REVIEWER TEACHERHOOD

Concept of teaching
-Teaching is a Science, an art, and a craft.
•SCIENCE
 there are strategies and practices that a body of research has shown to be
effective in enhancing learning.
 Teachers are collecting data by observing their students
 Teacher experiment with new techniques or strategies

ART

 teachers must bring themselves fully into their teaching.

 what works for one teacher may not work for another"
 Teachers should adopt to fit their teaching situation and personal teaching style.
 Creative approach that can touch children's hearts and minds. (unique talents)

CRAFT

 craft is a skill or set of skills learned through experiences.

 Teaching is not something you can master in 4 semester

Pilosophical / Values formation (M 2)

Philosophy Philo and sophia = love of wisdom

Education = Educare =Bring up

Universal declaration of human Rights (Article 26)

- Everyone has the night to educations free atleast in elementary and fudamental stage.
-Education shall be directed to the full development of human personality and to the
streghthening of respect for human rights. It shall promote understanding, tolerance,
and friendship among all nations, racial, religious groups... ( Peace)
-Parents have prior r ight to choose the kind of education that shall be given to their
children.
4 Pillars of Education

 Learning to Know: This pillar focuses on the acquisition of knowledge and skills. It
emphasizes the importance of critical thinking, problem-solving, and the ability to learn
throughout life.

 Learning to Do: This pillar highlights the importance of applying knowledge and
skills in practical situations. It encourages the development of technical and vocational
skills, as well as the ability to work effectively with others.

 Learning to Live Together: This pillar emphasizes the importance of developing

social and interpersonal skills. It encourages tolerance, respect for diversity, and the
ability to collaborate and communicate effectively with people from different
backgrounds.

 Learning to Be: This pillar focuses on the holistic development of the individual. It
promotes self-awareness, personal growth, and the development of a strong sense of
identity and purpose.

the following are listed as attributes of an effective teacher according to Lipson

(1973):

 Intellectual Model: The teacher serves as an intellectual model for students

(Lipson, 1973). This suggests that an effective teacher is someone who
exemplifies a love of learning and critical thinking.

 Observer and Responder to Student Behavior: The teacher is an observer

and responder to student behavior (Lipson, 1973). This suggests that an effective
teacher needs to be keenly aware of their students' actions and adept at
responding to them in a productive way.

 Systematic Approach to Resource Allocation and Decision Making: The

teacher uses a systematic approach to resource allocation and decision making
(Lipson, 1973). This suggests that an effective teacher is organized and makes
well-considered choices about how to use classroom resources to benefit their
students.

 Knowledge Source: The teacher serves as a knowledge source (Lipson, 1973).

This aligns with the idea that an effective teacher has a strong understanding of
the subject matter they teach.

 Test Developer in Data Collecting and Use: The teacher is a test developer in
data collecting and use (Lipson, 1973). This suggests that an effective teacher
 can design assessments to measure student learning and use data to inform
their instruction.
 Role Model in Student Career Development: The teacher plays a role in
student career development (Lipson, 1973). This suggests that an effective
teacher can help students explore their academic and professional options.

(module 3)

The National Competency-Based Teacher Standards (NCBTS) is a framework used in

the Philippines to define and assess effective teaching. It outlines the skills, knowledge,
and attitudes that teachers should possess at different stages of their careers. Here's a
breakdown of the NCBTS:

Core Values:
 Commitment to Learners and Learning
 Professionalism
 Social Regard for Learning

Domains (7):
1. Social Regard for Learning (SRL): This domain emphasizes the teacher's
positive attitude towards learning and their ability to foster a love of learning in
students.
2. Learning Environment (LE): This domain focuses on the teacher's ability to
create a safe, inclusive, and stimulating learning environment that promotes
student engagement.
3. Diversity of Learners (DL): This domain focuses on the teacher's understanding
of individual differences and their ability to cater to the diverse needs and
learning styles of their students.
4. Curriculum (CUR): This domain emphasizes the teacher's mastery of the
curriculum content and their ability to effectively plan, implement, and assess
student learning.
 5. Planning, Assessing and Reporting (PAR): This domain focuses on the
teacher's ability to set clear learning objectives, develop appropriate
assessments, and effectively communicate student progress to parents and
stakeholders.
6. Community Linkages (CL): This domain emphasizes the teacher's ability to
collaborate with parents, colleagues, and community members to support student
learning.
7. Personal Growth and Professional Development (PGPD): This domain
focuses on the teacher's commitment to lifelong learning and continuous
improvement in their teaching practice.

Strands and Performance Indicators:

Each domain is further divided into strands (23 in total), which specify the specific
knowledge and skills expected of teachers. Each strand has performance indicators (80
in total) that describe observable behaviors that demonstrate the teacher's competency
in that area.

Benefits of NCBTS:
 Provides a clear framework for teacher development.
 Helps identify areas where teachers can improve their practice.
 Promotes quality teaching and student learning.
 Supports professional career advancement for teachers.
transformative education and traditional education:

Traditional Education
 Focus: Transmission of knowledge and skills from teacher to student (teacher-
centered)
 Learning: Emphasis on rote memorization, standardized testing, and achieving
predetermined outcomes.
 Curriculum: Pre-defined curriculum with limited flexibility or student input.
 Role of Teacher: The "authority figure" who delivers information and assesses
student learning.
 Role of Student: Passive recipient of information, expected to conform to
established expectations.
 Assessment: Focus on summative assessments (exams, tests) to measure
achievement of pre-defined learning objectives.
 Outcomes: Students who are knowledgeable in specific content areas, but may
lack critical thinking and problem-solving skills.
Transformative Education
 Focus: Empowering students to critically analyze information, solve problems,
and become active participants in their own learning (student-centered)
 Learning: Emphasis on critical thinking, problem-solving, collaboration, and
lifelong learning.
 Curriculum: Flexible and adaptable curriculum that can incorporate student
interests and current events.
 Role of Teacher: Facilitator and guide who helps students to develop their own
knowledge and understanding.
 Role of Student: Active participant in the learning process, encouraged to ask
questions, challenge ideas, and explore different perspectives.
 Assessment: Focus on both formative and summative assessments to measure
progress, identify learning gaps, and personalize instruction.
  Outcomes: Students who are not only knowledgeable but also critical thinkers,
problem solvers, and adaptable lifelong learners who can contribute meaningfully
to society.

Here's a table summarizing the key differences:

Feature Traditional Education Transformative Education

Focus Knowledge transmission Empowering students

Rote memorization, Critical thinking, problem-solving,

Learning
standardized testing collaboration

Curriculum Pre-defined, rigid Flexible, adaptable

Role of Authority figure, delivers

Facilitator, guides learning
Teacher information

Role of
Passive recipient Active participant
Student

Focus on summative Focus on both formative and

Assessment
assessments summative assessments

Critical thinking, problem-solving skills,

Outcomes Knowledge in specific areas
lifelong learners
In essence:
 Traditional education is like filling a cup with knowledge. It's efficient for
transmitting established information but may not equip students for the
complexities of the modern world.
 Transformative education is like lighting a fire within a student. It empowers
students to be self-directed learners and critical thinkers who can adapt to a
changing world.

PEDAGOGY VS ANDRAGOGY

Feature Pedagogy Andragogy

Focus Children (teacher-centered) Adults (learner-centered)

Learner Dependent Self-directed

Structured (lectures, Active (participation, problem-

Style
memorization) solving)

Motivation Extrinsic (grades, rewards) Intrinsic (personal growth)

Delivers knowledge (authority

Teacher Role Facilitates learning (guide)
figure)
inclusive vs. exclusive:
Inclusive:
 Meaning: Involving or open to everyone; not limited to a particular group of
people.
 Focus: Embracing diversity and creating a sense of belonging for all.
 Examples: An inclusive classroom welcomes students of all backgrounds and
abilities. An inclusive hiring process considers candidates from diverse
backgrounds.
 Language: "Everyone is welcome," "We value diversity," "Open to all."
Exclusive:
 Meaning: Restricted to a particular group of people; not open to everyone.
 Focus: Limiting participation or access to a select group.
 Examples: An exclusive club may have a membership requirement. An
exclusive event may only be open to a specific group of people by invitation.
 Language: "Members only," "By invitation only," "Limited availability."
Remember:
 Inclusive language encourages participation and creates a welcoming
environment.
 Exclusive language can create barriers and feelings of isolation.

Based on DepEd Order (DO) 42, Series of 2017 titled "National Adoption and
Implementation of the Philippine Professional Standards for Teachers" (PPST),

 Purpose: The DepEd Order aims to ensure quality teaching by adopting and
implementing the Philippine Professional Standards for Teachers (PPST)
nationwide.
 The PPST Framework: The order outlines the PPST framework, which defines
the knowledge, skills, and values expected of effective teachers at different
stages of their careers (Beginning, Proficient, Highly Proficient, and
Distinguished).
 Benefits: The implementation of PPST aims to:
 o Improve teacher quality and student learning outcomes.
o Provide a clear career progression pathway for teachers.
o Promote continuous professional development for teachers.
o Ensure that teachers are equipped to effectively implement the K to 12
curriculum.

 Implementation: The DepEd Order assigns responsibilities to different

stakeholders for the national adoption and implementation of the PPST. These
include:

o Department of Education (DepEd): Establishing policies and guidelines

for the PPST implementation.
o Schools Division Offices (SDOs): Organizing and orienting schools
within their jurisdiction about the PPST.
o Schools: Integrating the PPST into teacher development programs and
using them as a basis for teacher performance appraisal.

 PPST Domains: The PPST framework is based on seven domains that

represent different aspects of effective teaching:
o Social Regard for Learning (SRL)
o Learning Environment (LE)
o Diversity of Learners (DL)
o Curriculum (CUR)
o Planning, Assessing and Reporting (PAR)
o Community Linkages (CL)
o Personal Growth and Professional Development (PGPD)

 Teacher Performance Appraisal (TPAD): The PPST serves as a basis for the
development and implementation of teacher performance appraisal systems
(TPADs).
THESIS REVIEWER

Thesis Chapter 4 & 5 Reviewer: Data Analysis and Interpretation

This reviewer focuses on Chapters 4 & 5 of your thesis, which typically deal with data
analysis and interpretation. It will assess your ability to present and explain the findings
from your research.

Part 1: Reviewing Existing Chapters (Optional)

 Content: Does Chapter 4 clearly explain your data analysis methods? Are the
chosen methods (e.g., statistical tests) appropriate for your research questions
and data type?
 Organization: Is the data presented logically? Are tables, figures, and graphs
easy to understand and follow the flow of the chapter?
 Clarity: Is the language clear and concise? Are technical terms defined for a
general audience?
Part 2: Chapter Creation Guide
 Chapter 4: Data Analysis
o Describe your data: Briefly summarize the data collected (sample size,
demographics, etc.).
o Explain your methods: Detail the statistical methods used to analyze the
data (e.g., t-tests, correlations). Ensure these methods align with your
research questions.
o Present your results: Use tables, figures, and graphs to present the
findings from your data analysis. Ensure these visuals are clear, labeled,
and have titles.

 Chapter 5: Interpretation
 o Explain the meaning of your results: Interpret the findings from Chapter
4. What do the tables, figures, and graphs tell you about your research
questions?
o Connect results to literature: Discuss how your findings align with or
contradict existing research in your field.
o Limitations and future research: Acknowledge any limitations of your
study and suggest areas for future research.
Part 3: Practice Questions
 Your teacher will provide seven research questions/studies. For each
question/study:
o Identify the appropriate data visualization: Choose the most suitable
visual representation for the data (line graph, pie chart, or table).
o Create the visualization: Construct the chosen graph or table using
sample data (your teacher may provide this).
o Interpret the visualization: Explain what the graph or table tells you
about the research question/study.
Tips:
 Maintain a consistent style for tables and figures throughout your thesis.
 Use clear and concise language in your interpretations.
 Back up your interpretations with evidence from your data analysis.
 Proofread your chapters carefully for any errors.