projectforth.org · C O U R S E 1 | 19 MASTER OF EDUCATION MAJOR IN TEACHING IN CHALLENGED AREAS COURSE 1 SYLLABUS Course Title: Understanding Context of Challenged Areas A. RATIONALE

C O U R S E 1 | 19

MASTER OF EDUCATION MAJOR IN TEACHING IN CHALLENGED AREAS

COURSE 1 SYLLABUS Course Title: Understanding Context of Challenged Areas

A. RATIONALE

The need to conduct context analysis of the social and cultural environment is apparent. This can be done by profiling of the learners, community engagement,

community-based studies, and community immersions in response to the learners needs in the community of challenged areas. These processes will prepare and equip

those taking the program to understand the context of the learners in varied challenged areas. In addition, the baseline data of the learners and their community can be

utilized in designing a contextualized and

responsive curriculum.

B. COURSE DESCRIPTION

This course intends to equip teachers with knowledge and understanding to deal with varied circumstances in challenged areas. They will also be empowered to enroot

in the community(ies) involved. This implies to mentor teachers to contextualize teaching-learning based on the nature and needs of the community and to train them to

conduct community-building and organizing and community-based researches. Finally, its purpose is to instill among the teachers relevant values, commitment, and

attitude founded on knowledge and understanding of contexts in diverse and challenged areas.

C. COMPETENCES K2. Learners in the challenged areas (nature and characteristics, gender sensitivity, learning styles, multiple intelligences,

ALS, diversity, situation)

K5. Environment – DepEd policies and procedures + learning environment

S4. Conduct action research to solve practical classroom, school, and community issues and concerns

S6. Establish positive and healthy relationships with learners, peers, superiors, and stakeholders

C O U R S E 1 | 19

S8. Practice effective communication skills

A2. Manifest humility, flexibility, and resilience, persevering in difficult situations with courage and fortitude

D. COURSE OUTCOMES At the end of this course, the students must have:

1. Determined the socio-economic and cultural profile of the learners in the challenged areas. 2. Identified the social learning environments that affect the needs of the learners according to the community setting. 3. Analyzed the basic concepts and the interrelationship of the various socio-economic factors as a basis in conducting needs assessment analysis. 4. Differentiated the basics of community relations and protocols in different settings. 5. Discussed the roles and responsibilities of the community stakeholders to the school performance of the learners. 6. Categorized the social impact indicators in the community as a basis for creating a context analysis framework. 7. Applied the theories and competences in conducting Community Immersion by through a 48-hour immersion activity in a chosen community.

E. COURSE DESIGN MATRIX

C O U R S E 1 | 19

DESIRED LEARNING OUTCOMES (DLO)

COURSE CONTENT/ SUBJECT MATTER

TEXTBOOKS/ REFERENCES

OUTCOMES-BASED TEACHING &

LEARNING (OBTL)

ASSESSMENT OF LEARNING

OUTCOMES (ALO)

TIME TABLE

Determine the socio-

economic and cultural

profile* of the learners

in the challenged areas

MODULE 1 : SOCIO-ECONOMIC

AND CULTURAL PROFILE OF

LEARNERS IN THE VARIED

CHALLENGED AREAS

Identify and differentiate

the learners according to

their nature and

characteristics, students

with special needs, gender

sensitivity, learning styles,

multiple intelligences, ALS,

diversity, and situation

Determine the community

challenges through sharing

in terms of:

Social and cultural aspects Economic aspects

Political aspects Technological aspects Legal aspects Environmental aspects

Learn the basic concepts, procedures, and guidelines in conducting needs

Greenwood, David A. Why Place Matters Handbook of Research in the Social Foundations of Education 19-10-2010

Halpern, D. F. (2008).25 learning principles to guide pedagogy and the design of learning environments.

Macintyre, R., & Macdonald, J.R. (2011). ‘Remote from what?’ Perspectives of distance learning students in remote rural areas of Scotland. The International Review of Research in Open and Distributed Leaning, 12 (4), 1-16.

Presentation of

sample case studies,

testimonial videos,

and gender studies

to be used in the

simulation of

making the

learners’ profile

Round Table

Discussion

(sharing of their

experiences and

observations

related to the

topic) to

communicate

effectively and

clearly and think

reflectively and

innovatively

Output 1- Listing

of possible socio-

economic and

cultural profile of

the learners in

challenged areas

based on sample

case studies

discussed,

testimonial videos

presented, and

shared teaching

experiences

(group activity

during class hours)

Week 1 - 2

C O U R S E 1 | 19





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Understand the basic concepts and steps in conducting needs assessment analysis (literacy-numeracy, livelihood, health, socio-economic)

assessment analysis

Ethical Considerations in Dealing with Community Stakeholders

Dialogues and critical engagements between and among the stakeholders

UNESCO Education for All Global Monitoring Report 2010. Chapter 3. Reaching the marginalized.

Belenardo, S.J. (2001): Practices and conditions that elad to a sense of community in middle schools. NASSP Bulletin, 85 (627), 33-45.

McCawley P.F. (2004): Methods for Conducting an Educational Needs Assessment. Retrieved from https://www.researchagte.net/publication/255627038_Methods_for_Conducting_an_Educational_Needs_Assessment.

2017 Situation Analysis of Children in The Philippines by UNICEF

Thematic Review

Presentation of

sample needs

assessment analysis

tools

Accomplishment /

completion of the

needs assessment

analysis based on

the possible

challenges

encountered by

the stakeholders

in the community.

(group activity

during class hours)

C O U R S E 1 | 19





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Understanding and Addressing Educational Marginalization. March 2018.

SEAMEO INNOTECH- videos on teachers in the grassroots

MATERIALS TO BE

USED:

1. Socio-economic and

cultural profiling of

learners Template

2. Needs Assessment

Analysis template

Identify the social

learning environments

that affect the needs of

the learners according

to the community

MODULE 2 : VARIED SOCIAL

ENVIRONMENTS FOR

LEARNING

Identify and discuss theories and principles of school culture and social environment in the Philippine context to build understanding of the programs

Perez, Jennifer (2016).

Educational profile of

the Philippines and best

practices in Filipino

schools and classrooms.

Academia.eu

Florian, L., Young, K., &

Enumeration and

discussion of the

application of

theories and

principles on school

culture based on

Making of a

community map

that shows

various features

such as distance,

topography,

Week 3 - 4

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LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

setting

implemented in the Basic Education

Scenarios in the Community

o Distance from Home

o Lack of classroom

o Poverty (social status)

o Topographic condition

o Insurgency (political and cultural disputes)

o Climatic condition

o Multiculturalism o Accessibility to

the Basic Commodities

Challenges of Learners

o Violence Against Women and Children (VAWC) and other sexual abuses

o Child

Rouse, M. (2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. [Electronic Version]. International Journal of Inclusive Education, 14(7), 709-722. Oakes, J. & Lipton, M. (2013). Struggling for educational equity in diverse communities: School reform as a social movement. Journal of Educational Change, 3(4), 383-406. Ishimaru, A. (2014). When new relationships meet old narratives: The journey towards improving parent-school relations in a district-community organizing collaboration. Teachers College Record, 116(2).

the suggested

readings

Discussion of the

suggested readings

and sharing of

personal

experiences

location, and

possible hazards.

(group sharing

activity)

Demonstrating

knowledge in

categorizing,

describing and

evaluating

community

settings by

designing a

compare-and-

contrast graphic

organizer that

focuses on varied

community

settings (group

sharing activity)

C O U R S E 1 | 19





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Analysis of the

interrelationship/

interconnection of the

various socio-economic

factors in order to

generate the causal loop

that affects the learners’

performance

Labor/Working Students

o Gender discrimination and isolation/identity

o Attitudes of Parents towards Education

o Persons with Special Needs

Guidelines for context analysis

to establish the

interrelationship/

interconnection of various

socio-economic factors through

developing a causal loop

diagram

Welton, A.D., & Freelon, R. (2017). Community organizing as educational leadership: Lessons from Chicago on the politics of racial justice. DOI: 10.1177/1942775117744193 Izard, E. (2016).

Teaching Children from

Poverty and Trauma.

National Education

Association, 1201 16th

Street N.W. Washington,

DC 20036

Suggested Readings:

1. Poverty and

Education- teachers’

Perspective

2. Teachers in Remote

Areas

3. Poverty in Coastal

Areas

4. ADB Report- Causes

Presentation of

Case

Studies/Researches

on varied

challenged

communities in

relation to

Education and

Literacy using the

compare-contrast

graphic organizer.

Develop a causal

loop diagram

visualizing

interrelationship/i

nterconnection of

the various socio-

economic factors

Output 2.2:

Preliminary

conceptualization

of framework

showing the

interrelationship/

Interconnection of

the various socio-

economic factors

https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.1177%2F1942775117744193

https://www.researchgate.net/deref/http%3A%2F%2Fdx.doi.org%2F10.1177%2F1942775117744193

C O U R S E 1 | 19





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

and Constraints

MATERIAL/s TO BE

USED:

1. Context Analysis

Template

Observation and

Familiarization of an

Identified Challenged

Area

(Note: This is the week

to gather data using

needs assessment

analysis tool designed in

week 1 and 2.)

COMMUNITY VISIT #1

The learners

The teachers

The school and its stakeholders

Teachers and Learners as resource persons

Classroom and school-community observation Preliminary interview with the teachers, learners and other stakeholders in the school.

Individual

Reflection Journal

(Document) about

the community

visits and

immersions (with

guide questions

and rubrics)

Week 5

Understand the basics

of community relations

and protocols

MODULE III – IMPORTANCE OF

DIALOGUE AND CRITICAL

ENGAGEMENT IN COMMUNITY

RELATIONS

Building connections across stakeholders in the community

Appreciating the importance of

Blumer H., (1969). Symbolic Interactionism: Perspective and Method. London. Los Angeles: University of California Press

Construction of a

concept map

showing the

interrelationship

between and

among the school,

Concept Map

showing and

elaborating the

support systems

between and

among the school,

Week 6 - 7

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LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

social interaction and socialization in the community

Determining the elements and types of social interaction

Identifying the mechanism/s of conflict resolution

Awareness of the community protocols based on the diverse religious and cultural roots of the learners

Cooley, H. (1902). Human Nature and the Social Order. Charle’s Scribner’s Sons: New York

community and its

stakeholders.

Readings and round

table discussions on

basic theories and

concepts about

social interaction

and socialization.

Engaging

discussions on

community

protocols based on

the diverse religious

and cultural roots of

the learners

community, and

other

stakeholders

gathered through

dialogue (group

activity during

class hours)

Compilation of

cultural, religious,

or legal protocols

in engaging with

different

communities

Outcome 1 – Identify

the roles and

responsibilities of the

UNIT IV – THE ROLES OF

STAKEHOLDERS AND THE

PREVAILING SOCIAL IMPACT

INDICATORS TO LEARNERS

Defining and identifying the respective roles and responsibilities of the

Edward, M., Onyx, J., Maxwell, H. & Darcy, S. (2012) Meso Level Social Impact: Meaningful

Conduct conversations with other stakeholders in the community

Video clip

compilation on

the conversations

Week 8-9

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LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

community stakeholders

to the learners

Identify the social impact indicators that enable and restrain the learners in the community based on the result of the data collected pertaining to the level of participation and support of the stakeholders to the learners

stakeholders to the learners

Determine the social impact indicators based on the following:

Family Income Educational Attainment of

the Parents Number of Household

Members Religious Affiliations Ethnic Background Health Conditions Political/ Ideological

Affiliations Sources of basic needs Number of Out of School

Youth Number of dropouts

Indicators of Community Contribution. Cosmopolitan. Cosmopolitan Civil Societies: An Interdisciplinary Journal

European Commission (2014). Proposed Approaches to Social Impact Measurement. doi:10.2767/28855

Dillon, N. (2012). The Effect of School Community Setting on Children Living in Poverty: A Survey of School Social Workers. St. Catherine University.

Administer checklist/questionnaire to determine the level of participation and support of the stakeholders to the learners

Summarizing the results of the instruments (use the needs assessment analysis tool from unit 1)

with the

stakeholders in

the community on

their roles and

responsibilities to

the learners

Summarize the

data collected

based on the

administered

questionnaire on

the level of

participation and

support of the

stakeholders to

the learners

Presentation of

results and

discussion based

on the summary

of findings

C O U R S E 1 | 19





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Outcome: Observation

and Familiarization of an

Identified Challenged

Area specifically the

community and its

stakeholders

COMMUNITY VISIT #2

The Learners

The parents

The stakeholders in the

community

- Community

engagement to

understand the

needs of the

community (during

Community Visits

and Immersion)

Individual

Reflection Journal

(Document) about

the community

visits and

immersions (with

guide questions

and rubrics)

Week 10

MIDTERM EXAMINATION -

Oral presentation based on their experiences, conversations, and summary of the gathered data during the community visit 1 and 2

Week 11

Integrate all the data

gathered as basis of

context analysis

framework

UNIT V DESIGNING CONTEXT

ANALYSIS FRAMEWORK

Develop a context analysis

framework showing the

interrelationship/

interconnection of the various

variables in the challenged areas

Gurel, Emet. SWOT Analysis: A Theoretical Review, The Journal of International Social Research. Vol.10, 2017.

Pahl, N. & Richter, A. (2009). SWOT Analysis-Idea, Methodology and A Practical Approach,

Workshop on

developing a

context analysis

framework showing

the

interrelationship/

interconnection of

the various

Presentation of

the final context

analysis

framework

showing the

interrelationship/

interconnection of the various

Week 12

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LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Germany: Grin Verlag

Oxfam (2014). How politics and economics intersect: a simple guide to conducting political economy and context analysis. See: http://tinyurl.com/oxfam-2014-political -economy

Datta, A. (2013). Developing capacities in complex environments: experiences from Vietnam. Supporting Think Tank Series. Retrieved On Think Tanks.

variables in the

challenged areas

variables in the challenged areas

C O U R S E 1 | 19





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Apply the theories and

competences in

conducting Community

Immersion

UNIT VI – GUIDELINES on

COMMUNITY IMMERSION

Discuss the following essential

considerations prior to the

community immersions:

Guidelines in conducting community immersions

Earning the stakeholders’ trust and understanding their culture and values

Home-school connection

Impact of community immersion

Groupings and activity preparations for community immersions

DOCUMENTARIES and VIDEO CLIPS- on teaching and learning in the challenged areas

Suggested Readings:

Developing a Higher Sense of Public Responsibility in the Philippines: The Barangay (Village) Immersion by RAUL P. DE GUZMAN.

A Service-Learning Immersion in a Remote Aboriginal Community (Lavery, Cain and Hampton)

The Power of Family School Community Partnerships - A Training Resource Manual

Communities as Critical Partners in Teacher Education: The Impact of Community Immersion on Teacher Candidates’

Round Table

Discussion on the

importance on

essential

considerations prior

to the community

immersions

Independent

reading of research

on the varied roles

of teachers as

leaders and

managers in school

and community to

promote peace,

harmony, tolerance

and student

achievement.

Week 13

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LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Learn the local language

of the challenged area

Familiarize the religious

beliefs and culture

(norms, values,

collective attitudes)

COMMUNITY IMMERSION – 48

hrs. engagement with the

community

(See separate sheet for the

detailed activities)

Understanding of Self and Teaching in Urban Schools (Jennifer Waddell)

Learning by doing-

hands-on

experience by living

with a selected

family in the

community and

participating in

individual, small

group and

community

activities

FGD with –

teachers, parents,

learners and elders

in the community

Action Plan, Video

presentation,

Personal Journals

and Compendium of

Compendium of

the greetings and

terminologies in

the local language

of the community

with translation in

English or Filipino.

(to be submitted

on the _____)

Video

presentation that

features the

cultural and

religious beliefs of

the challenged

areas securing

consent from the

subjects (to be

submitted on the

_____)

Personal critical

reflection papers

on their

Week 14

C O U R S E 1 | 19





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Consultation Period--(In lieu of

the 48-hour spent by the

students during the immersion,

the class will not meet on these

weeks to give them time to

complete the course

requirements)

FINAL EXAM- Presentation of

Output

Evaluation of the Community

Immersion Activities

Reflections and Suggestions for

Improvement

greetings and

terminologies in the

local language

experiences

during the

Community Visits

and Immersion

Weeks 15,16,

17

Week 18

C O U R S E 1 | 19

F. COURSE MAPPING

COURSE 1 LEARNING OUTCOMES COMPETENCES

K2 K5 S4 S6 S8 A2

1. Determination of the socio-economic and cultural profile of the learners in the challenged areas

x

2. Understanding of the basic concepts and steps in conducting needs assessment analysis (literacy, numeracy, livelihood, health and socio-economic)

x x x

3. Demonstration of knowledge in categorizing, describing and evaluating community settings x

4. Identification of the social learning environments that affect the needs of the learners x x

5. Analysis of issues and situations in the challenged areas x x

6. Understand and learn the basics of community relations and protocols x x

7. Determine the strengths and challenges confronted by schools and stakeholders x x x

8. Observation and interview of teachers and other stakeholders of the school x x x

9. Identification of the roles and responsibilities of the community stakeholders x x x

10. Identification of social impact indicators that affect the academic performance of the learners

x x x x

11. Application of theories and competences in conducting community immersion x x x x x

12. Learning the local language of the area x x x x

13. Familiarization of religious, societal and community beliefs and culture (norms, values and collective attitudes) of the community

x x x x

14. Synthesis of the issues discussed and analyzed x x x x x x

C O U R S E 1 | 19

COMPETENCE

INDICATORS

COMPETENCES ADDRESSING THIS DIMENSION

MCI.1

Understand, develop and sustain arguments about and

critically evaluate the current problems, principles and

concepts of the field of study, most of which should be at

the forefront developments in the discipline.

K5. Environment – DepEd policies and procedures + learning

environment

K2. Learners in the challenged areas (nature and characteristics,

gender sensitivity, learning styles, multiple intelligences, ALS,

diversity, situation)

MCI.2

Apply this current knowledge in original ways to specific

problems or context by undertaking research, a complex

project or some other forms of advanced scholarship.

S4. Conduct action research to solve practical classroom, school,

and community issues and concerns

MCI.3

Demonstrate a comprehensive understanding of the

methods of inquiry in their own research or advanced

scholarship, and how these methods are used to create

and interpret knowledge in the field.


environment



S8 Practice effective communication skills

MCI.4

Critically evaluate current research, advanced

scholarships and methodologies in the field.




environment

MCI.5

Creatively and systematically deal with complex issues

within a field, make judgment or decisions in the absence

of complete data, and clearly communicate one’s

justification for such action to specialist and non-

specialist audience.

S6. Establish positive and healthy relationships with learners,

peers, superiors, and stakeholders


A2. Manifest humility, flexibility, and resilience, persevering in

difficult situations with courage and fortitude

C O U R S E 1 | 19

MCI.6

Demonstrate initiative, self-direction and originality in

dealing with problems in the field make judgment or

decisions in the absence (e.g. develop innovative teacher

approaches and resources, establish new teacher

supervisory systems) particularly in the planning and

execution of task in the field.



S6. Establish positive and healthy relationships with learners,

peers, superiors, and stakeholders


MCI.7

Continue to advance their knowledge and skills in the

field using the established sources of advanced

information.


environment




MCI.8

Undertake more advanced and specialized training for

developing existing knowledge, skills, and values

acquiring higher level and more specialized competences

in the formal higher education context.

K2. Learners in the challenged areas (nature and characteristics,

gender sensitivity, learning styles, multiple intelligences, ALS,

diversity, situation)




Course Requirements

involvement and cooperation in tasks during class meetings attendance in two(2) community visits attendance and active participation in the 48-hr community immersion individual reflection journal presentation of individual, pair and group outputs

C O U R S E 1 | 19

Grading Criteria

30% active participation in tasks during class meetings 25% involvement in community visits and immersion 20% complete individual reflection journal 25% presentation and submission of the community

immersion outputs

Prepared by:

ANTONIETTE D. CORTEZ, West Visayas State University

JOEY T. DANTING, Polytechnic University of the Philippines

REYNALDO M. NOGODULA, University of Southeastern Philippines

DAIZYLYN C. PALILLO, Polytechnic University of the Philippines

RICKY R. ROSALES, Centro Escolar University

SHEILA T. UY, University of St. La Salle (Bacolod)

Resource Teachers: Ruby D. Blando, Division of Iloilo

James C. Lee, Division of Davao City

Jien Omar T. Mendoza, Division of Negros Occidental

Yvette B. Sobrepena, Division of Manila

AITZIBER BARRUETA, Intered

Course 2: Profile of a Teacher in Challenged Areas Page 1 of 35


COURSE 2 SYLLABUS Course Title: The Profile of a Teacher in the Challenged Areas

Rationale:

This is the foundation module of the FORTH program. It captures the essence of being a successful teacher for learners in challenged areas who will operate within marginal

conditions. Every teaching-learning process is defined by its learners and its teachers. In the context described, the role of the teacher is very significant and challenging.

Knowing and understanding the qualities of teachers to work with learners in challenged areas is a first step to successfully address the world-wide condition of marginalization

affecting education. A second step is to take action to improve the situation of these learners. This requires motivation, ability to articulate relevance, meaning, and teacher

views on the transforming impact of a teacher on the learner and his/her social environment.

Course Description:

The module introduces and discusses the profile of teachers, teaching in areas with challenged conditions. It will allow the teacher to know, understand and reflect on needed

teacher qualities in order to address inequalities and marginalization of learners in these areas. Furthermore, the course intends to inspire teacher-learners to reflect on their

personal attributes in terms of knowledge and understanding, skills and values, attitudes and commitment that will motivate them to serve the “least, the last and the lost” or

those who are left behind. Ultimately, they will become transformed teachers and positive agents of change who can provide equal opportunities in education for all.

Competences:

(Category 1:Knowledge and Understanding (K),)

K1. Knowledge and understanding of the context

K2. Knowledge and understanding of the position and role of the teacher in these contexts

K3. Knowledge of motivation processes and how to develop them

Category 2: Skills (S)


S1- Take care of one’s physical, emotional and mental wellbeing.

S2- Establish positive and healthy relationships with learners, peers, superiors and stake holders.

Teaching / Learning Skills

S3- Conduct action research to solve practical classroom, school, and/or community issues and concerns.

S4 – Use strategies to enhance teacher motivation

Category 3:Values, Attitudes and Commitment(V)

V1- Perceive Teaching as a mission and a vocation

V2- Show optimism in managing personal and professional challenges.

V3- Have a positive disposition by doing tasks willingly and responsibly.

V4- Pursue and encourage lifelong learning by being reflective, reflexive and introspective.

Course 2 Outcome-Based Learning Outcomes Competencies

K1 K2 K3 S1 S2 S3 S4 V1 V2 V3 V4

1. Draw implications from the context of challenged areas to the profile of an effective teacher. (CHED

Competency Indicator 1) / /

2. Describe the profile of an effective teacher in challenged conditions of schools and communities in terms

of (a) knowledge and understanding, (b) skills (c) values, attitudes, and commitment. / / / /

3. Reflect on one’s attributes as a teacher vis a vis the desired teacher profile in challenged schools and

communities. / / / / /

4. Determine the impact of the findings of researches on teacher’s attributes, motivations, beliefs, and roles

on the learners in challenged areas. (CHED Competency Indicator 3, 4) / / / /

5. Articulate one’s personal and social motivations that express the significance of investing in persons,

time, and resources in challenged areas. (CHED Competency Indicator 5) / / / /

6. Apply strategies on increasing one’s motivation and perseverance beyond the challenges posed.(CHED / / / / /


Competency Indicator 2, 6, 7)

7. Design and assess activities on experiences and strategies of teachers as an application of the learned lessons in the course. (CHED Competency Indicator 2, 6,7)

8. Synthesize one’s insights/reflection on the personal profile of a teacher in challenged area by creating a self-development plan

/ / / /

/ / / /

Course Design Matrix

Intended Learning Outcomes ( ILO)

Subject Matter/Content References Outcome-Based Teaching and Learning (OBTL)

Assessment of Learning Outcomes

(ALO)

Time allotment

Identify and analyze the relevant context of the schools and communities which are considered as marginalized.

Competencies to be covered by Module 1; Course 2 K1- Knowledge and understanding of the context V1-Perceive teaching as a mission and a vocation

Module 1: Starting the Teacher’s Meaningful Journey

Poverty in the Philippines, Causes, Constraints and Opportunities, ADB, 2009

Clash of Development Perspectives, Marginalization in the Philippines

RA 8425, An Act Institutionalizing the Social Reform and Poverty Alleviation Program, Creating the National Anti-Poverty Commission, Defining its Powers and Functions Situation Analysis of Children in the Philippines: A Summary Report, NEDA and UNICEF, Philippines 2018

Making Growth Work for the Poor, A Poverty Assessment in the Philippines, The World Bank, 2018

Philippine Education for All Review Report, 2015

Causal Loop Constructions: The Basics https://thesystemsthinker.com/cau

Describe the context of marginalized schools and communities

Lesson 1.1: Reviewing the Context of Marginalized Schools and Communities (based on Course 1) Common

characteristics, features, issues and challenges in marginalized schools

Activate: Group Work Divide the class with 4-5

students in a group; ask each group to respond to the following questions; individual first, then share within their group; then share their consolidated responses in plenary

What images do you see

Rubric on CaseletWrite-up

https://thesystemsthinker.com/causal-loop-construction-the-basics/





(ALO)

Time allotment

and communities

sal-loop-construction-the-basics/

Success stories of breaking the cycle of marginalization

(video materials, researches, caselets, real stories from students; showing education can make a difference in breaking the cycle of marginalization)

Philippine Development Plan, 2017-2022, NEDA

Philippine Education for All Review Report, 2015

Chapter 3: Reaching the Marginalized, EFA Monitoring Report, 2010

Overview of Course 2; objectives and scope

in marginalized schools and communities?

What are the common issues and challenges present in marginalized schools and communities?

Acquire: Make a summary of all the

responses; put together related ideas and identify the unique ones

Validate with the students the summary

Reinforce the sharing by providing additional insights/inputs (refer to the list of references)

Apply: Actual Visit to a Marginalized school/community

Interview some families to determine the common characteristics, features, issues and challenges present in their communities

Validate with their initial list and each group to provide more details based on their interview

Assess: Caselet writing Each group will write a

https://thesystemsthinker.com/causal-loop-construction-the-basics/





(ALO)

Time allotment

caselet describing a marginalized school and community; its common characteristics, features, issues and challenges

This caselet will serve as learning resources of the class

Analyze the interrelationships/interconnections of the various elements of marginalized schools and communities

Lesson 1.2: Analyzing the Context of Marginalized Schools and Communities Relationships and

interconnections of the characteristics, features, issues and challenges

Activate: Casual Loop Group Work: Establish the

relationships/ connections of the different elements by drawing a causal loop

Explain the Causal Loop Tool

Presentation/sharing per group

Class come up with on big causal loop to help clarify and have shared/deeper understanding of the marginalized schools/communities

Acquire: Provide additional inputs on the big causal loop generated: refer key contents from the references Apply: Group work Case Analysis of one marginalized

Individual reflection Paper





(ALO)

Time allotment

Understanding the

marginalized learners

community Assess: Write individual reflection paper about living in marginalized communities Activity: Empathy Exercise Who are the learners in the marginalized areas

Develop a simple tool, this can be administered to the actual students as an assignment or student-teachers can accomplish the tool themselves (what I think about school, how I learn best, what I feel, what pains me, who supports me to school, what makes me happy, etc.)

Individual work first then, Group discussion: to come

up with a shared understanding of the learners in the marginalized communities

Acquire: Provide additional inputs/

insights about the profile





(ALO)

Time allotment

of the marginalized learners (based on available national/local researches/data)

Summary of this Section: Go back to the shared causal loop and the profile of the learners (Work context of the teachers working in the marginalized community) End with individual/group reflections





(ALO)

Time allotment

Identify the initiatives of the government in breaking the cycle of marginalization Value the role of teachers/education in breaking the cycle of marginalization

Lesson 1. 3: Potential role of education/ teachers in breaking the cycle of marginalization

Activate: Video Showing Video material showing an impoverished community was moved out of poverty because of an education project Or testimonial of one learner in a marginalized school of how the teacher has helped him/her aspire to dream big Ask the students to share the essence/ meaning of the video, in dyads, then in plenary Acquire: Recognize the sharing of the students, make a summary and provide concrete examples of teacher-led/ government-led/ NDO-led initiatives which helped break the cycle of marginalization Apply: Case Analysis Go back to the case material used in the previous lesson, in groups analyze what possible (simple) interventions can the teacher initiate which can alter the state of marginalization in the community

Case Report Analysis with Rubric Individual reflections





(ALO)

Time allotment

Assess: Self-reflections: If I am a teacher assigned in a marginalized area, what role can I play? What simple steps can I take to help improve the current situation





(ALO)

Time allotment

Describe the profile of an effective teacher/highly qualified teacher in a marginalized/challenged conditions in schools and communities in terms of (a) Knowledge and Understanding (b) Skills, (c) Values, Attitudes, and Commitment. 1.1Identify knowledge and understanding of the position and roles of the teacher in the challenged

1.2 Describe own profile as qualified and effective teachers in the marginalized areas.

Module 2: More than Ordinary: Teachers in Challenged Areas (Profile of Teachers in Marginalized Areas) Lesson 2.1 Teacher’s Position,

Roles and Responsibilities

1.Criteria for Selection of Teachers.

Education

Teaching Experience

Licensure Exam

Specialized training and skills

Personal interview

Demonstration teaching

English communication.

2.Teacher Job Requirements

Actual Teaching

Management of Teaching

Administrative Work

3.Other roles and responsibilities of a Teacher

DepEd Order 7, s. 2015. Hiring Guidelines for Teacher Positions Effective School Year (SY) 2015-2016

DepEd Order 22, s. 2015.Hiring Guidelines for the Remaining Teaching Positions Effective School Year (SY) 2015-2016.

DepEd Order 77, s.2010. Guidelines on the Allocation/Deployment of New Teaching, Teaching-Related and Non-Teaching Positions for FY 2010

Bilbao, P.; Corpuz, B. et al. The Teaching Profession 4th Edition, Lorimar Publishing Co., Quezon City

Harrison, Cindy and KillionJoelin (2007) Ten Roles of the Teacher

www.ascd.or/publication/educational leadership/Sept 07/vol.65/num01/Tn Roles for Teachers-Leaser.asps

______- The Many Roles of a Teacher. www.teachercertification.org/a/the many roles-roles of the-teacher.html

Republic Act 4670. Magna Carta for Public School Teachers 2.a

Documentary Research Interview Expository (Teacher Led Discussion) with Power point Presentation

2 hours

http://www.ascd.or/publication/educational%20leadership/Sept%2007/vol.65/num01/Tn%20Roles%20for%20Teachers-Leaser.asps




http://www.teachercertification.org/a/the%20many%20roles-roles%20of%20the-teacher.html







(ALO)

Time allotment

Lesson 2.2.Knowledge of the profile of teachers in marginalized conditions in terms of :

a. Knowledge and understanding

b. Skills in the teaching job

c. Values, Attitude, and commitment

Profile of a Teacher in

Challenged Areas in the Philippines

Consolidated Report on Transnational Teacher Training, June 2019

K to 12 Curriculum

Profile of a Teacher in Marginalized Areas. Project Forth Group Consolidated Report 2019. First Transnational Training of Trainers (TTT) 10-14 June 2019. Davao City

Acedo, Clementine (_____) Teacher Supply and Demand in the Philippines HDNED, The World Bank

Rogayon, Danilo ( ) . Why Young Filipino Teach. Asia Pacific Higher Education Research Journal. Vol 5. Issue 2 download from https://www/research ate/publication/331488146_Why_Young_Filipino_Teachers_Teach

Garcia, Emma & Elaine Weiss. (2019). The teacher shortage is real,large and growing, and worse than we thought. First Report in the “Perfect Storm in the Teacher LaborMarket’series. Epi.org/163651. Economic Policy Institute, Washington DC.

Cindy Harrison and JoellennKillion (2007). Ten Roles for Teacher Leaders. www.ascd.org/publication/educational-leadership/Sept 07/vol65/num01/Ten-Roles-for

Power point presentation of the Profile of Teachers in the Challenged Areas

Reflection (Oral and Written)

3 hours

3 hours

Describe the teachers knowledge and understanding needed in challenged areas

Category 1 :Knowledge and Understanding of Teachers (Brief Review of Course 1)

Community and Learning Environment

Characteristics of Learners

Curriculum and Subject Matter

http://www.ascd.org/publication/educational-leadership/Sept%2007/vol65/num01/Ten-Roles-for%20Teacher-Leasers.aspx







(ALO)

Time allotment

Supporting Learning and methodology

Teacher-Leasers.aspx

__________. (_____) The Many Roles of the Teacher. www.teachercertification.org/a/the many roles-roles-of the-teacher.html

Campus, Alexander T., Grace Sanat T. Daclan, & Gloria P. Gempes (2016) . Plight of Teachers in Areas with Undstable Peace and Order: Some Stories to Tell. International Journal of Science and Research (IJSR) to Tell. Vol 5 Issue 11

Kashmir, Greater (2016) Teacher Agents of Peace Building in the Conflict Zones

Del Castillo, F, (______) .Teaching Values Using Creative Teaching Strategies: An Asian

Perspective and Exploration. Conference Paper. Uploaded from httsps://www, research gate.net.

Kassim, Shamir R. ( 2019). Educators Behind Bars: Phenomenology of the Lived Experiences of Teachers in San Ramon Penal Colony.

Asia Pacific Jornal of Contemporary Education and Communication Technology ebook. Vol 5. Issue 1

Describe teachers skills needed in challenged areas

Category 2: Skills of Teachers Skills in the Teaching Job

Intrapersonal Skills

Interpersonal Skills

Teaching-Learning Skills

Student Led Group Discussion Panel Discussion Role Play Case Presentation

Check list/ Rating Scale

Checklist

Check list

Describe teachers values, attitude, commitment of teachers in challenged areas

Category 3: Values, Attitudes and Commitment

Teaching as a mission and vocation

Optimism in managing personal and professional challenges

Positive disposition

Expository/Lecture Reading of Narratives/ Stories and Presentation of Different Exemplars Role Storming Technique

Reflection

Rubrics

Self-reflections


http://www.teachercertification.org/a/the%20many%20roles-roles-of%20the-teacher.html







(ALO)

Time allotment

Esmael, Lisbet( 2017)Proud public school teachers: “ I’m fulfilled creating miracles for the lives of the Children.” World Vision Philippines

Bautista, Hazel Dhane( _____) 6 ilipinoeachers with inspiring stories to tell. https://kami.com.ph/52764-6-touching -tales-filipino-teachers-devoted-profession-html

GMA News On line.(2012) Teacher who walks 23 kilometers daily to far-flung barangays among “Happiest Pinoys” Published Lifestyle

Germiniano, Pamela (2018). Teaching: Vocation for the patient and virtuous. Philippine News Agency

Ssarwell, Meniano (2018) Challenges of teaching in Leyte’s most isolated village. Philippine News Agency

Aldevera, Anchella , et al.( 2019) Lived Experiences of the Senior High School Teachers. PadayonnSining: A Celebration of the Enduring Value of the Humanities 12th DLSU ARTS Congress

https://kami.com.ph/52764-6-touching

https://kami.com.ph/52764-6-touching





(ALO)

Time allotment

Eyro, Elizabeth (2019). 4 Filipino teachers who prove that educating the yuth is more than a job. CNN Philippines Life, Manila

_________. Mind Over Mountain: Touching Lives One Mountainous Barangay After Another

Know oneself as a teacher in the challenged areas

My Profile as a Teachers in the Challenged areas

Consolidated Own Profile as a Teachers in the Challenged areas in the Philippines

Self-survey of the individual competences based on the Consolidated Profile of Teachers

Data interpretation of survey results

1 hr

Intended Learning Outcomes (ILO)

Subject Matter/Contents References Outcome-based Teaching Learning (OBTL)


(ALO)

Time

allotment

Competencies- K2. Knowledge and understanding of the position and role of the teacher in these contexts V2- Show optimism in managing personal and professional challenges. V3- Have a positive disposition by doing tasks willingly and responsibly. V4- Pursue and encourage lifelong learning by being reflective, reflexive and introspective.)

Module 3: Appreciating Personal Attributes: My Gift (Personal Attributes of a Teacher for the Challenged Areas)

Lived Experiences of Teachers in a Remote School in Samar, Philippines

Articles:

https://www.researchgate.net/publication/327232303_Lived_Experiences_of_Elementary_Teachers_in_a_Remote_School_in_Samar_Philippines

Ten Most inspiring Pinoy Teachers

https://www.spot.ph/newsfeatures






https://www.spot.ph/newsfeatures/54581/10-most-inspiring-pinoy-teachers-in-the-news-2


Reflect on one’s own attributes as a teacher vis a vis the desired teacher profile in challenged schools and communities.

1. Explain the position and roles of teachers in challenged areas

2. Reflect on one’s own attributes as a teacher vis a vis the desired teacher profile in challenged schools and communities.

3. Demonstrate a positive disposition in meeting challenges

Write a reflection on one’s own attributes as a teacher

Lesson 3.1 Teachers who made a difference

1. Teachers in challenged areas who have made a difference.

2. Attributes of

teachers as derived from the researchers read and the analysis of video documentaries and articles

/54581/10-most-inspiring-pinoy-teachers-in-the-news-2

Teacher Heroes https://www.pressreader.com/philippines/sunstar-pampanga/20180920/281612421313662

Four Filipino Teachers

https://cnnphilippines.com/life/culture/2019/9/10/four-teachers.html?fbclid=IwAR2

Appreciative learning approach: a new pedagogical approach

https://pdfs.semanticscholar.org/3a33/de5fd0ea228c4d099da8e0b67c034f3e2f2a.pdf

Appreciative Inquiry: An approach for learning and change based on our own best practices

https://www.researchgate.net/publication/46472551

Appreciative Inquiry: A path to change in education


Activate: Review Module 3 and emphasize the expected knowledge, skills and values of a teacher in challenged areas. Let the students read the articles and/or watch video documentaries about teachers in challenged areas

Acquire: Conversation Journey: Discuss success stories of teachers for challenged areas. Stories can come from actual experiences or from case studies/articles /documentaries

Processing Questions (Cognitive): Challenges met by the teachers

(context) Teachers’ views on their roles Teachers’ dispositions (optimism) Teachers’ attitude- about themselves

and about the learners Teachers’ response actions personal attributes exemplified in the

stories shared Apply:

Students will prepare a matrix of the video documentaries they have watched expounding on their answers on the following questions: 1. What is worth valuing and emulating

from these stories? (Discover) 2. What potentials in yourself /attributes

Reflection paper rubric

6 hours



https://www.pressreader.com/philippines/sunstar-pampanga/20180920/281612421313662















can we tap ?(Dream) 3. What opportunities can we seize or

create to bring out these potentials in you? (Design)

4. How can we strengthen and sustain these (passion, commitment)? (Destiny)

Assess:

Write a reflection paper on one’s attributes as a teacher

Suggested titles:

On my becoming a highly motivated teacher in challenged areas

Bringing out my potentials to be an empowered teacher in challenged areas

My journey to my future self as a change agent in challenge areas

My mission and passion: becoming a teacher in challenged areas who can make a difference

3 hours

Discuss the principles and process of appreciative inquiry as a pedagogical approach Use appreciative inquiry as an approach to reflecting on one’s own attributes as a teacher

Lesson 3.2 Appreciative Inquiry as a Pedagogical Approach: Principles and Processes Using appreciative inquiry as an approach to reflecting on one’s own attributes as a teacher- Discover, Dream, Design, Destiny

Activate: Make students recall the process they went through in Lesson 1. After each of the steps have been reviewed, explain to them that the process they experienced from watching the video up to writing their reflection paper is derived from Appreciative Inquiry.

Acquire: Discussion of Appreciative Inquiry as a pedagogical approach to effect positive change- with the four steps- Discover,

Reaction paper on applying appreciative inquiry rubric

3 hours


dream, design, destinity Apply:

Field visit to a challenged Basic Ed unit or What other challenges are the teachers facing in this school? Apply the AI process ( Discover, Dream, Design, Destiny) to analyze how teachers can be aware of their strengths and be strongly motivated and act to make a difference .

Assess: Write a field study report using the 4D’s of appreciative inquiry as the framework.


Subject Matter/ Content

References Outcome-based Teaching and Learning (OBTL)


(ALO)

Time allotment

Determine the impact of the findings of researches on teacher’s attributes, motivations, beliefs, and roles on the learners in challenged areas. Revisit knowledge and understanding the position and role of the teacher in the context of learning environments

Module 4: Going Beyond What Are Known (Impact of Research Findings) Lesson 4.1: Researches on teacher’s attributes, motivations, beliefs, and roles 4.1.1Terms to be Unlocked a. Attributes b. Motivation c. Beliefs d. Roles

Fuhrman, N. (2018) The one thing all great teachers do. TEDxUGA Retrieved from https://www.youtube.com/watch?v=WwTpfVQgkU0

Pierson, R. (2013). Every kid needs a champion. TED Talks Education. Retrieved from https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en

Flora, O.D. (2019) Creative ways to get kids to thrive in school. TED Salon: Education Everywhere. Retrieved from

ACTIVATE:

1. Filling out of the L-W-S Chart

My L-W-S Chart on Profile of Teachers in Challenged Areas

LWS Chart

3 hrs face to face

https://www.youtube.com/watch?v=WwTpfVQgkU0


https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en




Define terms related to the profile of teachers in challenged areas Enumerate frequently asked questions on the profile of teachers in challenged areas

Gather materials using technology and available sources

e. Learners f. Challenged Areas 4.1.2 Frequently Asked Questions 4.1.3 Materials/Sources of Information 4.1.4 Assessing literature and researches on teacher’s attributes, motivation, beliefs, and roles

https://www.ted.com/talks/olympia_della_flora_creative_ways_to_get_kids_to_thrive_in_school?language=en#t-791536

L- What have I learned about (facts) a. Attributes b. Motivation c. Beliefs d. Roles e. Learners f. Challenged

Areas

W-What do I want to know more about (questions) a. Attributes b. Motivation c. Beliefs d. Roles e. Learners f. Challenged

Areas

S- List sources relevant and important about (sources) a. Attributes b. Motivatio

n c. Beliefs d. Roles e. Learners f. Challenge

d Areas

2. Sharing of contents of first column (L).

3. Defining terms related to “Profile of Teachers in Challenged Areas”

4. Sharing of contents of second column (W) and coming up of Frequently Asked Questions (FAQs) on “Profile of Teachers in Challenged Areas”

5. Sharing of applications, websites, technology. and other means of getting good materials for research (S).

Definition of Terms (L) FAQs (Frequently Asked Questions Working Bibliography (S)







6. (Assignment) Exploring the

applications, websites, technology to gather sources that may provide answers to the FAQs

ACQUIRE: Reading and Assessing:

7. Assigning groups/pairs to critique articles and studies related to teacher’s attributes, motivations, beliefs, and roles by answering the questions:

“What do they say about teacher’s attributes, motivations, beliefs, and roles?” “How are they significant for the teacher and for the learner?”

Pair One Meer, S.H. (2018). Top 9 characteristics of a good teacher. Retrieved from https://owlcation.com/academia/Characteristics-Of-A-Good-Teacher Meerah, T.S.M., Halim, L., Rahman, S.A., Harun, H., and Abdullah, R.T. (2011). “Teaching marginalized children at primary schools: Teachers’ professional development through collaborative action research”.

Reporting/ Presentation of Findings

Written Conclusions based on Findings

https://owlcation.com/academia/Characteristics-Of-A-Good-Teacher

https://owlcation.com/academia/Characteristics-Of-A-Good-Teacher


Cypriot Journal of Educational Sciences. 2(2011) 49-60. Retrieved from www.world-education-center.org/index.php/cjes Pair Two Ackerman, C.E. (2018). Self-determination theory of motivation: Why intrinsic motivation matter. Retrieved from https://positivepsychology.com/self-determination-theory/ Petkovska, V. (2015). Coping with marginalized students inclusion in EL teacher training. Journal of Education and Practice 6(18). Retrieved from www.iiste.org. Pair Three Ackerman, C.E. (2019) What is self-acceptance? 25 exercises and definitions and quotes. Retrieved from https://positivepsychology.com/self-acceptance/ Roth, G., Assor, A., Kanat-Maymon, Y., & Kaplan, H. (2007). Autonomous motivation for teaching: How self-determined teaching may lead to self-determined learning. Journal of Educational Psychology, 99(4), 761–774. https://doi.org/10.1037/0022-0663.99.4.761

http://www.world-education-center.org/index.php/cjes

http://www.world-education-center.org/index.php/cjes

https://positivepsychology.com/self-determination-theory/

https://positivepsychology.com/self-determination-theory/

http://www.iiste.org/

https://positivepsychology.com/self-acceptance/

https://positivepsychology.com/self-acceptance/

https://psycnet.apa.org/doi/10.1037/0022-0663.99.4.761

https://psycnet.apa.org/doi/10.1037/0022-0663.99.4.761


Sharing of Findings: 8. Sharing of each pair’s assessment of

the assigned readings APPLY:

9. Reviewing researches listed in the working bibliography on teacher’s attributes, motivations, beliefs, and roles.

Writing conclusions based on the findings related to teacher’s attributes, motivations, beliefs, and roles.

Assess findings of researches on teacher’s attributes, motivations, beliefs, and roles based on the profile of a teacher in challenged areas.

Lesson 4.2: Impact on the Learners 4.2.1. Review of researches on teachers’ attributes, motivations, beliefs, and roles. 4.2.2 Impact of research findings on learners in challenged areas

ACTIVATE:

1. Watching the following TED Talk speakers:

Fuhrman, N. (2018) The one thing all great teachers do. TEDxUGA Retrieved from https://www.youtube.com/watch?v=WwTpfVQgkU0 Pierson, R. (2013). Every kid needs a champion. TED Talks Education. Retrieved from https://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion?language=en Flora, O.D. (2019) Creative ways to get kids to thrive in school. TED Salon: Education Everywhere. Retrieved from https://www.ted.com/talks/olympia_della_fl

3 hrs face to face







ora_creative_ways_to_get_kids_to_thrive_in_school?language=en#t-791536

2. Making a list of the things the

speakers mention, imply, show about teachers’ attributes, motivations, beliefs, and roles.

3. Recall Checklist/Profile of Teacher in Challenged Areas (Module 2 and 3)

4. Comparing the list and the profile using Venn Diagram

ACQUIRE: 5. Sharing of findings on reviewed

researches on teachers’ attributes, motivations, beliefs, and roles.

6. Comparing findings from the established profile of teacher in challenged areas

7. Discussion on the impact of each research findings on the learners in the challenged areas

APPLY:

8. Writing a review of the research findings’ impact on the learners in the challenged areas

Writing an essay on one’s reflections on teachers’ impact on learners

Written Review of Researches’ Impact on Learners Essay

+ 3 hours student workload




Intended Learning Outcomes Subject Matter/Content References Outcome-based Teaching and Learning (OBTL)

Assessment of Learning

Outcomes (ALO)

Time allotment

Define motivation (K3) Discuss the meaning of motivation (K3) Differentiate theories of motivation that explain teacher’s behavior in teaching to challenged areas (K3) Apply the theories of motivation in the teacher’s context (S2)

Module 5: Workplace Less Taken: Why Should I Go There? ( Personal and Social Motivation ) Lesson 5.1: A Closer Look and Understanding about Motivation

Video documentaries:

Buntisnaguro, tumatawid pa ngbangin at dagatparamakapagturo

https://www.youtube.com/watch?v=uhhIP9m5QNY

Reel Time: Mobile teacher, umaakyatngbundokupangmakapagturosamgaMangyan

https://www.youtube.com/watch?v=CCQzhwGMTL0

Batang Maestro (Little Teacher)

Activate: Unpacking the Meaning of Motivation

Think-Write-Pair Share: Students are asked to make a concept map - ideas about motivation and share it with a partner and answer the question: Are your definitions similar? Different? Why?

Problem-based learning about theories of motivation

Based on the given story, answer the question: What are the reasons for the teacher to teach in such given situation?

Acquire:

Rubrics on Case analysis about appropriate theory applied in a given teaching context

3 hours








https://www.youtube.com/watch?v=-C9ZPGMSAi0

'Batang maestro' nasiDagul, naka-graduate na!

https://www.youtube.com/watch?v=AOuBqs9O2wU

Isangguro, nagkuwentongkaranasansapagtuturosaliblibnalugar

https://www.youtube.com/watch?v=HZd2Ky8_HsY

Teacher led discussion on motivation Lecture-Discussion on the various theories of motivation Apply: Self-Report about Level of Motivation. Students are asked to rate their level of motivation Assess: Case analysis on appropriate theory applied in a given teaching context

Determine the appropriate theory that explains the teacher’s motivation. Justify your answer.











Determine the impact of motivation in teaching in marginalized areas (K3) Explain the sources of motivation that affect teacher’s behavior in challenged areas (K3) Discuss the motivation of teacher’s in challenged areas (V1)

Value the role of teachers in challenged areas (V4)

Lesson 5.2: In Focus: Looking into the Sources of Motivation and the Motivation to teach in Marginalized Areas

Activate: Problem-based learning about motivation to teach in challenged areas and its sources

Based on the given case, what causes for the teacher to pursue teaching in such a given context?

Acquire: Lecture-discussion about sources of motivation and teaching in challenged areas Apply: Movie viewing and analysis of Dangerous Minds Assess: Written Reflection on the movie and Essay on Motivation of being a Teacher in Challenged Area

Rubrics about Written Reflection on the movie Rubrics on Essay about Motivation of a Teacher

3 hours


Learning Outcomes Subject Matter/Contents References Outcome-Based Teaching and Learning (OBTL)

Assessment of Learning

Outcomes (ALO)

Time allotment

Determine the characteristics of a motivated teacher

Module 6: Making Things Work (Strategies to Increase Motivation and Perseverance) Lesson 1: Understanding My Motivation and Motivational Strategies 1.Understanding My

Motivation

https://www.spot.ph/newsfeatures/46682/10-inspiring-pinoy-teachers-in-the-news https://kami.com.ph/52764-6-touching-tales-filipino-teachers-devoted-profession.html https://www.worldvision.org.ph/stories/proud-public-school-teacher-im-fulfilled-creating-miracles-to-the-lives-of-the-children/

A. Understanding My Motivation and Motivational Strategies ACTIVATE 1.Watch suggested Videos/Testimonies on different motivation of teachers in the challenged areas https://www.spot.ph/newsfeatures/46682/10-inspiring-pinoy-teachers-in-the-news https://kami.com.ph/52764-6-touching-tales-filipino-teachers-devoted-profession.html https://www.worldvision.org.ph/stories/proud-public-school-teacher-im-fulfilled-creating-miracles-to-the-lives-of-the-children/ 1.1 Presentation/Processing of the Video using Guide Questions 1.1.1 Answering of the Guide Questions while

watching the video:

-What are the characteristics of the teacher?

- What are the challenges the teacher encounters?

-What moved the teacher to teach in the mountainous

Written Responses to Guide Questions

3 hours

https://www.spot.ph/newsfeatures/46682/10-inspiring-pinoy-teachers-in-the-news



https://kami.com.ph/52764-6-touching-tales-filipino-teachers-devoted-profession.html



https://www.worldvision.org.ph/stories/proud-public-school-teacher-im-fulfilled-creating-miracles-to-the-lives-of-the-children/












Apply motivational strategies to sustain and persevere beyond the challenges posed by poverty and marginalization

3. Different motivational strategies on how to increase teachers motivation

area?

1.1.2 Processing of the Short Video

Activity #1 -Think- Pair – Share – (Sharing of Insights

guided using the given questions)

1.1.3Processing of the shared insights using the

given questions

1.1.4Conducting of a self-assessment survey on one’s motivation and motivational strategies https://www.surveymonkey.com/r/8C3ZVZP 1.1.5 Dyad- Sharing of Insights regarding self- discovery ACQUIRE B. Enhancing my motivational strategies 1. Conduct a lecture workshop on the different examples of motivational strategies -https://www.chalk.com/resources/tips-keep-teachers-motivated/ -https://www.teachthought.com/pedagogy/21-simple-ideas-to-improve-student-motivation (*strategies are dependent upon the result of self- assessment survey. The following are just suggested that will most likely help enhance teacher’s motivation)

1.1 Strategy 1 -“My Teaching

Worksheets – ( Answers to the questions posed by the teacher for each strategy)

3

https://www.surveymonkey.com/r/8C3ZVZP

https://www.chalk.com/resources/tips-keep-teachers-motivated/

https://www.chalk.com/resources/tips-keep-teachers-motivated/


Lifeline”(Create teaching ups and downs in the graph across the span of the teaching years with an interval of 3 years)

1.1.1 Workshop 1.1.2 Processing 1.1.3 Answering Question – What did I discover of my teaching lifeline? 1.1.4 Dyad -Sharing

1.2 Strategy 2 – “Regaining Self Love” (create self – assessment of the different ways on how to love oneself within a month’s time- ex: sleeping 8 hours, eating favorite food, strolling, watching favorite movie.. corresponding hours will given to each activity. Total hours will be identified. Percentage of self-love against teaching hours and work hours.)

1.2.1 Workshop 1.2.2 Processing 1.2.3 Answering Question – How do I sustain loving myself? 1.2.4 Dyad-Sharing

APPLY

1.3 Strategy 3 – “Show and Tell” (Shared Strategy- each participant is going to share their personal strategy in sustaining in their work area)

1.3.1 Workshop 1.3.2 Processing 1.3.3 Answering Question-What can I use from the shared strategy?

Rubric on the Presentation

Individual illustration

3 hours


1.3.4 Dyad-Sharing 2.Processing of the workshop on motivational strategies 3. Discussion- (Inputs may be related to -Seligman’s PERMA ( Positive Emotion, Engagement, Relationships, Meaning, Accomplishment- Positive Psychology , Theories of Motivation) Reference: mindtools.com ASSESS 4. Construction of a Self- Motivation Plan - Illustrate through a Timeline one’s Self- Motivation Plan - select and discuss how one will apply one of the motivational strategy as a teacher in the challenged area - discuss the possible challenges one may encounter -discuss how one will cope with the challenges

5. Showcasing of one’s Self Motivation Plan

Rubric will be used for the oral and written output

`


Subject Matter/ Content References Outcome-based Teaching and Learning (OBTL) Assessment of Learning

Outcomes (ALO)

Time allotment

Course 2: PROFILE OF A TEACHER IN CHALLENGED AREAS

Module 7. My portrait: a teacher in a challenged area?

References: Module 7

Stîngu, Mihaela Monica (2012). Reflexive practice in teacher

Use of introspection and reflection to connect

previous modules to the self with the current condition of marginalized students and

1. Self-Reflective

questions


Demonstrate leadership in one’s own learning for teaching in challenged areas as a mission and a vocation.

Design and assess activities on personal experiences and strategies as application of the learned lessons in the course. Synthesize one's insights/reflections on the

(Assessment and Synthesis of the Personal Profile of a Teacher in Challenged Areas) Lesson 1 : Self-reflexive questions for End of Module to assess how one fits into the ideal profile of a teacher in challenged areas Lesson 2: Reflective teacher experiences through concept maps

education: facts and trends, Procedia - Social and Behavioral Sciences, Vol 33 617-621

Hara, Billie (2010, January 28). Reflexive Pedagogy, retrieved on January 14, 2020 from

Gini, Cunningham (2009). New Teacher's Companion, Virginia: ASCD (Available online: http://www.ascd.org/publications/books/109051/chapters/Teaching%E2%80%94It%27s-More-Than-a-Job,-It%27s-Magic.aspx)

Key Questions:

What questions do you have as you went through the modules?

What experiences and questions have I been holding on through the course that has found answers or more questions?

How can I use my new found knowledge to reach best case scenarios in teachers’ challenging areas?

Wilcox, Luke (2018, June 4). Top 5 Strategies for Motivating Students, retrieved on January 4, 2020 from https://www.nbpts.org/top-5-strategies-for-motivating-

challenges faced by teachers. Provide opportunity for students to highlight

previous learning on motivation sources, personal realizations and transformation highlights of the self as a teacher in a marginalized area.

Application of motivation techniques for teachers in challenged areas.

Display learner motivation and transformation towards personal and professional growth that can effect one’s own challenged area.

(ACTIVATE)

1. Through graphic meanings or images, the learner prepares a concept map integrating his/her knowledge gained from modules 2-6 about the profile of a teacher. Explain how each connect to one's self.

SELF-REFLECTION AND INTROSPECTION INDIVIDUAL REFLECTIVE WORK

The learner prepares a concept map of his/her understanding of previous modules in connection to him/herself. ( the hierarchy concept map, the spider concept map, the flow chart concept map, etc).

(See Appendix A)

Key Questions:

What questions do you have as you went through the modules of Course 1 - 6?

How do the modules connect to my own personal experiences as a learner and as a catalyst of change in a challenged area?

What experiences and questions have I been holding on through the course

3 hours

http://www.ascd.org/publications/books/109051/chapters/Teaching%E2%80%94It%27s-More-Than-a-Job,-It%27s-Magic.aspx





https://www.nbpts.org/top-5-strategies-for-motivating-students/



personal profile of a teacher in challenged areas by creating a self-development plan S4 - Use of strategies to enhance teacher motivation V1 - Perceive teaching as a mission and vocation

students/

Nilson, Linda B. (2010). Teaching at its best, San Francisco, California: Jossey-Bass pp.4-5, 45, 55-58

Severson, Derek (2018). Three Motivating Assessment Strategies to Improve Experiences in the Classroom, retrieved on January 14, 2020 from https://www.gophersport.com/blog/three-motivating-assessment-strategies-to-improve-experiences-in-the-classroom/

Kaplan, Avi& Katz, Idit&Flum, Hanoch. (2012). Motivation theory in educational practice: Knowledge claims, challenges, and future directions. 10.1037/13274-007

Department of Education Order No. 42, series 2016 (Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program)

Wilcox, Luke (2018, June 4). Top 5 Strategies for Motivating Students, retrieved on January 4, 2020 from https://www.nbpts.org/top-5-strategies-for-motivating-students/

Encourage collaboration by soliciting responses from the class to provide feedback of the concept map presented by the student giving emphasis on the ideal profile of a teacher in challenging areas.

(ACQUIRE) The students will have a more measure of themselves as a teacher as they compare and contrast a model profile of a teacher in challenged areas compared to their present personal profile. (ASSESS) The students using graphic representations or performance outputs can give an overall image of themselves where they are now in reference to their knowledge, skills, attitudes.

that has found answers or that has generated more questions?

How can I use my new found knowledge?

2. Feedback

provided by learners as different graphic examples of teacher transformations are presented.

Feedback must be summative, reflective, and oriented towards action.


https://www.gophersport.com/blog/three-motivating-assessment-strategies-to-improve-experiences-in-the-classroom/









Severson, Derek (2018). Three Motivating Assessment Strategies to Improve Experiences in the Classroom, retrieved on January 14, 2020 from https://www.gophersport.com/blog/three-motivating-assessment-strategies-to-improve-experiences-in-the-classroom/

(ACTIVATE) ROUND TABLE DISCUSSION Students connect the discussion of the previous session to the present through round table meaningful conversations. Sharing individual inspiring motivational stories / experiences as a teacher. This will link how they see themselves presently to how they would like to be in the future. SHOW AND TELL Teacher trainees show a picture or a document from their own community or school and identify areas in need of solutions and the probable solution being offered in this course as learned through the previous modules.

Give emphasis on developing motivation through collaboration among educators to resolve problematic areas.

Provide current information / situations / problems and recommend possible motivational sources / teachers attributes that could strengthens ones commitment to serve in this area.

3 hours







(ACQUIRE)

1. The teacher discusses/explains the process flows in designing or creating an output as self-evaluation/assessment of his/her professional attributes fitted to a profile of a teacher in a challenged area.

Presentation of Graphic Examples of

Teacher Transformation - providing motivation in the classroom by showing different outputs (e.g. videos, songs and others) showing teacher transformations (consult previous modules e.g. Module 6)

2. Writing a Mission Statement (detailed steps/

process): A. Storytelling B. Sharing C. Crafting D. Creating the Vision and Mission

(APPLY) 1. Am I ready? Is my heart big enough?

Teacher will instruct students to create their personal development plan as a roadmap to becoming “The Mission Teacher” ready to embrace teaching in a challenged area. (ASSESS)

1. A Self Development Plan

2. Performance outputs according to the learners' interests, strengths, gender,

2. Options for

output in this module:

videos, blogs

spoken poetry

role playing

writing a storybook

reflective essay

3 hours


multiple intelligences

videos, blogs

spoken poetry

role playing

writing a storybook

reflective essay

brochures and others

3. Individual Mission Statement for Mission Teachers in Challenged Areas

End the course with a collaborative

motivating battle cry to remind teachers of their mission and vocation.

brochures and others

See rubric for motivated strategies and assessment techniques 3. Creating a

Mission Statement (nonprofithub.org, n.d):

All mission statements have these three elements: Cause, Actions, and Impact.

Course Culmination Putting Together One’s Learning

The Teacher’s Profile in the Challenged Areas

Multiple Group Presentations on the Profile of Teachers with emphasis on Attributes, Motivation,etc, Self-Developmental Plan.

“CELEBRATING AN EXTRA-ORDINARY TEACHER IN THE MARGINALIZED COMMUNITIES”

Rubrics or Rating Scale for Use of the Panel of Judges

1 day


Course Requirements:

1. Portfolio (Required contents: Self-Profile as a Teacher, Self-Developmental Plan, Multiple Case Study/Research Synthesis , Sample of a Self-Motivation Activity and

Overall Course Reflection)

Grading Criteria

Class Interaction and Participation

Submitted Outputs in the Course Requirements in a Portfolio

Pencil and Paper Assessment

Prepared by:

Edith L. Pimentel, SEAMEO, INNOTECH Rosanna Lucero, Centro Escolar University

Purita P. Bilbao, West Visayas State University Jennifer M. Arbiol, University of Southeastern Philippines

Maria Rita D. Lucas, Centro Escolar University Lina Felices, Polytechnic University of the Philippines

Cynthia Dy, University of St.L a Salle (Bacolod)

Resource Persons:

JeffrenP. Miguel, DepEd, Division of Davao City

DG Mark Arrey, Division of Negros Occidental

Herminia Castillo, DepEd Division of Manlla

Jan FolkertDeinum-, University of Groningen


COURSE 3 SYLLABUS Course Title: CREATING AN INVITING AND WORKABLE LEARNING CLIMATE IN CHALLENGING CONTEXTS

A. RATIONALE Creating a positive and stimulating learning environment for teaching and learning in challenged areas sets particular competences in

classroom management. Teachers need to be prepared to implement a number of particular competences, such as appreciative inquiry,

empathy, setting high but feasible expectations, using effective communication skills in managing the classroom, and designing a

learning space that is inviting and engaging for learners. It is believed that mastery of this set of skills will foster positive discipline in the

classroom and will help the teacher focus not only on “what should be done to learners with challenging behaviors” but also on “how

can a teacher utilize the learners’ strengths and assets” in managing their own behaviors.


This course focuses in creating a conducive learning climate that foster positive discipline in schools of challenged areas. It emphasizes the application of principles and techniques of appreciative inquiry, empathy, proximity, expectations, as well as effective use of communication skills and learning spaces in real-time setting. The course will help teachers to become effective managers of the learning spaces to maximize student learning in the challenged areas. Finally, it will guide teachers to develop an individual approach to building an inclusive, responsive, productive and well- structured learning environment.

C. COMPETENCES

K2. Characteristics of learners in the challenged areas

K5. Environment: DepEd Policies and Procedures + Learning Environment

S5. Extend emotional and psychological support to learners and others (human skills)

S6. Establish positive and healthy relationships with learners, peers, superiors and stakeholders



1. Understood the nature and characteristics of the learning environment and the learners in challenged areas (K2). 2. Demonstrated effective communication skills to establish a caring attitude and empathy towards learners with diverse needs (S5, S6,

S8). 3. Formulated strategies that foster a safe and supportive relationship with learners to ignite interest and passion for learning (S5, S6). 4. Applied advanced techniques to effectively address/manage learners’ behaviors, routines and expectations (S6, S8). 5. Designed a learning space appropriate for learners in varied settings found in challenged areas (K2, K5, S5, S6, S8).





OUTCOMES-BASED TEACHING & LEARNING

(OBTL)

ASSESSMENT OF LEARNING OUTCOMES

(ALO)

TIME TABLE

Design a learning space

appropriate for learners in

varied settings found in

challenged areas.

Discuss the essential characteristics of a caring and nurturing physical environment.

Discuss the elements of a healthy and supportive social-emotional learning climate.

Demonstrate understanding of how the physical and psychological learning environment promote positive behavior of learners.

Understand the nature

I. THE LEARNING ENVIRONMENT AND THE LEARNERS IN A CHALLENGED AREA

A. THE LEARNING

ENVIRONMENT

a. Physical Environment

Essential characteristics of a caring and nurturing physical environment

Learning space design and its role in managing learners’ behaviors

b. Psychological Climate

Elements of a healthy and supportive classroom environment

Positive approach to classroom management - Principles of

positive discipline (Constructive, Holistic, Inclusive,

Jones, V. and Jones, L.

(2007). Comprehensive

Classroom

Management: Creating

Communities of Support

and Solving Problems,

8th ed. Boston: Pearson

Education Inc.

DepEd EDUCATIONAL

FACILITIES MANUAL

(Revised Edition of the

2007 Handbook on

Educational Facilities -

Integrating Disaster Risk

Reduction in School

Construction)

UNESCO (2015).

Promising EFA Practices

in the Asia-Pacific

Region: The Philippines

Kariton Klasrum.

Retrieved from

https://unesdoc.unesco.

org/ark:/48223/pf00002

Comparing the Standards

and Realities

1. Identify the basic/regular classroom facilities based on the DepEd EDUCATIONAL FACILITIES MANUAL (Revised Edition of the 2007 Handbook on Educational Facilities - Integrating Disaster Risk Reduction in School Construction), DepEd Order 64 s. 2017 and based on references/ research literatures.

2. Compare the existing learning spaces in their context with the established standards.

3. Discuss how the physical setting of the learning area affects a. students’ behaviors b. psychological

climate in the classroom

Output: Reflection

Paper on “Redesigning

My Learning Space and

Classroom Climate”

Considering the

learners’ profile the

students created, they

will be asked to apply

the knowledge and

insights they have

gained from the lessons

on how they can

improve the physical

and psychological

dimensions of their

learning environment to

improve their learners’

academic performance

and reinforce positive

behaviors.

Assessment: Case

Analysis on Best

Practices in Classroom

1-3 (9 hours)

https://unesdoc.unesco.org/ark:/48223/pf0000233005






(OBTL)


(ALO)

TIME TABLE

and characteristics of the

learning environment and

the learners in challenged

areas.

Describe the nature and characteristics of learners in the challenged areas.

Identify factors that influence learners’ behaviors.

Discuss behavioral challenges of learners in the challenged areas.

Develop insights on how these behavioral challenges can be addressed through an inviting and nurturing learning environment.

Proactive, Participatory, Strength-based)

Implications of a healthy and supportive learning environment in promoting a positive approach to classroom management

B. THE LEARNERS

Nature and characteristics of Learners

Factors affecting learners’ behavior in a challenged area

Behavioral challenges of learners in challenged areas

Strengths and assets of learners in challenged areas

33005

SEAMEO INNOTECH

(2011). GURO21:

Gearing Up Responsible

and Outstanding

Teachers in Southeast

Asia for the 21st

Century. Retrieved from

https://iflex3.innotech.

org/pluginfile.php/692/

block_html/content/GU

RO21%20Course%201%

20Module%202.pdf

DO 64, S. 2017,

Establishing the

minimum performance

standards and

specifications for DepEd

school buildings.

Retrieved from

https://www.deped.gov

.ph/2017/12/15/do-64-

s-2017-establishing-the-

minimum-performance-

standards-and-

specifications-for-

Note: Students may be

asked to bring a picture of

their classroom/ learning

spaces.

Video Presentations

1. Students will be shown video clips that depict different scenarios on how the classrooms’ psychological climate affect learners’ behaviors.

2. Based on what they have viewed, students will a. identify the

elements of a healthy and supportive classroom environment.

b. analyze how the principles of positive discipline were applied in

Management

Sample Case: “The Kariton Classroom”


https://iflex3.innotech.org/pluginfile.php/692/block_html/content/GURO21%20Course%201%20Module%202.pdf





https://www.deped.gov.ph/2017/12/15/do-64-s-2017-establishing-the-minimum-performance-standards-and-specifications-for-deped-school-buildings/










(OBTL)


(ALO)

TIME TABLE

deped-school-buildings/

DepEd (2019).

Alternative Learning

System-Education and

Skills Training Handbook

for Implementers.

Centre for Justice and

Crime Prevention and

the Department of Basic

Education – Pretoria

(2012). Positive

Discipline and

Classroom

Management. Retrieved

from

http://www.cjcp.org.za/

uploads/2/7/8/4/27845

461/positive_classroom

_discipline_and_classro

om_management_read

er.pdf

addressing the classroom situation

c. discuss ways on how a healthy and supportive learning environment contribute to positive and effective classroom management

Creation of the Learners’

Profile in the Challenged

Areas (Contextualized and

Research-based).

1. Prior to the class meeting, students will be asked to conduct a survey or focus group discussion with selected teachers in challenged areas and look for research literatures that will enrich their outputs.

2. In the class, students will accomplish a worksheet on “Profile of Learners in the






(OBTL)


(ALO)

TIME TABLE

Challenged Areas” based on the data they have gathered from the survey/FGD and research literatures. They may also incorporate personal observations and experiences.

3. After which, they will be asked to share their outputs through a group discussion.

Demonstrate effective

communication skills to

establish a caring attitude

and empathy towards

learners with diverse

needs.

Identify the elements of effective classroom communication

Demonstrate communication skills relevant to classroom management

II. COMMUNICATION SKILLS FOR CLASSROOM MANAGEMENT

Elements of Clear and Accurate Classroom Communication 1. expectations for

learning;

2. clarity of directions and

procedures;

3. explanations of content;

4. use of oral and written

language

Communication Skills for Classroom Management

SEAMEO INNOTECH

(2011). GURO21:

Gearing Up Responsible

and Outstanding

Teachers in Southeast

Asia for the 21st

Century. Retrieved from

https://iflex3.innotech.

org/pluginfile.php/692/

block_html/content/GU

RO21%20Course%201%

20Module%202.pdf

Jones, V. and Jones, L.

(2007). Comprehensive

Classroom

▪ Discussion on the: - Elements of

effective communication

- Empathetic way of knowing the learners

- Giving descriptive feedback and response to disruptive behavior

- Interpersonal communication

▪ Have students answer the self-evaluation of communication skills with checklist of

Output:

Self-evaluation of

communication skills

with checklist of

competencies and

expectations

Assessment:

Role playing

(simulation) of the

different classroom

challenges and how

effective

4-6

(9 hours)










(OBTL)


(ALO)

TIME TABLE

1. Getting to know learners (empathetic approach)

2. Listening to students 3. Enhancing interpersonal

communication skills (verbal skills, listening skills, and non-verbal skills)

4. Using culturally-sensitive communication

5. Maintaining a high ratio of positive to negative statements

6. Giving specific, descriptive, and constructive feedback

7. Responding effectively to inappropriate or disruptive behavior

8. Managing conflicts in the classroom

9. Sharing responsibility with students

Management: Creating

Communities of Support

and Solving Problems,

8th ed. Boston: Pearson

Education Inc.

Bambeero, F.,

Shokspour, N. (2017).

The impact of a

teacher’s nonverbal

communication on

success in teaching.

Retrieved January 8,

2020 from

https://wwwncbi.nlm.ni

h.gov/pmc/articles/PMS

346166/

competencies and expectations

▪ Focus group discussion on classroom challenges that need to be addressed through effective communication.

▪ Role-playing of the different classroom challenges and how effective communication skills is applied.

communication skills

are applied (with rubric

in assessing

performance).

Formulate strategies that foster a safe and supportive relationships with learners. Demonstrate effective



III. FOSTERING EMPATHY IN THE CLASSROOM

The meaning and value of empathy

Types of empathy

Characteristics of empathetic teacher

The importance of empathy

Jones, S, Weissbourd, R., Bouffard, S., Kahn, J., & Anderson, R. (2018). For Educators: how to build empathy and strathen your school commnuty. Harvard Graduate School of

Empathy Check 1. The students will be

asked to accomplish the Empathy Chart. They will list down at least 5 persons and briefly write the way/s how he/she is able to

Output: Narrative report on classroom observation

Assessment: Simulation of scenarios that show how empathy is effectively applied as

7 - 8 (6 hours)





(OBTL)


(ALO)

TIME TABLE

and empathy towards


needs.

Justify the significance of empathy in classroom management.

Demonstrate the characteristics of an empathetic teacher.

Apply advanced techniques to effectively address and manage learners’ behaviors, routines and expectations.

Formulate ways on how to teach empathy in the classroom.

Apply different empathetic techniques in managing the classroom.

Create an empathetic culture in the classroom.

in creating a caring attitude towards learners with diverse needs.

Ways to teach empathy in the classroom

Competencies for teaching empathy

Education https://mcc.gse.harvard.edu/resources-for-educators/how-build-empathy-strengthen-school-communityRetrieved on February 18, 2020 Types of Empathy https://www.skillsyouneed.com/ips/empathy-types.htmlRetrieved on February 18, 2020 Teaching with Empathy by Amanda Morin https://www.understood.org/en/school-learning/for-educators/empathy/teaching-with-empathy-why-its-importantRetrieved on February 18, 2020 Empathy in the Classroom; Why Should I Care? by Lauren Owen https://www.edutopia.org/blog/empathy-

show his/her empathy towards the person.

2. If the student is a teacher, he/she must write names of his/her students. If the student is a non-teaching employee, the list should comprise names of co-workers. If the student is not working, he/she may write names of friends.

3. The students will then be divided into groups to share their accomplished work.

4. Processing questions will be used for discussion.

Who among your students/co-workers/friends did you find easy to empathize with? Why?

Who among your students/co-workers/friends did you find difficult to empathize with?

a technique in managing the classroom. Students will be evaluated using a rubric.

https://mcc.gse.harvard.edu/resources-for-educators/how-build-empathy-strengthen-school-community






https://www.skillsyouneed.com/ips/empathy-types.html



https://www.understood.org/en/school-learning/for-educators/empathy/teaching-with-empathy-why-its-important







https://www.edutopia.org/blog/empathy-classroom-why-should-i-care-lauren-owen






(OBTL)


(ALO)

TIME TABLE

classroom-why-should-i-care-lauren-owenRetrieved on February 18, 2020 The Best Becoming a

More Empathetic

Teacher

https://www.wabisabilearning.com/blog/6-ways-becoming-a-more-empathetic-teacherRetrieved on February 18, 2020 Four Strategies for

Introducing Empathy in

the Classroom by Caitlin

Warren

https://www.gettingsmart.com/2018/11/four-strategies-for-introducing-empathy-in-the-classroom/Retrieved on February 18, 2020 Eisenberg, N., Eggum, N. D., & Di Giunta, L.

Why?

Based on your sharing, what were the different ways to show empathy?

How do you show empathy verbally? Non-verbally?

In what ways can /will you ensure that your students receive the same level of empathy?

How can empathy promote a positive and healthy learning environment for learners?

Classroom Observations 1. Students will conduct

classroom observations in schools from challenged areas.

2. They will be asked to observe and document actual situations and take note of instances/opportunities where the teacher




https://www.wabisabilearning.com/blog/6-ways-becoming-a-more-empathetic-teacher





https://www.gettingsmart.com/2018/11/four-strategies-for-introducing-empathy-in-the-classroom/










(OBTL)


(ALO)

TIME TABLE

(2010). Empathy-related responding: Associations with prosocial behavior, aggression, and intergroup relations. Social Issues and Policy Review, 4(1), 143–180 http://www.ascd.org/publications/educational-leadership/oct18/vol76/num02/Nine-Competencies-for-Teaching-Empathy.aspxRetrieved on February 18, 2020

was able to show empathy in the classroom.

3. Narrative reports of the classroom observation will be shared in class.

Group Discussion of Literature Review 1. Students will be asked

to review related studies on how empathy works in the classroom.

2. A summary of findings will be shared during a group discussion in class.

MIDTERM EXAM 9 (3 Hours)

Formulate strategies that

foster a safe and

supportive relationship

with learners to ignite

interest and passion for

teaching.

Define proximity

IV. PROXIMITY CONTROL

Definition of proximity control.

Ways to use proximity control effectively.

How and when is proximity control used in the classroom? (to reinforce

Metacognitive Strategies (Planning, Monitoring and Evaluating) 1. Introduction of the

topic through different video presentations. This activity will serve as the springboard to the introduction of the

Output:

Using the Proximity

Control Chart the

student will identify the

different classroom

scenarios wherein

he/she applied

10 (3 Hours)

http://www.ascd.org/publications/educational-leadership/oct18/vol76/num02/Nine-Competencies-for-Teaching-Empathy.aspx











(OBTL)


(ALO)

TIME TABLE

control conceptually and operationally.

Discuss the different ways of the effective use of proximity control in classroom management.




and empathy towards


needs.

Determine commonly occurring classroom situations where proximity control can be applied.

Justify the use of verbal and non-verbal communication skills in the application of

learners’ on-task behaviors; and manage learners’ misbehaviors)

topic. 2. Presentation of the

learning outcomes and the learning objectives

3. Distribution and completion of the Metacognitive Strategies: Planning Worksheet

4. The students will then be grouped into 5 of 4 members or less depending on the number of the students.

5. Each of the group will be given 5 pictures (deviate from each group) that illustrate the common behavior problems encountered inside the classroom. (Examples include inattentive students, disengage students, playful students …)

6. Each of the group will be given 30 minutes to discuss the concepts embedded on the pictures given to them

proximity control and

provide justification for

such choice. The output

will be assessed using a

rubric.

Assessment: Simulation of scenarios that show how proximity control is effectively applied as a technique in managing the classroom. Students will be evaluated using a rubric.





(OBTL)


(ALO)

TIME TABLE

proximity control.

Apply advanced

techniques to effectively

address/manage learners’

behaviors, routines and

expectations.

Compare and contrast the strengths and weaknesses of the different proximity control techniques that are helpful/useful in handling behaviors, routines and expectations of learners in a challenged area.

Formulate techniques on applying proximity control in classroom management.

and each group will deduce possible/best ways to resolve it.

7. The findings of each group will be presented in class for critiquing and/or eliciting some other ways to resolve the situation.

8. The facilitator will now inject some concepts anchored to the scenarios presented.

9. Distribution and answering of the Metacognitive Worksheet: Monitoring. The students will be given 5 minutes for this, after which, students will share what they had written on the worksheet.

10. The students will then be answering the Proximity Control Worksheet utilizing data collected prior to the discussion of





(OBTL)


(ALO)

TIME TABLE

PROXIMITY CONTROL. 11. The students will share

their works in a group. A group representative will then share to the big group the collated sharing that will transpire.

12. The students will then answer the Metacognitive Worksheet: Evaluating. 5 Minutes will be given in answering the said worksheet.


foster a safe and




learning.

Define teacher expectations.

Discuss the effects of teacher expectations on students’ behavior in the classroom.

V. COMMUNICATING HIGH EXPECTATIONS

Importance of high expectations.

Key differences between high and low expectations teachers

How to adapt the teaching practices of high expectation teachers?

Books:

McDonald, Emma and

Hershman, Dyan (2010).

Classrooms that Spark!

Recharge and Revise

Your Teaching, 2nd Ed.

San Francisco,

California: John Wiley &

Sons, Inc.

Omrod, Jeanne Ellis

(2008). Educational

Psychology: Developing

Learners, 6th Ed. New

Interactive class discussion about the video

1. Show a video of a typical classroom.

2. Discuss what is happening in the classroom based on the video.

3. Focus on the problems/issues observed in the classroom.

4. Based on the answers of the students, derive the meaning of

Output/Assessment:

Self-assessment checklist on high expectations

Checklist of High and Low expectations teachers (https://theeducationhub.org.nz/wp-content/uploads/2018/06/How-to-develop-high-expectations-

11-12

(6 hours)

https://theeducationhub.org.nz/wp-content/uploads/2018/06/How-to-develop-high-expectations-teaching.pdf










(OBTL)


(ALO)

TIME TABLE

Develop effective


demonstrate a caring

attitude and empathy

towards learners with

diverse needs.

Discover personal strengths and areas for improvement in communicating high expectations.

Differentiate high and low expectations teachers.

Justify the importance of high expectations in establishing positive classroom management.

Apply advanced




Jersey: Pearson Prentice

Hall.

Whitaker, Todd (2013).

What Great Teachers

Do Differently: 17

Things That Matter

Most, 2nd Ed. NY, USA:

Routledge.

Online Resources:

The Education Hub.

How to Develop High

Expectations Teaching.

Retrieved from

https://theeducationhu

b.org.nz/wp-

content/uploads/2018/

06/How-to-develop-

high-expectations-

teaching.pdf

Checklist:

http://www.theeducati

onhub.org.nz/wp-

content/uploads/2018/

06/Key-differences-

teacher expectation to improve classroom management.

5. Recommend possible solutions/actions to be taken to address the problems discussed and identify whether they promote high or low expectations to students)

Self-discovery on how to communicate high expectations to students based on the recommendations or solutions given.

teaching.pdf) Note: After teachers

identify their practices

that set low

expectations, teachers

will develop an action

plan that will promote a

culture of high

expectations in the

classroom.

Simulation of scenarios that show how communicating high expectations is effectively applied as a technique in managing the classroom. Students will be evaluated using a rubric.







http://www.theeducationhub.org.nz/wp-content/uploads/2018/06/Key-differences-between-high-and-low-expectation-teachers.pdf









(OBTL)


(ALO)

TIME TABLE

expectations.

Implement effective techniques of communicating high expectations to students.

between-high-and-low-

expectation-

teachers.pdf


foster a safe and




learning.




and empathy towards


needs.

Design a learning space

appropriate for learners in

varied settings found in

challenged areas

Apply advanced

VI. APPRECIATIVE

INQUIRY (AI)

Definition of AI

Core principles of AI

(constructionist,

poetic, simultaneity,

anticipatory, positive

principle)

Benefits of using AI

4 Stages of AI

(Discovery; Dream;

Design; Destiny)

How and when is AI

used in the

classroom?

Kaplan, C. (2014). An

Appreciative Inquiry

Approach To Reflecting

on Teaching. The

Language Editor. 44-47.

Retrieved from

https://www.academia.

edu/16454603/An_Appr

eciative_Inquiry_Appro

ach_to_Reflecting_on_T

eaching

Davis, Kimberly K.

(2019). Determining

Impact of Appreciative

Inquiry: A Case

StudyConcordia

University (Oregon),

ProQuest Dissertations

Publishing.

Lecture - discussion

Developing a Comprehensive Classroom Management Plan using Appreciative Inquiry

I. DISCOVERY -

acknowledging and

appreciating what is

Guide Questions

What are you best

classroom management

practices?

a. In terms of physical

environment

Output:

Comprehensive

Classroom

Management

Development

Plan

Assessment: Evaluating

the Comprehensive

Classroom Development

Plan using a Rubric

13-14

(6 hours)




https://www.academia.edu/16454603/An_Appreciative_Inquiry_Approach_to_Reflecting_on_Teaching





https://search.proquest.com/pqdtglobal/indexinglinkhandler/sng/au/Davis,+Kimberly+K/$N?accountid=173015





(OBTL)


(ALO)

TIME TABLE




expectations.

Justify the benefits derived from using Appreciative Inquiry

Discuss the four stages of Appreciative Inquiry

Develop a comprehensive classroom management plan using the AI model

Retrieved from

https://search.proquest

.com/pqdtglobal/docvie

w/2198767842/AE0F16

6D21A84B05PQ/2?acco

untid=173015

Aronson, Nancy A.

(2010). A Study of the

Effects of Appreciative

Inquiry on Teachers'

Classroom Practice.

Capella University,

ProQuest Dissertations

Publishing.

Retrieved from



w/755288055/AE0F166

D21A84B05PQ/9?accou

ntid=173015

Woollam, Kimberley (2010). Appreciative Inquiry and Looked After Children. The University of Manchester (United

(essential

characteristics of a

caring and nurturing

physical environment)

a.1) Designing a

positive a positive

learning environment

a.2) Classroom space

design

b. In terms of

psychological climate

b.1) Defining

classroom

expectations, rules,

procedures, and

behavioral routines

b.2) Building effective

relationship with my

learners

b.3) Identifying

effective strategies for

promoting academic

engagement

b.4) Utilizing planned

responses to

appropriate and

inappropriate

https://search.proquest.com/pqdtglobal/docview/2198767842/AE0F166D21A84B05PQ/2?accountid=173015





https://search.proquest.com/pqdtglobal/indexinglinkhandler/sng/au/Aronson,+Nancy+A/$N?accountid=173015






https://search.proquest.com/pqdtglobal/indexinglinkhandler/sng/au/Woollam,+Kimberley/$N?accountid=173015





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TIME TABLE

Kingdom), ProQuest Dissertations Publishing

Retrieved from:



w/1774213629/2CCDA5

A364F64CE3PQ/18?acc

ountid=173015

Robbins, Frances Virgina

Turner (2012). A Study

of the Effect of

Appreciative Inquiry on

Student-Course

Engagement and

Attendance in the

Community College. The

University of Southern

Mississippi. Retrieved

from:

https://aquila.usm.edu/

cgi/viewcontent.cgi?arti

cle=1850&context=disse

rtations

behavior to enhance

learners’ opportunities

for learning

II. DREAM - Imagining and

appreciating what will

be

Use the findings and stories from the Discovery Phase to create a compelling, memorable and ambitious picture of your desired classroom environment/learning space

Guide Questions

a. What does the ideal classroom look like for each student?

b. What does the ideal classroom look like for you as a teacher?

c. How might your

https://aquila.usm.edu/cgi/viewcontent.cgi?article=1850&context=dissertations








(OBTL)


(ALO)

TIME TABLE

classroom’s improvement positively impact the whole school, the community, and even the world?

III. DESIGN - Deciding what

“should be”, and how to

move from reality to the

imagined ideal

classroom

environment/learning

space.

The teacher together with the students must design activities that will move the classroom towards the collective vision of the ideal classroom/learning space

The teacher must delegate certain responsibilities to students so that





(OBTL)


(ALO)

TIME TABLE

they get more involved.

IV. DESTINY - creating and

building ways to achieve

the dream and applying

strategies to practice

The last phase is when the teacher and the students commit to the aspirations that have been agreed upon.

Sharing the relevant pieces of this classroom management plan with students, parents and other stakeholders.

CREATION, PRESENTATION, AND CRITIQUING OF THE COMPREHENSIVE CLASSROOM MANAGEMENT DEVELOPMENT PLAN 15-17 (12 hours)

FINAL EXAM 18 (3 hours)

F. COURSE MAPPING

COMPETENCES ADDRESSED IN THE COURSE

LEARNING OUTCOMES COURSE 3 K2 K5 S5 S6 S8

Understand the nature and characteristics of the learning environment and the learners in challenged areas X

Demonstrate effective communication skills to establish a caring attitude and empathy towards learners with diverse needs

X X X

Formulate strategies that foster a safe and supportive relationship with learners to ignite interest and passion for learning

X X

Apply advanced techniques to effectively address/manage learners´ behaviors, routines and expectations

X X

Design learning space appropriate for learners in varied settings found in challenged areas X X X X X

COMPETENCE

INDICATORS


MCI.1





K2. Characteristics of learners in the challenged areas K5. Environment: DepEd Policies and Procedures + Learning Environment

MCI.2




MCI.3



scholarship, and how these methods are used to create

and interpret knowledge in the field.

MCI.4 Critically evaluate current research, advanced scholarships

and methodologies in the field.

MCI.5 Creatively and systematically deal with complex issues

within a field, make judgment or decisions in the absence

of complete data, and clearly communicate one’s

justification for such action to specialist and non-specialist

audience.

MCI.6







MCI.7 Continue to advance their knowledge and skills in the field

using the established sources of advanced information.

MCI.8


developing existing knowledge, skills, and values acquiring

higher level and more specialized competences in the

formal higher education context.

S5. Extend emotional and psychological support to learners and others (human skills) S6. Establish positive and healthy relationships with learners, peers, superiors and stakeholders S8. Practice effective communication skills

G. COURSE REQUIREMENTS a. Simulations b. Case Study Analysis c. Written Examinations d. Comprehensive Classroom Management Development Plan

H. COURSE GRADING SYSTEM Examinations (Midterm and Final) 30% Outputs (Individual & Group) 10% Case Study Analysis 15% Simulations 15% Comprehensive Classroom Management Development Plan

30%

TOTAL 100%

Prepared by:

Marion Cresencio

Polytechnic University of the Philippines, Manila City

Amabel Siason

West Visayas State University, Iloilo City

Baby Rose Robles


Patricia Escares

University of Saint La Salle, Bacolod City

Jose Tan, Jr.

University of Southeastern Philippines, Davao City

Sitty Sarah Llovido

Centro Escolar Univeristy, Manila City

Resource Persons:

Nancy Ramos

DepEd, Division of Davao City

Cristina Mayo

DepEd, Division of Bacolod City

Tracy Poelzer

University of Groningen

Paola Villano

University of Bologna


COURSE 4 SYLLABUS Course Title: Teaching, Learning and Assessment in Challenged Areas

A. RATIONALE Teaching, learning and the assessment in challenged areas require specific methodologies, strategies and approaches that involve

competences to identify and apply alternative and varied strategies for transferring and acquisition of learning to make it accessible in

the context of poverty. Examples of these strategies are use of multiple intelligences, collaborative and reflective learning, integrative

teaching, critical and creative thinking and other higher order thinking skills, problem solving, project development and power to learn.


Course 4 covers a wide range of pedagogical, andragogical and instructional management skills and conceptual processes. The course

captures the principles and the “hows” of teaching, learning and assessment. It provides the teachers with a cost-effective and readily

available instructional resource to improve delivery of instruction and learners' performance. It enables the teacher to further enhance

his/her professional competences in the utilization of varied delivery modes which are essential in teaching diverse learners in

challenged areas.

C. COMPETENCES K2 - Learners in the challenged areas (nature and characteristics, gender, sensitivity, learning styles, MI, ALS, diversity, situation)

K3 - Curriculum + Subject Matter (relevant, balanced, contextualized, responsive)

K4 - Supporting Learning: + Methodology/Pedagogy/Andragogy (contextualization, instructional self-efficacy, TPACK)

S1 - Plan, design and use appropriate and creative teaching and learning activities

S2 - Assess learning outcomes using varied and appropriate assessment and evaluation techniques.

S8 - Practice effective communication skills

S10 - Apply problem solving and critical thinking skills.


1. Demonstrated mastery of the principles, methods, and strategies of teaching

2. Demonstrated mastery of knowledge and appplication of differentiated instruction to respond to and meet the needs of diverse

learners

3. Demonstrated mastery of the application of critical and higher order thinking skills

4. Demonstrated mastery of the knowledge, design and construction of varied modes of assessment for diverse types of learners

5. Demonstrated mastery of the skills in writing lesson plans for various levels and subject areas

6. Conducted action research on teaching, learning and assessment in challenged areas






LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Identify ways on how

the learner-centered

principles are applied in

instruction as basis in

formulating one’s

philosophy of teaching

Module 1:

What are my Guideposts for

Teaching and Learning?: The

Learner-Centered Principles

Cognitive and Meta-

cognitive Factors:

Nature of the learning

process; Goals of the

learning process;

Construction of

knowledge; Strategic

thinking; Thinking about

thinking; Context of

learning

Motivational and

Affective Factors:

Motivational /

emotional influences;

Intrinsic motivation;

Effects of motivation

and effort

Developmental and

Social Factors:

Developmental

Corpuz, B. and Salandanan, G. (2015). Principles of Teaching 1. Quezon City. Lorimar Publishing Co. Inc. Corpuz, B. and Lucas, M.R. (2013). Facilitating Learning: A Metacognitive Process. 3rd Edition. https://wordart.com/

Revisiting the

learning principles

and sharing

experiences in

their respective

areas / level of

learners

Processing the

outcomes of the

sharing

Synthesizing group

sharing and

experiences

Think-pair-share

Creating a Word

Cloud supported

by insights on the

learner-centered

principles

Stating one’s

Philosophy of

Teaching

3 hours (Week 1)

https://wordart.com/





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

influences on learning;

Social influences on

learning

Individual Differences

Factors: Learning styles;

Learning modalities;

Multiple Intelligences

(MI); Learners’ gender,

needs, interests and

experiences; Learners’

linguistic, cultural, socio-

economic and religious

backgrounds; Learners

with disabilities,

giftedness and talents;

Learners in difficult

circumstances; Learners

from indigenous group

Apply content

knowledge within

and/or across

curriculum teaching

areas

Module 2:

What are the Whats and the

Hows of Teaching?

Content Knowledge vis-a-vis the K-12 Curriculum and its Application within and across Curriculum Areas

Drake, S. M., & Burns R. C. (2004). Meeting standards through integrated curriculum. Retrieved from http://www.ascd.org/publications/books/103011.aspx

Discussing content

knowledge of the

curriculum

through

documentary

analysis and

models from

Presenting a Mini-

lesson

Conducting a

Panel Discussion

24 hours (Weeks 2 - 9)

http://www.ascd.org/publications/books/103011.aspx







LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Utilize time- tested

methods and

innovative strategies

Employ varied teaching

strategies to develop

critical and creative

thinking and/or other

HOTS

Multidisciplinary Approach in

Teaching: Collaborative

teaching and learning;

Integrative teaching

Technological, Pedagogical, and Content Knowledge (TPCK)

Approaches, Methods, and Strategies

Andragogy and Pedagogy

Old Time-tested Methods; Emergent and innovative teaching strategies

Strategies for Developing Critical and Creative Thinking, as well as other Higher-order Thinking Skills (HOTS)

K-12 Framework and Curriculum Guide Rodgers, D. (2018). The TPACK Framework Explained (With Classroom Examples). Retrieved from https://www.schoology.com/blog/tpack-framework-explained Stringer, E. T., Christensen, L. M., & Baldwin, S. C. (2010). Integrating teaching, learning and action research (enhancing instruction in the K-12 classroom). Sage Publications, Inc. , USA Mujis, D.R.D. (2018). Effective teaching : evidence and practice. London ; Thousand Oaks, California : SAGE Publications: SAGE Publications.

DepEd (K-12

curriculum)

Analyzing

infographics /film

clips/videos/docu-

mentaries on

multidisciplinary

teaching

approaches with

the use of guide

questions

Suggesting ways of

applying

collaborative and

integrative

teaching and

learning through

benchmarking,

observing classes,

and team/peer

teaching

Creating a

Teaching Dossier

(a collection of

documents/pieces

of evidences of

current teaching

practices,

methods and

techniques):

Artifacts/Photos

or Videos

https://www.schoology.com/blog/tpack-framework-explained







LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

The Art of Questioning

Differences between Critical and Creative Thinking

Problem Solving and Reflective Learning

Borabo, M. (2015). Interactive and innovative teaching strategies (Series 1-6): A resource book for 21st century teachers. Quezon City: Lorimar Publishing, Inc. Formenti, L. and West, L. (2018). Transforming perspectives in lifelong learning and adult education : a dialogue. Switzerland : Palgrave Macmillan. Grigg, Russell & Lewis, Helen. (2019). Teaching Creative and Critical Thinking in Schools. SAGE Publication Ltd. Singapore. Torres, Santos & Welkley, Debra L. (2017). Critical and Creative Thinking. Cognella. Academic Publishing. 3rd edition. Ca. USA.

Conducting FGD on

TPCK using De

Bono’s The Six

Thinking Hats

Writing a

systhesis/reflect-

ion paper on TPCK

Preparing a matrix

on the differences

among

approaches,

methods and

strategies and

giving examples of

each

Constructing a

Venn diagram and

on the differences

between

andragogy and

pedagogy





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Alghafri, Ali Salim Rashid and Ismail, Hairul Nizam Bin. (2014). The Effects of Integrating Creative and Critical Thinking in Schools Students’ Thinking. International Journal of Social Science and Humanity, 4(6). Retrieved from https://www.researchgate.net/publication/291219404_The_Effects_of_Integrating_Creative_and_Critical_Thinking_on_Schools_Students'_Thinking

Discussing

interactively on Old

time-tested

methods using a

matrix

Conducting a mini-

lesson on

emergent,

integrative, and

innovative

teaching strategies

Critiquing the

demonstration

lessons using a

rubric

Conducting FGD on the importance of developing HOTS among learners and using effective strategies to promote HOTS

https://www.researchgate.net/publication/291219404_The_Effects_of_Integrating_Creative_and_Critical_Thinking_on_Schools_Students'_Thinking










LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Viewing video clips on actual classroom interaction and processing the videos using guide questions Constructing a semantic map on the development of LOTS (lower-order thinking skills) to HOTS and formulating corresponding sample questions Responding critically or creatively to given hypothetical situations Brainstorming on solutions to an identified problem in the school or community





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Design appropriate and

effective assessment

tools aligned to the

learning outcomes

Interpret and use

assessment tasks and

results to improve

teaching and learning

Prepare an appropriate

plan for a timely and

accurate feedback to

learners that encourage

them to reflect on and

monitor their own

learning growth.

Module 3:

What and how is the measure

measuring?: Effective Tools

Responsive to Students’ Needs

and Developmental Levels

The Importance of Assessment

Learning Outcomes and Assessment

Assessment of Learning VS Assessment for Learning; Assessment as Learning

Traditional Types of Assessment: Multiple Choice; True/False; Short Answers; Essays

Authentic / Evidence-based Assessment (observation, interviews, performance tasks, exhibitions and demonstrations, portfolios, journals, rubrics, self- and peer-

https://www.edutopia.org/assessment-guide-importance https://www.edutopia.or

g/assessment-guide-

description

Agarwal, P. (2015). Higher education assessment and techniques. New Delhi, India: Random Pub. Barkley, E. F. (2016). Learning assessment techniques: a handbook for college faculty. San Francisco, CA: Jossey-Bass & Pfeiffer Imprints, Wiley. Bartlett, J. (2015). Outstanding assessment for learning in the classroom. Second edition. Milton Park, Abingdon, Oxon; New York: Routledge.

FGD on critical

scenarios or

situations in

student

assessment

Illustrating the

alignment of

learning oucomes

and assessment

tools

Identifying

assessment tools

appropriate for

various for

different teaching-

learning activities

and teaching

contexts

Presenting

examples of

teacher-made

assessment tools

Selecting learning

outcome/s from a

subject

matter/lesson

plan and

presenting an

Assessment

Dossier

showcasing:

a) Analysis of

assessment

practices

b) Enhanced

assessment

tools

12

hours

(Weeks 10 - 13)

https://www.edutopia.org/assessment-guide-importance



https://www.edutopia.org/assessment-guide-description







LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

evaluations

Feedforwarding and Feedbacking

Selection, organization and utilization of assessment strategies

Gravells, A. (2016). Principles and practices of assessment: a guide for assessors in the FE and skills sector. Third Edition. Los Angeles: Sage. Waugh, C. K. (2013). Assessment of student achievement. 10th ed. Boston: Pearson. The handbook of cognition and assessment: frameworks, methodologies, and applications. (2017). Chichester, UK; Hoboken, NJ: John Wiley & Sons.

Creating a list of

tips on

feedforwarding

and feedbacking

techniques

Creating a

checklist for the

validation of

teacher-made

assessment tools

Demonstrate mastery in

lesson planning and

effective use of different

methods and strategies

Module 4:

How will my blueprint ensure

students’ engagement?:

Planning and management of

teaching and learning process

Review of the Revised Bloom’s Taxonomy for Instructional Objectives

DepEd Order No. 70,

s.2012

Corpuz, B. & Lucas, M. (2014). Facilitating Learning, 4th Ed. 2014, Lorimar Publishing House, Q. C.

Making a Word Bank of behavioral terms for various subject areas Formulating SMART (Specific, Measurable, Attainable,

Presenting a

Teaching

Demonstration in

Challenged Areas

with a panel of

teacher

evaluators:

a) Actual

15

hours (Weeks 14 – 18)





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Lesson Planning: Importance of lesson planning; Types of lesson plans

Aligning Instructional Materials with the Learning Outcomes

Corpuz, B. & Salandanan, G. (2014). Principles of Teaching I, 4th Ed. 2014, Lorimar Publishing House, Q. C. Roblyer, M.D. (2018). Integrating educational technology into teaching: Transforming learning across disciplines. New York: Pearson Education, Inc. https://www.kean.edu › ~tpc › EFFECTIVE LESSON PLANNING & Classroom management.htm...

Reliable, Time-bound) instructional objectives on the different domains and subject areas Using a cylic chart to discuss the instructinal cycle Presenting lesson exemplars from different levels and subject areas Using a checklist to critique different kinds of lesson plans Choosing

appropriate

instructional

materials(print,

non-print and

electronic

materials) aligned

with the learning

content and

demonstration b) Videos of teaching episodes

about:blank

about:blank

about:blank

about:blank





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

learning outcomes

Viewing and

critiquing video

clips/case studies

on various

classroom

instructional

activities

F. End of the Course Requirements: Action Research, Demonstration Teaching

G. Grading Criteria

Examinations (Midterm/Final) 40% Class Participation (Discussant/Facilitator) 20% Performances and Output 40% (Demonstration Teaching, Action Plan, Teaching Dossiers, etc.) TOTAL 100%

Prepared by: MILAGROS M. BORABO FINA FELISA L. ALCUDIA MA. XENIA Y. GUANZON Centro Escolar University West Visayas State University University of St. La Salle Manila Iloilo City Bacolod City MARIVIC N. NERI MANOLITO S. SAN JOSE CHRISALIA S. ERISO University of Southeastern Philippines Polytechnic University of the Philippines University of St. La Salle Davao City Manila Bacolod City JEAN FRANCIS MILDRED C. JAPITANA Teresian Association International, Inc.

Resource Persons: JOYCE P. TONDO VIRGINIA R. LOPEZ MARILLIE O. GUECO Oton Central Elementary School San Perfecto Elementary School Geronimo Santiago Elementary School Division of Iloilo Division of San Juan Division of Manila

COURSE MAPPING

LEARNING OUTCOMES COURSE 4 K2 K3 K4 S1 S2 S8 S10

Identify ways on how the learner-centered principles are applied in instruction

as basis in formulating one’s philosophy of teaching X

Apply content knowledge within and/or across curriculum teaching areas X X

Utilize time-tested methods and innovative strategies X X

Demonstrate mastery in lesson planning and effective use of different methods and strategies in teaching and learning. X X X X

Design appropriate and effective assessment tools aligned to the learning outcomes. X

Interpret and use assessment tasks and results to improve teaching and learning. X

Prepare an appropriate plan for a timely and accurate feedback to learners that encourage them to reflect on a monitor their own learning growth. X

Employ varied teaching strategies to develop critical and creative thinking and/or other HOTS. X

COMPETENCE INDICATORS

COMPETENCE ADDRESSING THIS DIMENSION

MCI.1 Understand, develop and sustain arguments about and critically evaluate the current problems, principles and concepts of the field of study, most of which should be at the forefront developments in the discipline.

K2 - Learners in the challenged areas (nature and characteristics,

gender, sensitivity, learning styles, MI, ALS, diversity, situation)

MCI.2 Applly this current knowledge in original ways to specific problems or context by understanding research, a complex project or some other form of advanced scholarship


MCI.3 Demonstrate a comprehensive understanding of the methods of inquiry in their own research or advanced scholarship, and how these methods are used to create and interpret knowledge in the field


K4 - Supporting Learning: + Methodology/Pedagogy/Andragogy (contextualization, instructional self-efficacy, TPACK)

MCI.4 Critically evaluate current research, advanced scholarship and methodologies in the field


K4 - Supporting Learning: + Methodology/Pedagogy/Andragogy

(contextualization, instructional self-efficacy, TPACK)

S1 - Plan, design and use appropriate and creative teaching and

learning activities

MCI.5 Demonstrate initiative, self-direction and originality in dealing with problems in the field make judgement or decisions in the absence (e.g. develop innovative teacher approaches and resources, establish new teacher supervisory systems) particularly in the planning and execution of task in the field


K4 - Supporting Learning: + Methodology/Pedagogy/Andragogy

(contextualization, instructional self-efficacy, TPACK)

S1 - Plan, design and use appropriate and creative teaching and learning activities

MCI.6 Undertake more advanced and specialized training for developing existing skills, in the field using the established sources of advanced information


MCI.7 Undertake more advanced and specialized training for developing existing skills, acquiring higher level and more specialized competencies in the formal higher education context.



COURSE 5 SYLLABUS Course Title: Creation of Relevant, Accessible, Innovative and Appropriate

Teaching Materials for Challenged Areas

A. RATIONALE The creation and application of relevant and innovative teaching materials for deprived areas is central to the program and essential for operating successfully as a

teacher in the contexts described. This implies the ability to create and use of appropriate materials and tools for large classes, videos and success stories, group and

project-based learning.


This course develops the competence of the teacher in creating relevant, responsive, and innovative instructional materials for challenging realities. It enables the teacher to explore various ways to enhance teaching and learning process through creativity, resourcefulness, and collaboration in the use of technology and locally available resources in a particular context.

C. COMPETENCES

K4. Supporting Learning: + Methodology/Pedagogy/Andragogy (contextualized, instructional self-efficacy, TPACK) + Varied and Appropriate Assessment and Evaluation

Techniques + Curriculum

S1. Plan, design, and use appropriate and creative teaching and learning activities (including classroom management and instructional materials)

S3. Explore other ways to enhance teaching and learning process through innovation, creativity, resourcefulness, and use of technology.

S6. Establish positive and healthy relationships with learners, peers, superiors and stakeholders + Build a nurturing and empathetic relationship with learners + Foster

just and humane relationship with others in a diverse community + Practice productive collaborative and networking skills that enable the teacher to connect with

learners, stakeholders, parents, and colleagues.

A3. Show positive disposition by doing tasks willingly and responsibly. Exhibit patriotism, nationalism, and internationalism.

A4. Pursue and encourage lifelong learning + Is reflective, introspective, and proactive.


1. Discussed the principles and models in designing, developing, modifying and using instructional materialsfor challenged areas. 2. Analyzed how technology, pedagogy/andragogy, (heutagogy) content knowledge will be integrated in the preparation of instructional materials. 3. Explored ways to enhance teaching and learning process through innovation, creativity, resourcefulness, and use of technology. 4. Collaborated with peers in creating instructional materials by considering diverse ideas and realities. 5. Identified success stories and embed them in instructional materials as narratives, digital stories, or project exemplar. 6. Created appropriate and creative instructional materials using indigenous and locally available resources. 7. Reflected, shared and integrated best practices on the use of innovative, relevant, and effective instructional materials. 8. Critiqued and reflected on the relevance and responsiveness of the developed instructional materials.






LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

COURSE ORIENTATION Week 1

Discuss instructional

materials design

Identify the types of

instructional materials

Determine the

principles and strategies

of instructional

materials development

Analyze and

differentiate various

models in instructional

material design

Outline the principles in designing, developing, modifying and using instructional materials for challenged areas.

MODULE 1: Introducing

Instructional Materials Design

IntroductiontoInstructional

Materials Design (IMD)

Type of Instructional Materials

Strategies to Prepare Instructional Materials

Principles of Materials Development

Models in designing, developing,

modifyingandusinginstructional

materials(ADDIE Model, ASSURE

Model, Other Relevant Models)

Principlesin designing, developing, modifyingandusinginstructionalmaterialsforchallengedareas.

Bailey, R. (2019). Applyingdesignprinciplestoinstructionalmaterials. Applied Human Factors in MedicalDevice Design, 139–162. doi:10.1016/b978-0-12-816163-0.00009-8

Schott, F., &Seel, N. M. (2015). Instructional Design. International EncyclopediaoftheSocial&BehavioralSciences, 196–200. doi:10.1016/b978-0-08-097086-8.92032-4

Savard, I., Bourdeau, J., &Paquette, G. (2020). Consideringculturalvariables in theinstructionaldesignprocess: A knowledge-basedadvisorsystem. Computers&Education, 145, 103722. doi:10.1016/j.compe

Group Learning and Critiquing

Creative Group

Presentation

Outlining the

principles

designing,

developing,

modifying and

using instructional

materials in the

context of

challenged areas.

Critic using the rubric prepared by the teacher.

Week 2-3





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

du.2019.103722

Lior, L. N. (2013). Design and Development ModelsandProcesses. WritingforInteraction, 21–42. doi:10.1016/b978-0-12-394813-7.00002-x

Lorleine P. Manauis, P. (2017). Teachers' Classroom Creativity Inventory Tool. DLSU Research Congress 2017. Manila.

Tomlinson, B. (n.d.). Principles and Procedures of Materials Development for Language Learning

Materials to be Used:

Books

Research Articles

Worksheets

LCD Projector

Laptop

Explain TPACK

Framework

MODULE 2: Integrating the

TPACK Framework in the

Koh, J. H. L., &Chai, C. S. (2016). Seven designframesthattea

Gallery Walk Writing of

Graphic Organizer

Using Venn

Week 4-5





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Apply TPACK Framework in the development of IMs in the context of Challenged Areas

Context of Challenged Areas

TPACK Framework

Integrationof TPACKFramework in preparinginstructionalmaterialsforchallengedareas

chersusewhenconsideringtechnologicalpedagogicalcontentknowledge (TPACK). Computers&Education, 102, 244–257. doi:10.1016/j.compedu.2016.09.003

Akyuz, D. (2018). Measuringtechnologicalpedagogicalcontentknowledge (TPACK) throughperformanceassessment. Computers&Education, 125, 212–225. doi:10.1016/j.compedu.2018.06.012

Materials to be Used:

Books

Research Articles

Worksheets

LCD Projector

Laptop

Patchwork Texts on TPACK Integration

Diagram (Group

Presentation)

1. Learners will be assigned a certain scenario of a challenged area.

2. Using the Venn Diagram, the learners will describe the technology and pedagogy that they will use to meet the learning competencies in a chosen subject following the TPACK Framework.

3. The learners will present the accomplished Venn Diagram to the class for critiquing.

Group





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Presentation Rubric

Critic existing available

teacher-made


based on functionality,

creativity, applicability,

cost, and relevance to

the context.

Apply the given criteria

in evaluating the

instructional material to

make teaching effective

and meaningful in the

challenged area.

Identify resources which

can be a substitute to

commercialized

instructional materials.

Discuss how these

substitute instructional

materials foster the

same learning as

compared to the use of

MODULE 3: Exploring and

Innovating Instructional

Materials

Best Practices in Instructional

Materials Development

Teacher-Made IMs

Commercialized Available IMs

Technology-Enhanced Instruction

Legal and Ethical Use of Technology (Instructional Materials)

CMU (2019). Teaching Excellence & Educational Innovation. Retrieved from https://www.cmu.edu/teaching/solveproblem/strat-lackmotivation/lackmotivation-01.html Craft, B. J. (2010). Teaching creatively and teaching for creativity:. Educational Studies. III, T. T. (2017, May 5). The Rise of Innovative Instructional Materials. Pampanga, Philippines. Lorleine P. Manauis, P. (2017). Teachers' Classroom Creativity Inventory Tool. DLSU Research Congress 2017. Manila. Tomlinson, B. (n.d.). Principles and Procedures of Materials

Show and Tell:

Teacher-Made

Instructional

Material Exemplar

Group

Brainstorming on

How to Innovate

and Enhance

Existing

Instructional

Materials

Hands-on Activity

on the Utilization

of:

Learning Management System

Social Networking Sites

E-learning Resources

Group Activity

How will they

enhance/innovate

the existing

instructional

material.

Group

Presentation

Critic using the

rubric prepared by

the teacher.

Individual Activity

How will the

student utilize the

available

resources found in

the challenged

area as substitute

to the

commercialized

instructional

materials that are

Week 6-7





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

the commercialized

instructional material.

Offer substitute


using resources found in

the challenged area.

Explain the legal and ethical use of technology in enhancing instructional materials.

Development for.

not available,

accessible and

affordable.

Individual

Presentation

Critic using the

rubric prepared by

the teacher.

Group discussion

How will the

learners practice

the legal and

ethical use of

technology in the

making of

instructional

material?

Report scoring rubric

Assess one’s

collaborative skills

MODULE 4: Working Together

in the Community:

Collaboration for Instructional

Child, S. & Shaw, S.

(2016). Collaboration in

the 21st century:

Small and large

group discussions

Self-assessment

on one’s

collaborative skill

Week 8-9





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Reflect on one’s

strength and areas for

improvement in

collaborating with peers

and people in the

community

Define the construct of

collaboration and

discuss the facets of

collaboration

Plan collaborative work with peers/people in the community using the 6 facets of collaboration towards the development of instructional material

Materials Development

Self-assessment of collaborative

skill

Fostering collaboration through

professional learning

communities

Building communities of practice for instructional materials development for challenged areas

Implications for

assessment. Research

Matters: A Cambridge

Assessment Publication.

Retrieved from

https://www.cambridgea

ssessment.org.uk/Images

/374626-collaboration-

in-the-21st-century-

implications-for-

assessment.pdf

Jong, L. D., Meirink, J.,

&Admiraal, W. (2019).

School-based teacher

collaboration: Different

learning opportunities

across various contexts.

Teaching and Teacher

Education. Doi:

10.1016/j.tate.2019.1029

25

O’Keefe, B. (2011). 5

steps to better

school/community

collaboration: Simple

Game that fosters

collaboration

Resource Mapping

Independent

Reading

Assignment

as well as

strengths and

weaknesses on

collaboration

Essay on defining

the construct of

collaboration and

discussing the

facets of

collaboration

Plan for

collaborative work

https://www.cambridgeassessment.org.uk/Images/374626-collaboration-in-the-21st-century-implications-for-assessment.pdf










LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

ideas for creating a

stronger network.

Retrieved from

https://www.edutopia.or

g/blog/school-

community-

collaboration-brendan-

okeefe

The Academy for Co-

teaching and

Collaboration at St. Cloud

State University.

Collaboration Self-

Assessment tool.

Retrieved from https://

www.stcloudstate.edu/o

ce/_files/documents/cot

eaching/

CollaborationtoolCSAT.p

df

Zain, I. M. (2017). The collaborative instructional design system (CIDS): Visualizing the 21st century learning.

https://www.edutopia.org/blog/school-community-collaboration-brendan-okeefe









LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Universal Journal of Educational Research, 5(12). Doi: 10.13189/ujer.2017.051216

Use success stories to

inspire learners

Explain what digital

story is

Write a script for digital

story

Create a storyboard for

a digital story

Shoot the digital story

Preview and evaluate

the digital story being

produced

Create food and non-

food items out of parts

of coconut tree and

raise an income of 1,000

pesos in two (2) weeks

MODULE 5: Embedding Success

Stories as Narratives, Digital

Stories and Project Exemplar

Stories as Source of Inspiration

to Learners’ Success

Creating a digital story with

success story

Modelling a success story in project exemplar: Food and Non-food items out of coconut produce (Project-based Learning)

CDC’s Division of

Adolescent and School

Health Success Stories

www.cdc.gov/HealthyYo

uth/Stories

https://www.usaid.gov/si

tes/default/files/docume

nts/1861/Success_Story_

Guidelines_for_USAID_p

artners.pdf

How to develop success

story retrieved from

https://www.cdc.gov/he

althyschools/stories/pdf/

howto_create_success_st

ory.pdf

Teacher Change Lives retrieved from https://teach.com/what/teachers-change-lives/

Jigsaw Puzzle:

What is a success

story?

Writeshop

Teacher

Demonstration and

Hands-on

Brainstorming

Lesson 1

Reflection:

Which

characteristics of

Bill Gates would

you like to

emulate? Why?

Tell your own

story to a triad

and identify at

least 3 virtues that

made the

character of your

story successful.

Lesson 2

Shooting for the

digital story

Preview and

Week 10-12





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Develop a project plan

evaluate the

digital story being

produced

Lesson 3

Implement the

project plan

Identify potential

resources found in their

community that could

be used in developing

indigenized instructional

materials

Design a sample lesson

utilizing an indigenous

or locally available

resource

Formulate a driving

question that would

guide them in the

planning and

preparation of their

course project

MODULE 6

Creating Indigenized

Instructional Materials

The use of indigenous and

locally available resources in

designing and developing


Steps in Designing and

Developing Instructional

Materials

The Use of Project-Based

Approach in creating

instructional materials using

indigenous and locally available

resources

Adeke, F. (2015). Local

learning Materials.

Center for Education

Innovations. Retrieved

from

https://educationinnovat

ions.org/content/local-

learning-materials

Creative Commons (2020). TI-AIE: Using local resources: life processes. The Open University. Retrieved fromhttps://www.open.edu/openlearncreate/mod/oucontent/view.php?id=64820&printable=1 McQuiggan, S., Kosturko,

Community

Learning Resource

Mapping

Case Study on the

Use of Indigenized

IMs

Object-Based

Lesson Planning

Project Analogy

Research Article

Critique

Driving Question

Formulation

Output 1:

Community

Learning resource

Map

Output 2: Lesson

Description and

Presentation

Output 3:

Course Project

Driving Question

Output 4: Course

Project Plan

(Project

Scaffolding

Planner)

Week 13-16





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Collaborate with peers

in coming up with

project description

following the PBL

format

Design and develop an innovative and relevant instructional material that utilize indigenous or locally available material that address a particular problem

Course Project Making

L., Sabourin, J.,

&McQuigan, J. (2015).

Mobile learning: A

handbook for developers,

educators and learners.

New Jersey: John Wiley &

Sons, Inc.

Perkins. D. (2019,

December 12). 8 Steps

for teaching through

project based learning.

Teach Thought. Retrieved

from

https://www.teachthoug

ht.com/project-based-

learning/8-basic-steps-

project-based-learning-

get-started/

Rothwell, W., Benscoter,

G.M., King, M. & King,

S.B. (2015). Mastering

the instructional design

process: A systematic

approach. New Jersey:

John Wiley & Sons, Inc.





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Materials tobeused:

- Copiesofcasestudies - Link

toselectedresearcharticles

- SampleIMs - Metacardsforactivit

y

Presentation of the

developed instructional

material using

indigenous materials

that addresses a

particular need in the

challenged area

Critic existing available

teacher-made


based on functionality,

creativity, applicability,

cost, and relevance to

the context

Evaluate the

instructional material

applying the given

MODULE 7: Showcasing

innovative, relevant and

effective instructional materials

Project Presentation

Teacher-Made IM using indigenous materials

Success Stories

Final Evaluation

Learnings

Insights

Challenges Successes

(Reference for Project Presentation Rubrics)

Project

Presentation/Show

casing

Reflection and

Feedback

Teacher-Led Feedback

Group

Presentation

1. Presentation of the course project

2. Critic using the rubric prepared by the teacher.

Write a reflection

paper about the

developed

instructional

material.

Assess the output using the rubrics for a reflection paper.

Week 17-18





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

criteria to make

teaching effective and

meaningful in the

challenged area.

Identify the relevance

and responsiveness of

the developed


Offer alternatives in case there is lack of /or unavailability of the materials to be used.

F. COURSE MAPPING

COURSE 5 LEARNING OUTCOMES COMPETENCES

K4 S1 S3 S6 A3 A4

1. Discuss the principles and models in designing, developing, modifying and using instructional materials for challenged areas.

X

2. Analyze how technology, pedagogy/ andragogy, content knowledge will be integrated in the preparation of instructional materials.

X X

3. Explore ways to enhance teaching and learning process through innovation, creativity, resourcefulness, and use of technology.

X X X

4. Collaborate with peers in creating instructional materials by considering diverse ideas and realities

X

5. Create appropriate and creative instructional materials using indigenous and locally available resources.

X X

6. Identify success stories and embed them in instructional materials as narratives, digital stories, or project exemplar

X X

7. Reflect, share and integrate best practices on the use of innovative, relevant, and effective instructional materials.

X X X

8. Critique and reflect on the relevance and responsiveness of the developed instructional materials

X

COMPETENCE

INDICATORS


MCI.1





K4. Supporting Learning: +

Methodology/Pedagogy/Andragogy (contextualized,

instructional self-efficacy, TPACK) + Varied and Appropriate

Assessment and Evaluation Techniques + Curriculum

MCI.2




S1. Plan, design, and use appropriate and creative teaching

and learning activities (including classroom management

and instructional materials)

S3. Explore other ways to enhance teaching and learning

process through innovation, creativity, resourcefulness, and

use of technology.

MCI.3



scholarship, and how these methods are used to create and

interpret knowledge in the field.










use of technology.

MCI.4

Critically evaluate current research, advanced scholarships

and methodologies in the field.






use of technology.

A4. Pursue and encourage lifelong learning + Is reflective,

introspective, and proactive.

MCI.5

Creatively and systematically deal with complex issues

within a field, make judgment or decisions in the absence of

complete data, and clearly communicate one’s justification

for such action to specialist and non-specialist audience.






use of technology.

MCI.6









use of technology.

S6. Establish positive and healthy relationships with

learners, peers, superiors and stakeholders + Build a

nurturing and empathetic relationship with learners +

Foster just and humane relationship with others in a diverse

community + Practice productive collaborative and

networking skills that enable the teacher to connect with

learners, stakeholders, parents, and colleagues.

MCI.7 Continue to advance their knowledge and skills in the field

using the established sources of advanced information.



MCI.8


developing existing knowledge, skills, and values acquiring

higher level and more specialized competences in the

formal higher education context.







Course Requirements

Grading Criteria

Written output 20%

Performance 30%

Major Project/Exam 50%

Total 100%

Prepared by: Resource Persons:

Ana Rosa Carmona

University of Saint La Salle, Bacolod City

Jessica Gegantoca

Guimbal Central Elementary School, Iloilo City

Danilo Galarion

University of Southeastern Philippines, Davao City

Jane Villanueva

Education for an Independent World (EDIW)

Teresita Mijares

Centro Escolar Univeristy, Manila City

Maria Yarosh

University of Groningen

Dennis O. Dumrique

Polytechnic University of the Philippines, Manila City

Rosemarie Felimon



COURSE 6 SYLLABUS Course Title: Creating a Collegial Teaching and Learning Community Reaching out to a Global Reality

A. RATIONALE A crucial success factor for teaching and learning in challenged areas is that the teachers and supporting staff operates as an effective team. It requires team spirit.

Development of these skills and competences need to be developed in an active setting for which the teaching and learning mode of a practicum seems to be most

appropriate.


This course aims to create an effective teaching and learning community among colleagues and the learning environment. It intends to contribute to the preparation of

the learners in their deployment/immersion in the challenged areas as they form communities of collegial teaching-learning practices. Also, this course is essential in the

preparation of the learners in putting into practice the theories learned on teacher-peer planning of activities and action research based on real-school setting as part of

a global community; thus, creating learners who have enhanced self-esteem. This course will also analyze the drivers for transformation in the area and the different

types of communities that could help in the advancement process as well as the methods to incorporate them.

C. COMPETENCES

K5:Acquire a deeper understanding of the learning environment and the role of stakeholders in the creation of collegial teaching environment

S5: Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment

S4: Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural

and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere


1. Understood what covers course 6 and an overview of competences, attitudes, skills and values to be learned in the course. 2. Made an analysis of the forces that can generate transformation in the area, the main actors and the drivers that can be issued for a positive learning

environment. 3. Analyzed how teachers can become empowered and confident through the use of the mentor-mentee approach. 4. Learned how to meet key actors and prepared a plan for action for building a learning environment in terms of a structure, relationships in family, impact of

ecological issues, possibilities through DepEd policies, knowledge and construction. 5. Conducted action researches which are done collaboratively or individually on issues that happen in comparable areas.






LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

COURSE ORIENTATION Week 1

-Identify the MODULE 1 Chiseri-Strater, E. 1. Venn diagram of Assessment 12





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

problems/issues and concerns in the working environment -Identify the key stakeholders and their roles in the community Analyze the working dynamics among the stakeholders Compose a guided reflection paper

Interacting with the community

Preparing for immersion (writing field notes, ethical considerations, how to conduct field interview, & how to write a reflection paper)

Key players and their roles in the community

Community dynamics

&Sunstein, B.S., 4thEdition (2011). FieldWorking: Chiseri-Strater, E. &Sunstein, B.S., 4thEdition (2011). FieldWorking: reading and writing research.Bedford/St. Martin's How to write field notes. Retrieved from http://www.gpgrieve.org/PDF/How_to_write_Field_Notes.pdf SEAMEO INNOTECH, Terminal Report on Strengthening the Capacities of Key DepEd ALS Implementers in MYDev Areas, Zamboanga City Run: November 18-20, 2014, Cotabato City Run: November 25-27, 2014

Alternative Learning System Official Webpage. Retrieved fromhttps://www.courses.com.ph/alternative-

the common issues/concerns in the working environment with a set of clarifying statements 2. Reflection paper (individual)

Rubric for a Venn diagram with Reflective Analysis

Reflection Evaluation Criteria (depth of reflection, structure, evidence and practice)

hours (Weeks 2 to 4)





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

learning-system/ Info on policy makers and how they operate towards the advancement of the area. Retrieved from https://www.deped.gov.ph/about-the-office/ National IPEd Policy Framework (DepED Order No. 62, s. 2011 or “DO62”) Republic Act No. 10533 (“Enhanced Basic Education Act of 2013” or “K to 12 Law”) IRR of RA 10533 – institutionalization of IPEd in DepED “Section 8. Inclusiveness of Enhanced Basic Education.” ‘Reformulated’ DepED Mission: To protect and promote the right of every Filipino to quality, equitable, culture-based,





LEARNING (OBTL)


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TIME TABLE

and complete basic education DepEd Order No. 33, s. 2017 (ROLES AND RESPONSIBILITIES OF THE INDIGENOUS PEOPLES EDUCATION FOCAL PERSONS AT THE REGIONAL AND SCHOOLS DIVISION LEVELS) Inputs from NGO, POs (tribal orgs, community orgs, women’s orgs), Tribal Council of Elders, LGUs (Indigenous Peoples Mandated Representatives), NCIP, PTAs, government-mandated policies via DepEd, AFP teachers, madrasa

Discuss the importance of establishing collegial peer-peer/mentor-mentee relationship Identify models and approaches in designing a peer-peer/ mentor-mentee program

MODULE 2 The magic of mentoring

Definition of mentoring in the context of educational leadership

Stages of mentoring

Forms and types of mentoring

Why is peer mentoring important. Retrieved from https://louisville.edu/graduate/mentorcenter/for-students/why-is-peer-mentoring-important Establish Effective Peer

Reflection on mentoring experience using a standardized tool that is research-based (individual)

Peer- peer/mentor-

Reflection Evaluation Criteria (depth of reflection, structure, evidence and practice)

Mentoring

12 hours

(Weeks 5 to 8)





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Develop a peer-peer/mentor-mentee program

Mentoring and ethics

Models and approaches in designing a peer-peer/mentor-mentee program

Mentoring program framework

Mentoring program and evaluation review

Mentoring Programs in the Workplace. Retrieved from https://resourcingedge.com/hr-services/establish-effective-peer-mentoring-programs-in-the-workplace/ Peer Programs: An In-Depth Look at Peer Programs: Planning, Implementation, and Administration (PDF). Retrieved from https://books.google.com.ph/books/peer+mentoring+in+the+workplace+in+crisis+situation Perez, J. (2010). Process, observation, and analysis. [PowerPoint slides]. Retrieved from SEAMEO Innotech District Supervisors Leadership Program.

mentee coaching program with focus on the context of a challenged area’s issues and concerns (group)

Program Rubric containing the following elements of success and rated as sustainable, proficient, developing, emerging: Involvement of key shareholders, Supportive policies and procedures, Elements of success, Identification of learning gap/s, Setting of goals of the program, Setting of objectives and activities of the program, Professional development and training for mentors, Administrator support and commitment, and





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Mentor program evaluation

Identify issues specific to a collegial teaching and learning problem, issue, or concern that can be addressed through an AR Identify and discuss the parts of an AR Compose an AR proposal Prepare an action plan that will address the identified issue/problem Apply appropriate methodology in gathering data for AR (conducting an interview, FGD, observation) Present AR proposal to the stakeholders

MODULE 3 Action with a heart

Problem identification tools (concept mapping, root-cause analysis,)

Action research model

Writing an Action Research

Action plan models

Designing tools to measure outcome indicators

Methodology in data gathering for Action Research

Retrieved from https://hc-v6-static.s3.amazonaws.com/media/resources/tmp/cbpar.pdf DepEd Memo No. 144, s. 2017 (Supplemental Research Guides and Tools) Sample Action Research Titles approved by the DepEd: (https://www.teacherph.com/?s=Sample+Action+Research+Titles+) Sample Action Research About Education. Retrieved from https://www.teacherph.com/sample-action-research-about-education/

1.Action research proposal with action plan (group) 2. Public presentation and consultation of the proposed action plan to the stakeholders

Criteria for grading the Action Research

Action Research (AR) Proposal Oral Presentation Criteria for Grading

30 hours

(Weeks 9 to 18)





LEARNING (OBTL)


OUTCOMES (ALO)

TIME TABLE

Parts of an Action Research and How to Conduct. Retrieved from https://www.depedtambayan.ph/parts-of-an-action-research-and-how-to-conduct/ Kitchen, J. & Stevens, D. (2008). Action research in teacher education. Action Research, 6(1), 7-28. Mcniff, J. & Whitehead, J. (2006). All you need to know about action research: an introduction. London: SAGE Publications

Formation of LAC (DepEd Order No. 35, s 2016)

F. COURSE MAPPING

LEARNING OUTCOMES COURSE 6 K1 K2 K5 S1 S2 S3 S4 S5 V1 V2

COMPETENCE INDICATORS


MCI.1

Understand, develop and sustain arguments about and critically evaluate the current problems, principles and concepts of the field of study, most of which should be at the forefront developments in the discipline.

K5. Acquire a deeper understanding of the learning environment and the role of stakeholders in the creation of collegial teaching environment S5. Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment S4.Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere

Understood what covers course 6 and an overview of competences, attitudes, skills and values to be learned in the course.

X

Made an analysis of the forces that can generate transformation in the area, the main actors and the drivers that can be issued for a positive learning environment.

X

Analyzed how teachers can become empowered and confident through the use of the mentor-mentee approach. X

Learned how to meet key actors and prepared a plan for action for building a learning environment in terms of a structure, relationships in family, impact of ecological issues, possibilities through DepEd policies, knowledge and construction.

Conducted action researches which are done collaboratively or individually on issues that happen in comparable areas. X

MCI.2

Apply this current knowledge in original ways to specific problems or context by undertaking research, a complex project or some other forms of advanced scholarship.

S5. Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment S4. Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere

MCI.3

Demonstrate a comprehensive understanding of the methods of inquiry in their own research or advanced scholarship, and how these methods are used to create and interpret knowledge in the field.

K5.Acquire a deeper understanding of the learning environment and the role of stakeholders in the creation of collegial teaching environment S5.Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment S4. Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere

MCI.4

Critically evaluate current research, advanced scholarships and methodologies in the field.

S5.Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment S4. Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere

MCI.5 Creatively and systematically deal with complex issues within a field, make judgment or decisions in the absence

K5.Acquire a deeper understanding of the learning environment and the role of stakeholders in the creation of

of complete data, and clearly communicate one’s justification for such action to specialist and non-specialist audience.

collegial teaching environment S5.Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment S4. Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere

MCI.6

Demonstrate initiative, self-direction and originality in dealing with problems in the field; make judgment or decisions in the absence (e.g. develop innovative teacher approaches and resources, establish new teacher supervisory systems) particularly in the planning and execution of task in the field.

S5.Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment

MCI.7

Continue to advance their knowledge and skills in the field using the established sources of advanced information.

S4. Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere

MCI.8

Undertake more advanced and specialized training for developing existing knowledge, skills, and values acquiring higher level and more specialized competences in the formal higher education context.

K5.Acquire a deeper understanding of the learning environment and the role of stakeholders in the creation of collegial teaching environment S5.Design and implement a mentoring and coaching program that provides emotional, psychological support to peers and others in the working environment S4. Conduct innovative action research to address collegial issues and concerns (collaborations, group dynamics, networking, conflict resolution, negotiation, cultural and religious differences, etc.) in a challenged learning environment which are comparable to similar contexts elsewhere

A. COURSE REQUIREMENTS

CAPSTONE PROJECT: An academic paper giving recommendations for interventions to problems explained in the action research. This paper must relate the lessons

learned in immersions (such as good practices and challenges faced) with that of case studies from different countries that have comparable situations.

B. GRADING SYSTEM

Individual Projects and Outputs (presentations, discussions, etc) 15% Capstone Project (Individual) 30 % Team Collaboration Outputs 40% Practicum Report 15% TOTAL: 100 %

Prepared by:

Hazel Atilano University of Saint La Salle, Bacolod City

Maria Ana Liza Serrana SEAMEO - INNOTECH

Adora Zerrudo University of Southeastern Philippines, Davao City Bonifacio Gabales University of Southeastern Philippines, Davao City

Evangeline Digamon Education for an Independent World (EDIW) Bernadeth Nobles Polytechnic University of the Philippines, Manila City

Richard Rillo Centro Escolar University, Manila City

Hazel P. Villa West Visayas State University, Iloilo City

Resource Persons: Robert Wagenaar International Tuning Academy

Gina Rosopa DepEd Division of San Juan

Documents

projectforth.org · C O U R S E 1 | 19 MASTER OF EDUCATION MAJOR IN TEACHING IN CHALLENGED AREAS COURSE 1 SYLLABUS Course Title: Understanding Context of Challenged Areas A. RATIONALE