PROFESSIONAL

EDUCATION
PRESENTER: KING PAUL MILLO AFANTE, LPT
PRESENTATION OUTLINE
FOUNDATIONOF THE TEACHING LEARNING
1 PROCESS – THE TEACHER, SCHOOL CULTURE,
AND ORGANIZATION
CHILD AND ADOLESCENT LEARNER
AND LEARNING PRINCIPLES AND
6 FOUNDATIONS OF SPECIAL
EDUCATION

CURRICULUM AND THE TEACHER FACILITATING LEARNER-CENTERED

2 7 TEACHING
CURRICULUM IN SCHOOLS

CURRICULUM AND THE TEACHER

3 CURRICULUM IN SCHOOLS

PROF. ED. – GENERAL PRINCIPLES

4 AND METHODS OF TEACHING

5 TECHNOLOGY FOR TEACHING AND

LEARNING
 PROFESSIONAL EDUCATION
is a formalized approach to specialized
training in a professional school through
which participants acquire content
knowledge and learn to apply techniques.
PRESENTER: KING PAUL AFANTE, LPT
PHILOSOPHICAL FOUNDATIONS OF EDUCATION

REALISM Tangible

IDEALISM Mind and spirit

PRAGMATISM Practical use

PRESENTER: KING PAUL AFANTE, LPT

PHILOSOPHICAL FOUNDATIONS OF EDUCATION

PERRENIALISM Forever, unchanging

Body of knowledge;
ESSENTIALISM
content focus
PROGRESSIVISM Child-centered
EXISTENTIALISM Freedom and choice

PRESENTER: KING PAUL AFANTE, LPT

LET’S HAVE A
DRILL!!
THE BELIEF THAT THE ULTIMATE CRITERION OF
TRUTH IS IF AN IDEA WORKS THEN IT IS TRUE.

A. PERRENIALISM
B. PRAGMATISM
C. PROGRESSIVISM
D. IDEALISM
Designer Portfolio
 THE PHILOSOPHICAL BELIEF THAT REALITY IS
PRECISELY WHAT AS IT APPEARS TO BE AND ADHERES
TO THE BELIEF THAT “SEEING IS BELIEVING”

A. PROGRESSIVISM
B. PERRENIALISM
C. REALISM
D. IDEALISM
Designer Portfolio
 YOU ARRIVED AT KNOWLEDGE BY RE-THINKING THE
LATENT IDEAS. FROM WHOM THIS THOUGHT COME?

A. IDEALIST
B. EXISTENSIALIST
C. REALIST
D. PROGRESSIVIST

Designer Portfolio
“BACK TO BASIC” MOVEMENT IS FROM THE
________?

A. IDEALIST
B. EXISTENSIALIST
C. ESSENTIALIST
D. PROGRESSIVIST

Designer Portfolio
 AFTER FINISHING THE DEGREE IN EDUCATION, TEACHER
RUBILYN REALIZES THAT LEARNING NEVER STOPS. IN FACT,
SHE ACCUMULATES MORE KNOWLEDGE AFTER LEAVING
THE PORTAL 0F HER ALMA MATER. THIS TYPIFIES WHAT
KIND OF PHILOSOPHY?

A. IDEALISM B. PERENNIALISN
C. EXISTENSIALISM D. PROGRESSIVISM
Designer Portfolio
 THE PHILOSOPHY CONTENDS THAT TRUTH IS
UNIVERSAL AND UNCHANGING AND THEREFORE A
GOOD EDUCATION IS ALSO UNIVERSAL AND
CONSTANT.

A. EXISTENTIALISM B. PERENNIALISM
C. ESSENTIALISM D. PROGRESSIVISM

Designer Portfolio
PERIODS OF DEVELOPMENT
IN PHILIPPINE HISTORY
PRESENTER: KING PAUL MILLO AFANTE, LPT
 PERIODS OF DEVELOPMENT IN PHILIPPINE
HISTORY
SPANISH PERIOD
-BEGINNING OF FORMAL INSTRUCTION

AMERICAN PERIOD
-FREE PUBLIC EDUCATION

Designer Portfolio
 PERIODS OF DEVELOPMENT IN PHILIPPINE
HISTORY
PHILIPPINE COMMONWEALTH
-EMPHASIS ON NATIONALISM

JAPANESE OCCUPATION
-VOCATION EDUCATION, HEALTH EDUC.

Designer Portfolio
 PERIODS OF DEVELOPMENT IN PHILIPPINE
HISTORY
PHILIPPINE COMMONWEALTH
-EMPHASIS ON NATIONALISM

JAPANESE OCCUPATION
-VOCATION EDUCATION, HEALTH EDUC.

Designer Portfolio
 PERIODS OF DEVELOPMENT IN PHILIPPINE
HISTORY
THIRD REPUBLIC
-DEMOCRACY

THE NEW SOCIETY

-NATIONAL DEVELOPMENT

Designer Portfolio
 PERIODS OF DEVELOPMENT IN PHILIPPINE
HISTORY
FIFTH REPUBLIC
-VALUES EDUCATION
-TRIFOCALIZATION
-DEPED
-FREE TERTIARY EDUCATION

Designer Portfolio
PILLARS OF
EDUCATION
PRESENTER: KING PAUL MILLO AFANTE, LPT
 PILLARS OF EDUCATION

LEARNING TO KNOW
DEVELOPMENT OF SKILLS AND
KNOWDLEDGE

Designer Portfolio
 PILLARS OF EDUCATION

LEARNING TO DO
ACQUISITION OF APPLIED SKILLS LINKED TO
PROFESSIONAL

Designer Portfolio
 PILLARS OF EDUCATION

LEARNING TO LIVE
TOGETHER
DEVELOPMENT OF SOCIAL SKILLS AND VALUES

Designer Portfolio
 PILLARS OF EDUCATION

LEARNING TO BE
LEARNING THAT CONTRIBUTES TO A PERSONS
MIND

Designer Portfolio
LET’S HAVE A
DRILL!!
TEACHER ALICE IS SHOWING THESTUDENTS A VIDEO
WHEREIN THE PEOPLE FROM DIFFERENT COUNTRIES
ARE HELPING ONE ANOTHER IN TIMES OF CALAMITY.
WHICH PILLAR OF LEARNING IS BEING EMPHASIZED
BY THE TEACHER?

A. TO DO B. TO KNOW
C. TO LIVE TOGETHER D. TO BE
Designer Portfolio
WHICH PILLAR OF LEARNING IS MOST RELATED TO
THE DEVELOPMENT OF TECHNICAL AND
VOCATIONAL SKILLS?

A. LEARNING TO KNOW
B. LEARNING TO DO
C. LEARNING TO LIVE TOGETHER
D. LEARNING TO BE
Designer Portfolio
 AFTER CLASS, MARIA DECIDED TO JOIN IN THE
MUSIC CLUB BECAUSE SHE WANTS TO DEVELOP HER
SKILLS IN SINGING AND FIND HER TRUE VOICE.
WHICH PILLAR OF LEARNING EMPHASIZED IN THIS
SITUATION?

A. TO DO B. TO KNOW
C. TO LIVE TOGETHER D. TO BE
Designer Portfolio
WHICH PILLAR OF LEARNING AIMS TO DEVELOP THE
POWERS OF MEMORY AND THOUGHT?

A. LEARNING TO KNOW
B. LEARNING TO DO
C. LEARNING TO LIVE TOGETHER
D. LEARNING TO BE

Designer Portfolio
CURRICULUM AND THE
TEACHER CURRICULUM IN
SCHOOLS
PRESENTER: KING PAUL MILLO AFANTE, LPT
 TYPES OF CURRICULUM OPERATING IN THE
SCHOOLS

RECOMMENDED CURRICULUM

ALMOST ALL CURRICULA FOUND IN

SCHOOLS ARE RECOMMENDED

Designer Portfolio
 TYPES OF CURRICULUM OPERATING IN THE
SCHOOLS

WRITTEN CURRICULUM

THIS INCLUDES DOCUMENTS BASED ON

THE RECOMMENDED CURRICULUM

Designer Portfolio
 TYPES OF CURRICULUM OPERATING IN THE
SCHOOLS

TAUGHT CURRICULUM
FROM WHAT HAS BEEN WRITTEN OR PLANNED , THE
CURRICULUM HAS TO BE IMPLEMENTED.

Designer Portfolio
 TYPES OF CURRICULUM OPERATING IN THE
SCHOOLS

SUPPORTED CIRRUCULUM

THIS DESCRIBES AS SUPPOER MATERIALS

THAT THE TEACHER NEEDS TO MAKE
LEARNING MEANINGFUL.
Designer Portfolio
 TYPES OF CURRICULUM OPERATING IN THE
SCHOOLS
ASSESSED CURRICULUM

TAUGHT AND SUPPORTED CURRICULA

HAVE TO BE EVALUATED TO FIND OUT IF
THE TEACHER HAS OR NOT IN FACILITATING
LEARNING
Designer Portfolio
 TYPES OF CURRICULUM OPERATING IN THE
SCHOOLS
LEARNED CURRICULUM

THE CURRICULUM THAT A LEARNER

ABSORBS OR MAKES SENSE OF AS A RESULT
OF INTERACTION WITH THE TEACHER,
CLASS-FELLOWS OR THE INSTITUTION.
Designer Portfolio
 TYPES OF CURRICULUM OPERATING IN THE
SCHOOLS
IMPLICIT CURRICULUM

NOT DELIBERATELY PLANNED, BUT HAS A

GREAT IMPACT ON THE BEHAVIOR OF THE
LEARNER.
Designer Portfolio
THIS INCLUDES RESOURCES-TEXTBOOKS, CMPUTERS,
AUDIO-VISUAL MATERIALS, ETC. WHICH SUPPORT
AND HELP IN THE IMPLEMENTATION OF THE
CURRICULUM.

A. RECOMMENDED CURRICULUM
B. WRITTEN CURRICULUM
C. HIDEN CURRICULUM
D. SUPPORTED CURRICULUM
Designer Portfolio
THIS TYPE OF CURRICULUM IS WHAT STUDENTS
ACTUALLY LEARN AND WHAT IS MEASURED.

A. TAUGHT CURRICULUM
B. ASSESSED CURRICULUM
C. LEARNED CURRICULUM
D. HIDDEN CURRICULUM

Designer Portfolio
IT IS DESCRIBED AS UNINTENDED CURRICULUM.

A. RECOMMENDED CURRICULUM
B. IMPLICIT CURRICULUM
C. LEARNED CURRICULUM
D. ASSESSED CURRICULUM

Designer Portfolio
THE TEACHER AS A
CURRICULARIST
PRESENTER: KING PAUL MILLO AFANTE, LPT
 THE TEACHER AS A CURRICULARIST

KNOWS THE CURRICULUM

LEARNING BEGINS WITH KNOWING

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

KNOWS THE CURRICULUM

(KNOWER)

LEARNING BEGINS WITH KNOWING

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

WRITES THE CURRICULUM

(WRITER)

TEACHER TAKES RECORD OF KNOWLEDGE

CONCEPTS, SUBJECT MATTER AND
CONTENT
Designer Portfolio
 THE TEACHER AS A CURRICULARIST

PLANS THE CURRICULUM

(PLANNER)

GOOD CURRICULUM HAS TO BE PLANNED

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

INITIATES THE CURRICULUM

(INITIATOR)

IN CASES WHERE THE CURRICULUM IS

RECOMMENDED, THE TEACHER IS OBLIGED
TO IMPLEMENT.
Designer Portfolio
 THE TEACHER AS A CURRICULARIST

INNOVATES THE CURRICULUM

(INNOVATOR)

CREATIVITY AND INNOVATION ARE

HALLMARKS OF AN EXCELLENT TEACHER.
Designer Portfolio
 THE TEACHER AS A CURRICULARIST

IMPLEMENTS THE
CURRICULUM
(IMPLEMENTER)

THE SUCCESS OF RECOMMENDED, WELL

WRITTEN, AND PLANNED CURRICULUM
DEPENDS ON THE IMPLEMENTATION.
Designer Portfolio
 THE TEACHER AS A CURRICULARIST

EVALUATES CURRICULUM
(EVALUATOR)

Designer Portfolio
APPROACHES TO SCHOOL
CURRICULUM
CURRICULUM AS A CONTENT OR BODY OF
KNOWLEDGE
PRESENTER: KING PAUL MILLO AFANTE, LPT
WAY IN PRESENTING THE
CONTENT IN THE
CURRICULUM
PRESENTER: KING PAUL MILLO AFANTE, LPT
 THE TEACHER AS A CURRICULARIST

TOPICAL APPROACH

CONTENT IS BASED ON KNOWLEDGE AND

EXPERIENCES ARE INCLUDED

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

CONCEPT APPROACH

WITH FEWER TOPICS IN CLUSTER AROUND

MAJOR AND SUB-CONCEPTS AND THEIR
INTERCATION, WITH RELATEDNESS
EMPHASIZED.
Designer Portfolio
 THE TEACHER AS A CURRICULARIST

THEMATIC APPROACH

COMBINATION OF CONCEPTS THAT

DEVELOP CONCEPTUAL STRUCTURES.

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

MODULAR APPROACH

LEADS TO COMPLETE UNITS OF

INSTRUCTION

Designer Portfolio
CRITERIA IN THE
SELECTION OF CONTENT
PRESENTER: KING PAUL MILLO AFANTE, LPT
 THE TEACHER AS A CURRICULARIST

SIGNIFICANCE
CURRICULUM SHOULD CONTRIBUTE TO
IDEAS, CONCEPTS, PRINCIPLES AND
GENERALIZATION THAT SHOULD ATTAIN THE
OVERALL PURPOSE OF THE CURRICULUM
Designer Portfolio
 THE TEACHER AS A CURRICULARIST

VALIDITY
AUTHENTICITY OF THE SUBJECT MATTER FROM ITS
VALIDITY

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

UTILITY
USEFULNESS OF THE CONTENT

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

LEARNABILITY
COMPLEXITY OF THE CONTENT

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

INTEREST
WILL THE LEARNERS TAKE INTERENT IN THE
CONTENT

Designer Portfolio
BASIC PRINCIPLES OF
CURRICULUM CONTENT
PRESENTER: KING PAUL MILLO AFANTE, LPT
 THE TEACHER AS A CURRICULARIST

BALANCE
CONTENT SHOULD BE FAIRLY DISTRIBUTED IN DEPTH
AND BREADTH

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

ARTICULATION
AS THE CONTENT COMPLEXITY PROGRESS WITH THE
EDUCATIONAL LEVELS.

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

SEQUENCE
LOGICAL ARRANGEMENT OF THE CONTENT REFERS
TO SEQUENCE OR ORDER.

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

INTEGRATION
CONTENT IN THE CURRICULUM DOES NOT STAND
ALONE OR ISOLATION

Designer Portfolio
 THE TEACHER AS A CURRICULARIST

CONTINUITY
CIRRUCULUM SHOULD CONTINOUSLY FLOW AS IT
WAS BEFORE

Designer Portfolio
APPROACHES TO SCHOOL
CURRICULUM
CURRICULUM AS A PROCESS
PRESENTER: KING PAUL MILLO AFANTE, LPT
APPROACHES TO SCHOOL
CURRICULUM
CURRICULUM AS A PRODUCT
PRESENTER: KING PAUL MILLO AFANTE, LPT
APPROACHES TO
CURRICULUM DESIGN
PRESENTER: KING PAUL MILLO AFANTE, LPT
 APPROACHES TO SCHOOL CURRICULUM

SUBJECT-CENTERED DESIGN
FOCUSES ON THE CONTENT OF THE CURRICULUM

Designer Portfolio
 APPROACHES TO SCHOOL CURRICULUM

LEARNER-CENTERED DESIGN
FOCUSES ON THE CONTENT OF THE CURRICULUM

Designer Portfolio
 APPROACHES TO SCHOOL CURRICULUM

PROBLEM CENTERED DESIGN

DRAWS ON SOCIAL PROBLEMS, NEEDS, INTEREST
AND ABILITIES OF THE LEARNER

Designer Portfolio
GENERAL PRINCIPLES AND
METHODS OF TEACHING
PRESENTER: KING PAUL MILLO AFANTE, LPT
 APPROACHES TO SCHOOL CURRICULUM

LESSON PLAN
SETS FORTH THE PROPOSED PROGRAM OR
INSTRUCTIONAL ACTIVITIES FOR EACH DAY

Designer Portfolio
DOMANINS AND LEVEL OF
OBJECTIVES
PRESENTER: KING PAUL MILLO AFANTE, LPT
 DOMANINS AND LEVEL OF OBJECTIVES

COGNITIVE DOMAIN
OBJECTIVE THAT HAVE THEIR PURPOSE TO DEVELP
STUDENTS’ INTELLECTUAL SKILLS

Designer Portfolio
 DOMANINS AND LEVEL OF OBJECTIVES

AFFECTIVE DOMAIN
DEALS WOTH ATTITUDE , VALUES, INTEREST AND
APPRECIATION WHICH RANGES FROM SIMPLE
AWARENESS OR PERCEPTION.
Designer Portfolio
 DOMANINS AND LEVEL OF OBJECTIVES

PSYCHOMOTOR DOMAIN
APPROPRIATE OF THE OBJECTIVES GENERALLY
ASSOCIATED WITH MOTOR AND MUSCULAR-SKILL
DEVELOPMENT
Designer Portfolio
ASSESSMENT OF LEARNING

PRESENTER: KING PAUL MILLO AFANTE, LPT

 DOMAINS AND LEVEL OF OBJECTIVES

ASSESSMENT FOR LEARNING

DONE BEFORE OR DURING INSTRUCTION

Designer Portfolio
 DOMAINS AND LEVEL OF OBJECTIVES

ASSESSMENT OF LEARNING
DONE AFTER INSTRUCTION. INTEGRAL PART OF
TEACHING AND LEARNING PROCESS

Designer Portfolio
 DOMAINS AND LEVEL OF OBJECTIVES

ASSESSMENT AS LEARNING
SELF-ASSESSMENT

Designer Portfolio
PHASES OF MAKING A TEST

PRESENTER: KING PAUL MILLO AFANTE, LPT

 PHASES OF MAKING A TEST

1. PLANNING STAGE
2. TEST CONSTRUCTION
3. TEST ADMISSION
4. EVALUATION STAGE
Designer Portfolio
ITEM ANALYSIS
PRESENTER: KING PAUL MILLO AFANTE, LPT
 ITEM ANALYSIS

POSITIVE DISCRIMINATION
INDEX
MORE FROM THE UPPER GROUP ANSWER THE TEST
ITEM CORRECTLY
Designer Portfolio
 ITEM ANALYSIS

NEGATIVE DISCRIMINATION
INDEX
MORE FROM LOWER GROUP ANSWERED THE TEST
ITEM CORRECTLY
Designer Portfolio
 ITEM ANALYSIS

0-0.20 --------------------VERY DIFFICULT

0.21-0.40 ----------------DIFFICULT
0.41-0.60 ----------------MODERATE AVERAGE
0.61-0.80 ----------------EASY
0.81-1.00 ----------------VERY EASY
Designer Portfolio
WHAT IS THE ITEM DIFFICULTY INDEX OF AN
ITEM IF 33 STUDENTS ARE UNABLE TO
ANSWER IT CORRECTLY WHILE 47
ANSWERED CORRECTLY.

HERE THE TOTAL NUMBER OF STUDENTS IS

100, HENCE THE ITEM DIFFICULTY IS 52/80
P=R/T

DIFFICULTY INDEX = 52/80

= 0.65 (REVISE)
THANK YOU!!
PRESENTER: KING PAUL MILLO AFANTE, LPT