Rules for the Construction of Multiple-Choice Tests

A multiple-choice item usually consists of a statement or question accompanied by
several choices or answers of which only one is correct or best. The multiple choice has several
advantages over the true and false. The rules to be followed in the construction of this type of
test are the following:
1. Provide with each item only one correct or best answer.

2. Provide at least four or five responses for each item; try to make each response
plausible. Avoid the use of clearly wrong responses.
3. Test one main idea with each item; avoid mixing several ideas together.
4. Avoid as much as possible the use of a or an for such articles may serve as clue.
5. Avoid placing the correct responses in the same position. Scatter correct responses at
random.
6. Make the correct responses in about equal numbers, the first, the second, and etc.
Correct responses must be distributed with approximate equality.
7. Use novel data in items which require thinking and application of principles rather than
recall of information exclusively.
8. Avoid ambiguity in constructing multiple-choice tests, it is better to use direct question
to make the response highly objective.
Ways of constructing multiple choice test

1. There should be at least four foils. If the number of foils is reduced, the reliability of
the test is also reduced. The large number of choices the more opportunity the teacher has to
appeal to various kinds of misinformation which the student might possess about an item.
2. The test should be uniform grammatical construction.
-Poor: How many checks whether a car is in good condition?
(a) The brakes are working

(b) Enough fuel
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(c) Enough oil

-Better
(a) The brakes are working
(b) There is enough fuel

(c) There is enough oil
3. The stem should express the council problem.
-Poor: Our country (a) has no stable economy (b) lacks discipline (c) Has strong
colonial mentality-Better: Our country is not considered strong because…...
4. If the stem is the best answer type, there should be only one best answer.
-Poor: The most serious health problem in the Philippines is - (a) cancer (b) heart
failure (c) mental illness (d) pneumonia.
-Better: Of the disease mentioned below, which has been considered the number
one killer?
5. Include in the stem those words or phrases which could otherwise have to be repeated
in each portion.
-Poor: The word “astronauts” is used in the passage to refer to:

(a) travelers in an ocean liner (b) a submarine (c) submarine (d) a balloon.
6. The correct option and the distracters should be of approximately the same length.
-Poor: He began to choke while he was eating the fish. (a) die (b) cough and
vomit (c) be unable to breathe because of something in the windpipe (d) grow very
angry
-Better: (Participant)
Limitations/Disadvantages of Multiple-Choice Tests

1. They are difficult to construct.
2. This type is time-consuming on the part of the student because he has to pause and
think and analyze the choices before he decides which foil to choose.
Before are some suggestions for writing multiple choice questions:
1. The central problem should be stated in the stem. It should be singular statement, topic
on problem.
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2. In the stem a direct question is preferable to an incomplete statement. A direct

question will result in less vagueness and ambiguity, especially among experienced
test writers.
3. Include in the stem any words that may otherwise be repeated in the alternate
responses. This reduces wordiness in the alternatives and increases clarity in the
stem.
4. Negative statements in the stem and alternatives should be avoided, since they lead to
confusion.
5. Use numbers label stems and letters to label alternatives.
6. Avoid absolute terms (“always”, “never”, “none”), especially in the alternatives; a test
wise person usually avoids answers that include them.
7. Avoid using items directly from the text or workbook, since this practice encourages
memorization.
8. Arrange alternatives in some logical order-for examples, alphabetically, or
chronologically.
9. Alternatives should be parallel in content, form, length, and grammar. Avoid making
the correct alternative different from wrong alternatives: longer or shorter,
more precisely stated having a part of speech others lack.
10. Correct responses should be random order. Do not use particular letter more often
than others or create a pattern for the placement of correct responses.
11. Alternatives should be mutually exclusive. Overlapping or similar responses permit
the student to eliminate two or more alternatives in one choice or result in poor
discrimination of the correct alternative.
12. Alternative responses should be plausible to less knowledgeable students.
13. The answer should be objectively correct; that is, other teachers who might grade the
test should agree on the correct answers.
14. The alternatives “All of the above” and “None of the above” should use sparingly,
since the test writer may fail to take into consideration all the nuances in the
choices or the test taker may see other nuances.
Essay tests
1. Characteristics:
The student is permitted freedom of response in answering the question.

The student may be asked to described, explain, compare or evaluate.
-There is no single answer which can be regarded as correct and complete, even by
experts.
-Answers may be of different degree of quality or merit.
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Types of Essay tests

1. The unrestricted or controlled type. In this type the student is given the freedom to
formulate his response. There is a considerable degree of subjectivity in the
scoring of the test.
2. The restricted or controlled type. In this type there is latitude and restriction. Hence,
the corrector has a more definite frame in grading the papers.
Sample Essay Question:
-Unrestricted: Compare the objective and essay tests.
-Restricted: Two classes in math were tested.
The following data were obtained:
No. of pupils S.D Limits of scores

CLASS A 40 20 30-65
CLASS B 43 25 29-64
Explain the conclusion that Class B is more heterogeneous than Class A.
Suggestion for Constructing Essay Test

1. Decide the objectives of the course which can be more effectively measured by the
essay test.
-Evaluating recall (basis given): Who are the legislators who contributed much for
education during the last term?
-Comparison of two things (one basis designated): Compare the sugar production of
Bacolod with that of Panay.
-Decision-for or against: What are the advantages and disadvantages of Federal

Government?
Causes and effects: why do many Filipinos work abroad?
-Summary of an article; summarize in 200 words the essay by Francisco Benitez,

“what is an educated Filipino?”
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-Application of the rule’s principles in new situations: in what places in the

Philippines would you find a high incidence of drug addiction?
-Criticism-as to adequacy, correctness or relevancy of a printed statement: Juan

Tamad is the typical Filipino man.
2. Design the test to suit the students’ background. (Language and familiarity with test
type).
3. Set an appropriate testing time for essay tests.

4. Set the extent of freedom of response.
Scoring the Essay Test

1. Score each item one at a time.
2. Score the papers anonymously.
3. Score for content especially if it is not English test.
4. Decide on the scoring system and use it consistently:
-Outstanding ------------------------10 points

-Superior---------------------------- 8-9 points
-Good---------------------------------4-7 points
-Fair---------------------------------0-1 points
List important points which you expect students to include in their response.
Read the papers using as your frame of reference the key to the correction (list of
important points).
Classify them (papers according to the groups (Outstanding…...poor) but do not assign
any points yet).
Re-read the biggest groups and then assign the number of points. The assign points to the
extremes, the outstanding and the poor group.
Score the papers yourself.
Advantages of Essay Tests

1. They are easy to construct and to administer.
2. They can measure broad areas of subject matter.
Disadvantages of Essay Tests
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1. Scoring is subjective
Guidelines for Writing Essay Question
Here are the suggestions for preparing and scoring essay tests:
1. Make directions, specific, indicating just what the student is to write about. Write
several sentences of directions if necessary.
2. Word each question as simply and clearly as possible. Use a vocabulary consistent
with the student’s level. Avoid excess verbiage since it may confuse the
student.
3. Prepare enough questions to cover the material of the unit or course broadly. Write
question that are germane to the course and cover its major objectives.
4. Allow sufficient time for students to answer the questions. A good rule of thumb is for
the teacher to estimate how long he or she would take to answer the question, and
the multiply this time by two or three depending on the student’s and their
abilities.
Suggest a time allotment for each question so students can pace themselves.
5. Ask question that require considerable thought. Use essay question to focus on
organizing data, analysis, interpretation, formulating the theories, rather than on
reporting facts.
6. Give student’s choice to answer the question, say, two out of three, so as not to
penalize students who may know the subject as a whole, but happen to be limited in
the particular are asked about.
7. Determine in advance how much weight will be given to each question or part of
questions or part of a question. Give this information on the test, and score
accordingly.
8. Ask question that have an answer which is generally accepted by other teachers as
better than other answers.
9. Ask more than essay question. Increasing the number of questions increase the
content coverage of the test and increases the reliability of the test score. Asking
only one essay question puts too much pressure on students and penalizes many
who may know the material but not the answer to the specific question.
10. Provide sample questions (which will not be on the test) to the students before the test
so they have an idea of what to expect and how to respond.
11. Explain your scoring technique to students before the test. It should be clear to them
what weight will give to knowledge, development and organization of ideas,
grammar, punctuation, spelling, penmanship, and any other factor to be considers
in evaluation.
12. Be consistent in your scoring technique for all students. Try to conceal the name of
the student whose answer you are grading to reduce bases that have a little to do with
the quality of the student’s response and more to do with the “halo effect” (the
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tendency to grade students according to impressions of their capabilities, attitudes,

or behavior).
13. Grade one question at a time, rather than one test paper at a time, to increase
reliability in scoring. This technique makes it easier to compare and evaluate
responses to each specific question.
14. Write comments on the test paper for the student, noting good points and explaining
how answer could be improved. Do not compare a student to others when making
comments.
Validity, Reliability of Test and Item Analysis
Validity
It is defined as the extent to which a concept is accurately measured in a quantitative
study. It is the quality of being correct or true.
When a statement is true and has a lot of evidence backing it up, this is an example of a
situation where the evidence supports the validity of the statement.
Validity- refers to the accuracy of a measure (whether the results really do represent what
they are supposed to measure). Validity measures what it intends to measure. This ensures that
your discussion of the data and the conclusion you draw are also valid.
Types of Validity
1. Construct Validity – The test measures the concept that it’s intended to measure.
2. Content Validity – The test fully representative of what it aims to measure.
3. Face Validity – The content of the test appears to be suitable to its aims.
Reliability
The degree to which the result of a measurement, calculation, or specification can be

depended on to be accurate.
The reliability of test scores is the extent to which they are consistent across different
occasions of testing different editions of the test, or different rates scoring the test takers
responses.
Reliability refers to the consistency of a measure (whether the results can be reproduced
under the same conditions).
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Stem analysis – refers to statistical methods used for selection items for inclusion in a
psychological test. The process of item analysis varies depending on the psychometric model.
It is a process which examines student responses to individual test items (questions) in

order to assess the quality of these items and of the test as a whole.
Stem analysis is an important tool to increase test effectiveness. Each items contribution
is analyzed and assessed. To write effective items, it is necessary to examine whether they are
measuring the fact, idea or concept for which they were intended.
Stem analysis is a process of examining the student’s response to individual item in the
test.
Steps in item Analysis

Award of a score to each student
Ranking in order of merit
Identification of groups high and low
Calculation of the difficulty index of a question
Calculation of the discrimination index of a question
Critical evaluation of each question enabling a given questions to be retained revised or
rejected
Test Analysis – A process of analyzing the test, basis and defining test objectives. It
covers what is to be tested in the form of test conditions and can start as soon as the basis for
testing is established for each test level.
Oral Test or Viva Voce

(Rigorosum in German speaking nations) is a practice in many schools and disciplines in
which an examiner poses questions to the student in spoken form.
The student has to answers the questions in such way as to demonstrate sufficient
knowledge of the subject to pass the exam.
The purpose of the oral test in to evaluate the student’s ability to present clinical
knowledge in a well-organized, succinct and cogent manner.
It allows the faculty to evaluate the student’s skill in developing and narrowing down a
differential diagnosis.
a. succinct – express in few words

- course
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b. cogent – clear, logical and convincing
Oral test or examination, provides a meaningful procedure in terms of testing for

extended problem-solving ability.
It normally consists of 30-120 minutes sessions and is spent with an oral examiner or
conducted by a panel.
A typical oral exam involves one or two students interacting only with the instructors.
Do’sin the oral examination
1. Think about the types of topics and questions you may be asked before the exam.
2. Practice answering simple questions about yourself.
3. Listen carefully to the questions.
4. Give complete answer in full sentences.
5. Look at the examiner
Oral assessment has been used as a form of examination for many years. Their strength
rest on the examiners involved and the flexibility of the examination.
They can be used to assess the depth and breadth of knowledge and are particularly
effective in distinguishing outstanding candidates
Benefits of Oral Assessment or Test.
1. Better retention of concepts

2. Better academic performance
3. Immediate feedback from the instructor.
Ways of preparing Oral Presentation
1. Organize your thought. Start with outline and develop good transitions between
section.
2. Have a strong opening
3. Define terms clearly
4. Finish with a bang
5. Design power point slides to introduce important information.
6. Time yourself
7. Create effective for yourself
8. Practice, practice, practice
Performance (Practice) Test
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Performance testing is a testing measures that evaluates the speed, responsiveness and
stability of a computer, network, software program or device under a work load.
It involves quantitative tests done in a laboratory, or in some scenarios, occur in a

production environment.
Steps in Performance Testing
1. Identify the testing environment

2. Identify performance metrics
3. Plan and design performance tests

4. Configure the test environment
5. Implement your test design
6. Execute tests
7. Analyze, report, retest
KPI’s, or Key Performances Indicators are metrics that enable measuring our results and
success.
According to parameters we chose to be relevant an important. Organizations use KPI’s

to evaluate themselves and their activities.
Assessment Plan and Assessment Items
Assessment plan, is document that outlines the students learning goals to be assessed
during the term, a brief description of the term, a brief description of the assessment methods
including the sources of data will be reviewed.
Assessment plan outline methods and tools that define clear expectations and standard for
quality in products and performances.
It also defines project monitoring checkpoints and methods to both, inform the teacher
and keep the learners on track. It is a process of appraising or evaluating something.
The intent of assessment is to measure effectiveness. A teacher may assess a student to

ascertain how will the individual successfully met the learning target.
Assessment Plan
1. Step 1. Identify Program – Based on student learning outcomes
2. Step 2. Develop a curriculum mapping matrix
3. Step 3. Determine assessment measures aligned with program
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4. Step 4. Draft the full program assessment plan
Main Aim of Assessment
1. To help identify gaps in student’s learning and what remedial measures should
appropriate to reducing the learning gaps of the students that one needed to be
taken for continuing or improving their learning.
2. Assessment plays an important role in the process of learning and motivation.
3. Assessment should integrate grading, learning, and motivation for students.
4. Well- designed assessment methods provide valuable information about student

learning.
The difference between assessment and classroom assessment.
Classroom assessment aimed at course improvement, rather than at assigning grades. The
primary goal is to better understand your students learning and so to improve your teaching
Purpose of assessment
1. Assessment drive instruction

2. Assessment drive learning
3. Assessment informs students of their progress
4. Assessment informs teaching practice
5. Principles of Assessment
1. Fairness
2. Flexibility
3. Validity
4. Reliability
Tools of Assessment
1. Grading Rubrics
2. Canvass Assignment
3. Plagiarism Detection
4. Self – Assessment
5. Peer Assignment
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Course Evaluation
It is a paper or electronic questionnaires which requires a written or selected response
answer to serve of questions in order to evaluate the instruction of a given courses.The term may
also refer to the completed survey form or a summary of response to questionnaires.
In education course evaluation, is a short survey conducted by an educator at the end of a

class or course of study.
The evaluation form aims to collect general information on what each student liked and
disliked most about the class with the goal of improving the educational experience for future
students.
Evaluation is a process that critically examine a program. It involves collecting and

analyzing information about programactivities.
The importance of course Evaluation
It gives you an opportunity to reflect on your progress throughout the course.
Being thoughtful about your experience as a course comes to an end, can help you make
better decisions when selecting classes for a new quarter or when exploring options for a major.
Levels of Evaluation
1. Level 1 – Reaction
a. Did the leaners enjoy the training?

b. How did participants feel about the training program
c. How satisfied are learners with content, style and methods of delivering
environment. How relevant was the trainings?
d. To what degree participants react favorably to the training events.
e. To what degree did the participants react favorably to the training
f. How participants feel about the training or learning experience.
G. Provide participants course sheets to fill-out post workshop to capture
immediate reaction.
2. Level 2 - Learning
a. Did Learning transfer occur?

b. To what extent did participants improve knowledge, skills and change attitude
as a result of the training?
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c. How much has been learned.

d. To what degree participants acquire the intended knowledge skills and attitudes
based on their participation in the learning event.
e. To what degree did the participants acquire the intended knowledge, skills
and/or attitudes based on their participation in a training.
f. The measurement of the increase in knowledge before and after
g. Ask participants to rate their increase in knowledge and skills on the same
course- sheets.
3. Level 3 – Behavior
a. Did the training change behavior?

b. To what extend did participants change their behavior back in the workplace as
a result of the training?
c. Is the learning being applied in the workplace and is individual’s performance
improving as a result?
d. To what degree participants apply what they learned during the training when
they are back on the job.
e. To what degree did the participants apply what the learned during training to
his/her job
f. The extent of applied learning back on the job implementation
g. Measure change in behavior at work after a defined interval by surveying
participants superiors, peers and subordinates
4. Level 4 – Result
a. Did the training influence performance?

b. What organizations benefits resulted from the training.
c. The training having the anticipated effect on the business?
d. To what degree the targeted outcome occurs, as a result of the learning events
and subsequent reinforcement
e. To what degree did the targeted objectives or outcomes occur as a result of the
training.
f. The effect on the business or environment by the trainee.
g. Measure critical success factors like productivity, team initiatives, examples of
cooperative working and of course profitability.
144
Course Evaluation Planning

An evaluation plan is a written documents that describes how you will monitor and
evaluate your program, as well as how you intend to use evaluation results for program
improvement and decision making.
The evaluation plan clarifies how you will describe the “what” the “how” and the “why”
it matters for your program.
Ways of writing an evaluation plan;
1. Develop a conceptual model of the project and identify key evaluation points.
2. Create evaluation questions and define measurable outcome
3. Develop an appropriate evaluation design
4. Collect data
5. Analyze data and present the result.
Steps involved in evaluation
1. Identifying and defining general objectives.

2. Identifying and defining specific objectives
3. Selecting teaching points
4. Planning suitable learning activities
5. Evaluating
6. Using the results as feedback
7. Placement functions
8. Instructional functions
145
Course Planning, Organization and conduct

Course Plan, includes not only the goals and the content topics, but also how the topics
will be taught and what the students will do during the course in order to achieve end of semester
goals, students must have practice during the semester.
Ways of making a course plan
1. Begin the process early, giving yourself as much time as you can to plan a new course
2. Define course goals.
3. Determine course content
4. Develop teaching methods and tools.
5. Determine how you will evaluate student learning. Plan assignment and exams
7. Select texts and other materials
Course Structural Planning

The course structure refers to the choice of topics and the organization and sequencing of
course content.The choice of topics and their organization should always support the learning
objectives for the course.
Course Organization
It is an administration tasks that are part of educational process. These tasks include;
1. Students Information
2. Organization of group work
3. Scheduling of activities
4. Collecting assignments for grading
Ways of designing a course structure
1. Consider timing and logistics

2. Recognize who your students are
3. Identify the situational constrains
4. Articulate your learning objectives or outcomes
5. Identify potential assessments
6. Identify appropriate instructional strategies.
7. Plan your course content and schedule
146
Appendixes (Additional Topics)
THE 21ST CENTURY TEACHERS
The 21st teacher are up-to-date on the latest in technology, they can have the
characteristics of facilitation of a facilitator, a contributor or even an integrator.
The 21st century teacher looks forward to the future. They are aware of the ever-changing
trends in technology and are in time of what the future may bring to education.
A good 21st century teacher is aware of the career opportunities that will be in the coming
years for their students, and are advocating towards thinking and planning to ensure all students
will not be left behind.
Characteristics of a 21stCentury Teacher,
1. A Master of Technology in the Classroom
Technology in the classroom is moving at a rapid pace and the 21st century
teacher moves right along with it. Classroom technology; whether it’s for lessons, assignments,
or grading, can help students learn better and faster, and help make a teacher’s time more
effective. A 21st century teacher does not have to have a class set of tablets in every child’s
hand, or the latest Smart-board. But they can have a nice balance of educational tools in their
classroom. An effective teacher knows what technology in the classroom can truly help
transform their students’ education. They know what the best tools are, and how and when to use
them.
2. Knows How to Collaborate
An effective 21st century educator must be able to collaborate and work well in a team.
Working with others is an important 21st century skill. Over the past few years, being able to
collaborate effectively in the workplace has grown quite rapidly. Learning is deemed to be more
effective when you can share your ideas and knowledge with others. Sharing your expertise and
experience, communicating and learning.
3. Is Adaptive
A 21st century teacher is able to adapt to whatever comes their way. Teaching is a career
that has pretty much stayed the same over the past few decades. The tools have changed over the
years (Smart boards have replaced chalkboards, tablets have replaced textbooks) but the practice
has not. The 21st century teacher is able to look at their practice and adapt based on the needs of
their students. They must be able to adapt their teaching style to include different modes of
147
learning, adapt when a lesson fails, and adapt to new technology. They must be able to adapt to
the curriculum and the requirements and be able to use their imagination to teach in creative
ways.
4. Is a Lifelong Learner
The 21st century teacher is a lifelong learner. They don’t just expect their students to be
lifelong learners, but they too stay current and on top of what’s new in education. Even though
they may still use the same lesson plan from years before, they know how to change it to keep
up-to-date with what is current. A great teacher will not only embrace technology, but be willing
to learn more about it.
Recommended: The Best Classroom Seating arrangement for Student Learning
5. Advocates for Their Profession
It’s a critical time in education and how it and teachers are being perceived. With the
common core being implemented and judged, the teaching profession is being met with a close
eye now more than ever before. Instead of sitting back, a 21st century takes a stand for
themselves and advocates for their profession. They pay close attention to the important issues
and talk about them with their community. They keep parents and students informed on what’s
going on in education and address on issues head on.
21st Century learning means teaching just as you have done in the past centuries, but with
way better tools. Today’s teachers have a great advantage, they have powerful learning tools at
their disposal that they didn’t have before. 21st Century technology is an opportunity for students
to acquire more knowledge. Teachers have the ability to move away from being the dispenser of
information to someone who can guide them and prepare them for their future.
Lastly, the 21st century educator must use teaching strategies to ensure that the focus in
education is on preparing today’s children for the future of where they will live and where they
will work, not for our current world.
6. Lifelong Learners
These educators don't just expect their students to be a lifelong learner, but they are as
well. They stay up-to-date with current educational trends and technology and know-how to
tweak their old lesson plans from years before to make them more current.
7. Are Forward Thinking
148
An effective 21st-century educator thinks about their students' future and is aware of the
career opportunities that may arise from them. They are always planning to ensure that no child
gets left behind so they focus on preparing today's children for what's to come in the future.
The Teacher as a person in society
Teachers are molded by nature and nurture. Nature means your inborn qualities, your
natural tendencies. Nurture means, how you were trained or taught to become a teacher. You are
born with qualities and attributes that would fit you to become teacher.
Personal Qualities of Good Teacher
Intelligence – ability to make sound decision, analyze,make judgment, make solutions,

possess higher order thinking skills, and other types of intelligence. The teacheris
intelligent.
Compassion – natural quality to emphasize, to feel what others feel, to be tolerant of others.
The teacher is compassionate.
Emotional Stability – ability to be calm under pressure, cheerful and optimistic, level headed.
The teacher is emotionally stable.
Innovativeness – natural tendency to create new things, modify existing ones, imaginative,
find solutions to problem quickly, make use of available materials. The teacher is
innovative.
Fairness – natural attribute to look at both sides of the issue before making judgment, gives
equal chances for both sides to be heard, removes personal biases. The teacher is fair.
Self-confidence – natural tendency to feel “I can do it”, works alone, determined to succeed. The
teacher is self-confident.
Cooperativeness – natural action to work together with others, willing to share. The teacher is
cooperative
Buoyancy – ability to survive in difficult situation, balances life, optimistic and cheerful. The
teacher is buoyant.
Reliability – attribute demonstrated by dependability, sincerity, and honesty. The teacher is

reliable.
The Teacher’s Philosophy of Education
149
A philosophy will guide teacher actions in teaching and learning.
As teacher, one should have a philosophy of education. A philosophy is a strong belief

that translated into action. A philosophy will guide you on what you teach, how you teach, why
you
teach among others. The different schools of thought or philosophies were handed down to us
by different philosophers. But as the world progresses, other philosophies emerged.
PHILOSOPHY OF
BASIC FEATURES
EDUCATION
Aim: Promote intellectual growth of learner for
competence
1. Essentialism Teacher’s role: Sole authority in the subject matter
Focus: Essential skills, 3 Rs
Trends: back to basics, cultural literacy, excellence
Aim: To educate the rational person, cultivate intellect
Teacher’s role: Assist learners to think with reason (critical
thinking, HOTS)
2. Perennialism
Focus: Classical Subject, Great books, Enduring
curriculum
Trends: Use of great Books: Bible, Koran, Classical books
Aim: Education of the whole being, as unique individuals
Teacher’s role: Help students define who they are, their
3. Existentialism essence
Focus: Self-paced, self-directed, learner-centered
Trends: Individualized learning, values clarification
Aim: Promote democratic social living
Teacher’s role: Develop lifelong learner
Focus: Learner-centeredness, interdisciplinary, outcomes-
4.Progressivism
based
Trends: Humanistic education, contextualized curriculum,
equal opportunities for all
Aim: Improve and reconstruct society. Education for
change
Teacher’s role: Agent of change and reform
5.Reconstructionism
Focus: Transformation of present to future landscape
Trends: Global education, convergence, transformative
education
Aim: Develop communication skills in different languages
6. Linguistic
(Multilingualism)
Philosophy
Teacher’s role: Provide experiential learning to learn
150
language
Focus: Language and communication
Trends: Mastery of communication skills (verbal, non-
verbal, paraverbal or listening, speaking, writing, reading
and viewing)
Aim: Modify and shape learner’s behavior
Teacher’s role Arrange environment conditions to change
behavior
7. Behaviorism Focus: Learners and the learning environment that act as
stimuli
Trends: Education for sustainable development:
ubiquitous, classrooms, multi-sensory stimuli
Aim: Develop intrinsically motivated learners
Teacher’s role: Teaching students to learn, how to learn
8. Constructivism Focus: Experiential learning
Trends: UNESCO’s Pillars of Education: multiple
perspectives
The Teacher in a school setting
A teacher as a professional will always be found in a school setting. A teacher’s official

working place is a school. A school is an institution where learning occurs under the guidance of
a professional called the teacher.
Ways on which teacher operate or function in a school setting
A regular school day is equivalent to 8 hours. It begins officially at 8.00 in the morning
and ends up 5:00 in the afternoon. Adjustments are sometimes made, but the spent in school is 8
hours. Majority (of the eight hours) is spent guiding the learners in their lessons, which is called
the contact period. Usually, the teacher is assigned to teach for 6 hours. The remaining time of 2
hours is spent for co-curricular and extra-curricular activities. Normally, there are five school
days per week, Monday to Friday.
Usually, a teacher is assigned to one class, as adviser. She is made to teach one or more
subject content areas depending on the population of the school and the number of teachers.
There are schools where the teacher teaches all the subjects for the whole class while in bigger
schools, they have subject specialists, who teach the same subject in the same grade level or
different grade levels.
Learning Rubric
Learning Exemplary Superior Satisfactory Needs

Episodes Improvement
151
4 3 2 1
Learning All tasks were All or nearly all Nearly all Fewer than
Activities done with tasks were done tasks were half of tasks
outstanding with high done with were done; or
quality; work quality acceptable most
exceeds quality objectives
expectations were met but
need
improvement
4 3 2
1
Analysis of All question/ Analysis Analysis Analysis
the episodes were question were question were question were
Learning answered answered not answered not answered
Episode completely; in completely. completely. Grammar and
depth answers; Clear Vaguely spelling
thoroughly connection with related to the unsatisfactory
grounded on theories theories
theories. Grammar and Grammar
Exemplary Spelling are and spelling
grammar and superior are
spelling acceptable
4 3 2 1
Reflections/ Reflection Reflection Reflection Reflection
insights statements are statements are statements statements are
profound and clear, but not are shallow; unclear and
clear; supported clearly supported by shallow and
by experiences supported by experiences are not
from the learning experiences from the supported by
episodes from the learning Experiences
learning episodes from the
episodes learning
episodes
4 3 2 1
Learning Portfolio is Portfolio is Portfolio is Analysis
Portfolio complete, clear, complete, well- incomplete; question were
well-organized organized; most supporting not answered
and all supporting documentatio Grammar and
supporting; documentation ns are spelling
documentations are available organized but unsatisfactory
are located in and logical and are lacking
sections clearly clearly marked
designated locations
152
4 3 2 1
Submission Submitted before Submitted on Submitted a Submitted two

of Learning the deadline the deadline day after the days or more
Episode deadline after the
deadline
4 3 2 1
Comments Over-all Score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-
12 below
Grade 1.0 1.25 1.5 1.7 2.0 2.25 2.5 2.7 3.0 3.0 5.00
5 0 0 5 0
99 96 93 90 87 84 81 78 75 72 71-
below
4. The Teacher in the Community Setting
In the Philippines, the government has built schools in almost all barangays, town or city.
This was done to provide access and equal opportunity for every school child for quality
education. At present, there are more than half a million public school teachers deployed in all
these schools throughout the country. The school and the teacher have a very crucial
responsibility in bringing’ about change and development in the community on one hand and the
community provides a lot learning opportunities on the other hand.
Key points of teacher in the community setting
The school is the official working for a place of a teacher, the community is the wider
learning environment.
Schools are often perceived to be the transformative agent of change; hence the teachers
are agents of change.The teachers are looked upon as important agents of change.Teacher’s roles
and functions do not stop within the four walls of the school, but extend beyond the
community.The community provides the authentic resource for teaching and learning.
The global teacher of the 21st century
153
Teaching is a respectable profession the world over. The status of teachers has been
comparable in all parts of the globe, hence each year, a celebration of the WORLD TEACHER
DAY!
This alone would us, the recognition and honor given to the best profession of all:
TEACHING. A teacher is an extraordinary person in whose hands lie the future of the world. A
teacher regardless of what country he/she comes from should be a GLOBAL TEACHER of the
TEACHER of the WORLD.
Thus, you should have qualities, skills, knowledge, views, with wider breadth and deeper
sense because you too will be a global teacher.
A Global Teacher
Thinks and acts both locally and globally.

Has classroom management skills.
Makes content relevant and updated. Has skills in critical thinking.
Uses technology in education.
Has deep understanding of multiculturalism and globalization.
Has a skill to collaborate with teams.
Brings the world into the classroom, school and community.
Continuously grow professionally.
The Teacher as a Professional
In the Philippines, only those with a professional license are authorized to teach.There
are fundamental requirements to be a professional teacher. One has to graduate in college with a
baccalaureate degree, pass the Licensure Examination for Teacher (LET), be a member of
professional teacher organizations and abide by the code of ethics for professional teachers. In
addition, teachers must grow in the profession by undertaking continuing professional
development/education.
EDUCATION 4.0
1. Innovation of education delivery
Discusses trends in higher education characterizing both the current learning environment
in education as well as a vision for future learning environment, and outlines a strategy for
successful implementation of innovation in educational delivery.
The 3 areas of focus are addressed
154
Rejecting the use of the majority of classroom time for the simple transmission of factual
information to students. Challenging students to think critically communicate lucidly, and
synthesize broadly in order to solve problems and adopting a philosophy of evidence-based
education as a core construct of instructional innovation and reform.
2. Electronic Platforms used for new Learner
Online learning platform is an integrated set of interactive online services that provides
trainers, learners, and others involved in education with information, tools and resources to
support and enhance education delivery and management.
A good e learning platforms that is engaging and focused on the learner ensures that a
course becomes something more than just knowledge absorption. It turns the whole idea of
learning into a pleasant, immersive experience.
Benefits of digital learning platforms

Create engaging multimedia learning experiences for students.
Differentiate instruction automatically based on student ability.
Track students’ progress on key learning targets.
3. Modern teaching and learning modalities
Learning modalities are the sensory channels or pathways though which individuals give,
receive, and store information. Perception, memory, and sensation comprise the concept of
modality. The modalities or senses include visual, auditory, tactile, kinesthetic, smell and taste.
The 4 learning modalities
The acronym “VARK” is used to describe four modalities of student leaning
V – Visual
A – Auditory
R – Reading/Writing
K – Kinesthetic
7 types of learning in the classroom
Auditory and musical learners.

Visual and spatial learner.
Verbal learner
Physical or kinesthetic learner
Logical and mathematical learner
Social and interpersonal learner.
155
Solitary and intrapersonal learner
The modern teaching method
The modern way of teaching is more activity based, using questioning, planning
demonstration and collaboration techniques. It is claimed that this is a more effective than
teaching student by traditional methods for four hours, thus helping the brain cells to create
connections that then need to remember knowledge.
The different teaching modalities
Kinesthetic (moving)
Auditory (hearing)
Tactile (touching)
Visual (seeing)
National and Local Legislatives and Administrative Provision

Mandated by The Commission and Administration
Relevant to The Implementation on Maritime
Education and Training
1. Implementing rules and regulation of the Republic Acts concerning the maritime entities.
2. Executive Orders issued and implementing by the government.
3. Policies, standards and guidelines provided on the Memorandum Circulars published by

the government.
156

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GLOBE MARITIME TRAINING CENTER - MANILA INC.

“GLOBAL COMPETENCE comes with QUALITY TRAINING”

 Purpose of the model courses

 Use of the model course

 Evaluation or assessment of trainee progress

 textbooks, technical papers; and

 Training and the STCW Convention

Part D gives guidance notes and additional explanations.

6. Evaluate a course to determine its effectiveness and implement continual

On successful completion of the course, a Certificate of Training Completion shall be

 Course Intake Limitation

A maximum of twenty-four (24) trainees can be accommodated per class to ensure

Trainer and Assessor:

Particularly, they must possess the following qualifications:

 Teaching Facilities and Equipment

Classroom of adequate size for a maximum of twenty-four (24) participants is required

A video camera is required for the recording of practical teaching activities.

 Teaching Aids (A)

 IMO References (R)

R1 International Convention on Standards of Training, Certification and Watchkeeping

B3 Brown, J.W. Audiovisual Instruction: Technology, Media and Methods. (New

B5 Heywood, J. (1989). Assessment in Higher Education. Singapore: John Wiley and

B6 Jones, L. Assessment: From Principles to Action. (London, Macmillan Education

B7 Muirhead, P.M.& Fisher, D. (2005). Practical Teaching Skills for Maritime

B8 Percival, F. and Ellington, H.A Handbook of Educational Technology. (London,

2. The International Maritime Organization and the

3. Theories in Teaching and Learning 2.0 1.0

4. Course Designing 1.0 -

5. Training Needs Analysis 1.0 1.0

6. Formulation of Learning Outcomes 2.0 4.0

7. Teaching Approaches and Strategies

8. Assessing Learner Performance

10. Course Planning, Organization and Conduct - 2.0

11. Summing-up, Trainees Assessment 2.5

12. Course Evaluation 0.5

Session 13: Session 17:

Session 5: Teaching Teaching

Session 6: Session 14:

Session 4: Session 12: Session 16:

Session 21: Session 25:

Session 27: Session 39:

 Lectures and Methods of Delivery

Introduction Of the Course

The qualities of the instructor should include;

1.The ability to understand and work will with people.

Desirable Teaching Attributes

a.) Caring Attitude

b) Enthusiasm, Humor and Warmth

c) Honesty and Sincerity

e) Fairness and Impartiality

h) Drive for self-improvement

An obligation or willingness to accept responsibility for one’sactions .

k) Ethical and Loyal

Instructional Competencies of a good Teachers?

Characteristics of effective and efficient teachers?

 Fair level of tolerance, firmness and impartiality

 Alertness, resourcefulness, creativity