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15thNovember2013
RUBRICS:Assessmentof
StudentLearning2
IMPORTANTELEMENTSOFRUBRICS
Criteria
LevelsofPerformance
Descriptors
CRITERIA
Oneormoretraitsordimensionsthatserveasthebasisforjudgingthe
studentresponse.
Definitions and examples to clarify the meaning of each trait or
dimension.
LEVELSOFPERFORMANCE
Ascaleofvaluesonwhichtorateeachdimension
DESCRIPTORS
Spell out what is expected of students at each level of performance for
eachcriterion
GUIDELINESINDEVELOPINGRUBRICS
1.Identifythequalitiesandattributesthattheteacherwishestoobserve
instudentsoutputsthatwoulddemonstratetheirlevelofproficiency.
2.Decidewhattypeofrubrictouse,whetheranalyticalorholistic.
3. Identify and define the standards of excellence for lowest level of
performance.
4. Test whether the scoring rubrics is reliable by asking two or more
teachers to score the same set of projects or outputs and correlate their
individualassessments.
TIPSINDEVELOPINGRUBRICS
1.Talkwithcolleagues.
2.Gathersamplerubrics.
3. Keep it short and simple. Ideally, the entire rubric should fit on one
sheetofpaper.
4.Eachrubricitemshouldfocusonadifferentskill.
DynamicViewstemplate.PoweredbyBlogger.
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5.Focusonhowstudentsdevelopandexpresstheirlearning.
6.Beginwithdescribingthehighest(orlowest)level.Afteryouwritethe
descriptorsforthehighestlevel,notethewordsinthatboxthatwillvary
from one student performance to another. These words will be the one
thatyouwillchangeasyouwritethenextlevels.
7. As much as possible, avoid odd numbers in the rating scale. (Studies
showthatevaluatorstendtochoosetheneutralmiddlegrademoreoften
inoddnumberedscales.
Posted15thNovember2013byPinoyAko
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15thNovember2013
TYPESOFCURRICULUM
OPERATINGINSCHOOLS
1) RECOMMENDEDCURRICULUM
Proposedbyscholarsandprofessionalorganizations.
MaycomefromDepEd,CHED,DOSToranyorganizationwhohasatake
oneducation.
2) WRITTENCURRICULUM
Whattheteachersimplementordeliverintheclassrooms.
Refers to the different planned activities which are put into action in the
classroom.
Variesaccordingtothelearningstylesofstudentsandteachingstylesof
teachers.
4) SUPPORTEDCURRICULUM
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5) ASSESSEDCURRICULUM
Referstoatestedorevaluatedcurriculum.
Seriesofevaluationarebeingdonebyteacherstodeterminetheextent
ofteachingorifthestudentsareprogressing.
Ex.Pencilandpapertest,statetest,districttests
6) LEARNEDCURRICULUM
Isthebottomlinecurriculumthecurriculumthatstudentsactuallylearn.
Referstothelearningoutcomesachievedbythestudents.
Indicatedbytheresultsofthetestsandchangesinbehaviorcognitive,
affective,psychomotor.
7) HIDDENCURRICULUM
Istheunintendedcurriculum.
Isnotdeliberatelyplannedbutmaymodifybehaviororinfluencelearning
outcomes.
Factors:schoolenvironment,physicalcondition,peerinfluence,teacher
learnerinteraction,moodofteachers,etc.
References:
Glatthorn, Allan A. The Principal as Curriculum Leader: Shaping What Is Taught
andTested.2nded.ThousandOaks,Calif.:CorwinPress2000.
PuritaP.Bilbao,etal.CurriculumDevelopment.QuezonCity:LorimarPub.,c2008
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15thNovember2013
PrincipleofCurriculum
Construction:
Thecontentofcurriculumisdeterminedonthebasisofsomeacademicprinciples
whicharestatedbelow:
(1)Aimsofeducationandobjectivity:
Lifeiscomplex.Acurriculumshouldreflectthecomplexitiesoflife.Inotherwords,
in farming the curriculum one should take into consideration the aims and
objectivesofeducation.
(2)Childcentricprinciple:
The curriculum should be framed according to the actual needs, interests and
capacities of the child. That means a curriculum must be childcentric as modern
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educationischildcentered.
(3)Principlesofcivicandsocialneeds:
Man is a social being. He lives in the society. The child develops in the society.
Moderneducationaimsatbothdevelopmentsoftheindividualityofthechildaswell
asthedevelopmentofthesociety.
(4)Principleofconservation:
Manhasconservedexperiencesverycarefullyforbetteradaptability.Educationis
regarded as a means of deserving the cultural heritage of humanity. The school
serves twofold functions in this regard preservation of the past experiences and
transmissionofexperiences.
(5)Principlesofcreativeness:
Educationnotonlyconservesthatpastexperiencesofhumanitybutalsohelpsan
individualtodevelophisinnatepotentialities.
(6)Principleofforwardlooking:
Theaimoflifecenterededucationisnotlimitedtothepresentlifesituationsinthe
family and society. Hence, education must prepare the child of shouldering future
responsibilities. So in farming the curriculum we must take into consideration the
futureneedsofthechildaswellastheneedsofthesociety.
(7)Principleofpreparationforliving:
The children should know the various activities of the environment around them
and how these activities are enabling people to meet their basic needs of food,
shelter,clothing,recreation,healthandeducation.
(8)Principleofintegrationandcorrelation:
Subjects should be arranged logically and psychologically in accordance with the
childsdevelopinginterests.
(9)Principleoflearningability:
Every item should be learnt. An item should not only be learnable, it should also
haveutility.
(10)Principleofindividualdifference:
The curriculum should be framed in such a way that every individual can have
opportunityforselfexpressionanddevelopment.Thecurriculumshouldbebased
on the psychology of individual difference, which can meet the complexities of
moderndemocraticsociety.
(11)Principleofsocialrelevancyandutility:
Subjectsshouldnotbedeterminedonthebasisoftheirdisciplinaryvaluebutonthe
basisoftheirintrinsicvalue,socialrelevancyandutility.
(12)Principleforutilizationofleisure:
Varietyofsubjectssuchasgamesandsports,finearts,subjectsofaestheticvalue
aretobeintroducedintheschoolprogrammetoutilizeleisure.
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(13)Principleofvarietyandflexibility:
Thecurriculumshouldincludesuchactivitiesandexperiences,whichmayfacilitate
hisnormaldevelopment.Thecurriculumforgirlsshouldnaturallybedifferentfrom
thatofboysboysandgirlshavedifferentneedsandattitudes.
(14)Principleoftime:
Relative significance and importance of each subject in the curriculum has to be
judged and determined in the light of the time available in the timetable, which is
regardedasthemirroroftheschoolprogramme.
Posted15thNovember2013byPinoyAko
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15thNovember2013
Curriculum
DEFINITIONSOFCURRICULUM:
PeterOlivadefinescurriculum,
Thatwhichistaughtinschools
Asetofsubjects.
Content
Aprogramofstudies.
Asetofmaterials
Asequenceofcourses.
Asetofperformanceobjectives
Acourseofstudy
Iseverythingthatgoesonwithintheschool,includingextraclassactivities,guidance,
andinterpersonalrelationships.
Everythingthatisplannedbyschoolpersonnel.
Aseriesofexperiencesundergonebylearnersinaschool.
Thatwhichanindividuallearnerexperiencesasaresultofschooling
Kerr defines curriculum as, All the learning which is planned and guided by the
school, whether it is carried on in groups or individually, inside or outside the
school.
Tanner(1980)definedcurriculumastheplannedandguidedlearningexperiences
and intended outcomes, formulated through the systematic reconstruction of
knowledge and experiences under the auspices of the school, for the learners
continuousandwilfulgrowthinpersonalsocialcompetence.
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OtherDefinitions:
Definition 1: Curriculum is such permanent subjects as grammar, reading, logic,
rhetoric, mathematics, and the greatest books of the Western world that best
embodyessentialknowledge.
Definition 2: Curriculum is those subjects that are most useful for living in
contemporarysociety.
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Definition3:Curriculumisallplannedlearningsforwhichtheschoolisresponsible.
Definition4:Curriculumisalltheexperienceslearnershaveundertheguidanceof
theschool.
Definition5:Curriculumisthetotalityoflearningexperiencesprovidedtostudents
sothattheycanattaingeneralskillsandknowledgeatavarietyoflearningsites.
Definition 6: Curriculum is what the student constructs from working with the
computeranditsvariousnetworks,suchastheInternet.
Definition 7: Curriculum is the questioning of authority and the searching for
complexviewsofhumansituations.
Definition 8: Curriculum is all the experiences that learners have in the course of
living.
13thNovember2013
LESSONPLAN
SALIENTPOINTSINLESSONPLANNING
FOCUSSubjectandTopicthatwillbethemainfocusofthelessonplan
Construction.
PURPOSE this pertains to the General Objectives and Specific
Objectives. The General Objectives(Behavioral Objective) is written using
theformatofdevelopedbyDr.RobertMager,whiletheSpecificObjective
pertains to the Cognitive aspect of learning, this is the 3 domains
(cognitive,affective,psychomotor)developedbyBloom.
INFORMATION this is the basis for the focus or topic of the Lesson
Plan. This pertains to the various sources of information gathered from
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differentsourcesi.e.books,internetorpersonalinteractions.
EXPLANATION what the students need to know to be successful in
meetingtheLessonPlanObjectives,thisistheTeachingPedagogypartof
theLessonPlan.
MODELLING Illustration of information and explanation. 21st century
teachingisalwaysguidedbymodels.
MONITORING KNOWLEDGE and COMPREHENSION Request for
students to demonstrate knowledge and understanding. This is the
learningtaskspartofthelesson.
GUIDED PRACTICE teacher pose for the students to practice and
demonstrate understanding. The teacher only guides the learners during
guided practice. The scaffolding technique is the best way to do it. By
having the teacher roving around the classroom and individually checks
andguidesthelearnersinsucceedinginthelearningtask.
ASSESSMENT it can be any of the following Assessments,
TRADITIONAL,AUTHENTIC,PORTFOLIO.
INDEPENDENTPRACTICELifelongLearning,Learnerswillbeableto
connect the previous and present learning and apply it to deal with
societalconcerns,especiallyintheimmediatecommunity.
ENRICHMENTMasteryofthelessonbythestudents.
RETOUCHReflecttoimprovetheLessonPlanafterthesession.Whatare
thethingstobechangedorimproved?
OTHERCONSIDERATIONS
A CLASSROOM IS A LABORATORY FOR LEARNING A
microcosm of the community where the students deal with societal
concernsespeciallywithintheimmediatecommunity.
THE BEST VISUAL AID IS THE TEACHER The Instructional
Material(IM)doesnotonlymean,visualaidsaretheonlyIMs.TheLesson
PlanespeciallytheteacheristhebestInstructionalMaterial.
KEEPINGYOURSELFABREASTWITHTHETIMESbecausethis
isthetrendineducationpractice.Ifyouwanttobecomethebestteacher
or improve your professional growth, you must update yourself with the
newtrendsineducationpractice.
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Posted13thNovember2013byPinoyAko
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13thNovember2013
NationalCompetencyBased
TeacherStandards(NCBTS)
TheParadigm(fromTransmissionaltoTransactional)Shiftofeducationin
the Philippines is the transfer of teaching concepts from the Traditional
bookish and direct learning approach Teaching into a 21st Century
TeachingfocusedondevelopingthelearnersHOTS(higherorderthinking
skills).
These HOTS is the demonstration of the learners critical thinking ability,
and to go beyond the four walls of the classroom by applying their
learning into the 7 domains Identified by the Department of Education
(DepEd).
In the traditional way of teaching, the learners are only developing the
lowerpartoftheDomainofLearning,whichareidentifiedasLOTS(lower
order thinking skills). This is the memorization intensive class, where the
learnersareforcedtomemorizealonglistofitems,inordertobeableto
answerintheObjectiveTypequizzesandExams.
Example: Using the LOTS, students would simply answer the question,
Whoisthefirstastronaut?,andthenaselectionofa,b,c,dfromwhichthe
studentswillchoosefrom.TheseistheMechanicaltypeoflearning,where
students would simply do the same thing (memorize) and be able to
answer the same type of exam or questioning method in a heartbeat
without even knowing the deeper part of it or cant even explain the
answer.
LOTS(lowerorderthinkingskills)are:
Knowledge,Application,Comprehension
However,intheHOTSintensiveteaching,thestudentswouldanswerthe
types of questions like, What are the contribution of the Space Program
toourpresentgeneration?orCompareandContrasttheknowledgeand
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understanding of humans before the space age and during the space
age?
These types of questions, enables the learners to think critically and
explainhis/heranswerandtodemonstrateactivelyinamannerthattheir
understanding will show the deep knowledge they have learned in the
classroom.
HOTS(higherorderthinkingskills)are:
Analysis,Synthesis,Evaluation
With all these in mind, the Department of Education realized (at last!)
that a Paradigm shift is needed in order to change the system from the
traditionalwaysintothesocalled21stcenturygloballystandardteacher.
Education experts around the country, including my Mentor and Dean of
the College of Education, Dr. June P. Salana, worked tirelessly together
withnumerousexpertsnationwideinordertoidentifythesalientpointsor
domains needed in line with the vision of transforming the Filipino
Teacherintoagloballycompetitiveone.
Along with the Commission on Higher education (CHED), Teacher
Education Institutes (TEIs), Philippine Regulatory Commission (PRC),
DepartmentofEducation(DepEd)andtheCivilServiceCommission(CSC)
in partnership with the different academic institution, the National
CompetencyBasedTeacherStandards(NCBTS)wasborn.
Hence, the Curriculum change is the product of many years of
development,thisisnottheideaoftheDepEdSecretaryorthethousands
of teachers around the country. As mentioned by Dr. Isagani Cruz in
2001,thisisthePeoplePowerModelofCurricularChange,thisisthe
resultoftheSocialChangethathappenedtothecountryandtheneedfor
education to be the Main Effort in bringing Competitiveness and
innovativenessamongthepeopleinthe21stcentury.
AsMentionedintheCurriculumDevelopmentbookbyDr.JuneP.Salana
and Dr. Rolando A. Bernales, the curriculum development of today has
shifted fromLearnerArtisan relationship into EmploymentOriented
(knowledgebased)Curriculum.
The latest trend is to Empower the teachers, the frontliners in
education, the deliverers of knowledge,and facilitators of learning in the
processofdevelopingacurriculum,thatwouldreflecttheCompetencies,
teachers and students alike should possess and reflective of the Social
Dimensionofeducation.ThatlearningshouldnotbelimitedtoFractionor
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Poem writing but rather adopting it to the real life applications and
experiencesthatthelearnermayorhasexperienced.
ItisveryimportanttonotethatthisisnotaJesliLapus,Petprojectthat
may or may not go with him after he lives the office, but a result of the
societal change, a reflection of what is happening in the society and
adopting our curriculum into the 21st century globally competent
education.
TheNCBTSFrameworkisdevidedin7Domains:
1. SocialRegardforLearning(SRFL)
2. LearningEnvironment(LE)
3. DiversityofLearners(DOL)
4. Curriculum(Curr.)
5. Planning,AssessingReporting(PAR)
6. CommunityLinkages(CL)
7. PersonalGrowth&ProfessionalDevelopment(PGPD)
According to the Framework This will allow teachers to selfassess
theirownperformanceagainsttheCompetencyStandardsinorder
to identify areas of strength as well as areas that need to be
developedfurtherinorderforthemtofunctionmoreeffectivelyas
facilitatorsoflearning.
Domain1.SocialRegardforLearning(SRFL)
TheSRFLdomainfocusesontheidealthatteachersserveaspositiveand
powerful role models of the value in the pursuit of different efforts to
learn. The teachers action, statements, and different types of social
interactionswithstudentsexemplifythisideal.
Domain2.LearningEnvironment(LE)
Thisdomainfocusesonimportanceofprovidingasocial,psychologicaland
physical environment within which all students, regardless of their
individual differences in learning, can engage in the different learning
activitiesandworktowardsattaininghighstandardsoflearning
Domain3.DiversityofLearners(DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the
learningprocessevenwithdiverselearners,byrecognizingandrespecting
individual differences and by using knowledge about their differences to
design diverse sets of learning activities to ensure that all learners can
attainthedesiredlearninggoals.
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Domain4.Curriculum(Curr.)
The curriculum domain refers to all elements of the teachinglearning
process that work in convergence to help students understand the
curricular goals and objectives, and to attain high standards of learning
definedinthecurriculum.Theseelementsincludetheteachersknowledge
of subject matter and the learning process, teachinglearning approaches
andactivities,instructionalmaterialsandlearningresources.
Domain5.Planning,Assessing&Reporting(PAR)
Thisdomainreferstothealignmentofassessmentandplanningactivities.
In particular, the PAR focuses on the (1) use of assessment data to plan
andreviseteachinglearningplans
(2) integration of assessment procedures in the plan and implementation
of teachinglearning activities, and (3) reporting of the learners actual
achievementandbehavior.
Domain6.CommunityLinkages(CL)
The LC domain refers to the ideal that classroom activities are
meaningfully linked to the experiences and aspirations of the learners in
their homes and communities. Thus, this domain focuses on teachers
efforts directed at strengthening the links between schools and
communitiestohelpintheattainmentofthecurriculargoals.
Domain7.PersonalGrowth&ProfessionalDevelopment(PGPD)
ThePGPDdomainemphasizestheidealthatteachersvaluehavingahigh
personal regard for the teaching profession, concern for professional
development,andcontinuousimprovementasteachers.
Posted13thNovember2013byPinoyAko
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9thNovember2013
LicensureExaminationfor
Teachers(LET)Coverage
GeneralEducation
Elementary40%
Secondary20%
1.ENGLISH
* Study and Thinking Skills [http://eduphil.org/studyandthinkingskillsinenglish
resources.html]
*WritingintheDiscipline[http://eduphil.org/writinginthediscipline.html]
* Speech and Oral Communication [http://eduphil.org/speechandoral
communication.html]
*PhilippineLiterature[http://eduphil.org/philippineliterature.html]
*MasterWorksoftheWorld[http://eduphil.org/masterworksoftheworld.html]
2.FILIPINO
* Komunikasyon sa Akademikong Filipino [http://eduphil.org/komunikasyonsa
akademikongfilipino.html] (Filipino1)
*PagbasaatPagsulattungosaPananaliksik [http://eduphil.org/pagbasaatpagsulat
tungosapananaliksik.html] (Filipino2)
* Masining na Pagpapahayag [http://eduphil.org/masiningnapagpapahayagfilipino
3.html] (Filipino3)
3.MATHEMATICS
*FundamentalsofMath
*PlaneGeometry
*ElementaryAlgebra
*StatisticsandProbability
4.SCIENCE
*BiologicalScienceGeneralBiology
*PhysicalSciencewithEarthScience
5.SOCIALSCIENCES
* Philippine Government and the New Constitution (with Human Rights)
[http://eduphil.org/philippinegovernmentandthenewconstitutionwithhumanrights.html]
(usuallyPolSci1)
*PhilippineHistory[http://eduphil.org/philippinehistory.html] (usuallySocSci1)
* Basic Economics, Taxation, Agrarian Reform [http://eduphil.org/basiceconomics
taxationagrarianreform.html] (usuallySocSci2)
* Society and Culture with Family Planning [http://eduphil.org/societyandculture
withfamilyplanning.html] (usuallySocSci3)
*RizalandOtherHeroes
*PhilosophyofMan
*Arts
*GeneralPsychology
*InformationandCommunicationTechnology
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ProfessionalEducation
Elementary60%
Secondary40%
1.TeachingProfession,SocialDimensionsofEducation
2.PrinciplesofTeaching,EducationalTechnology,CurriculumDevelopment
3.FacilitatingLearning,ChildandAdolescentDevelopment
4.AssessmentofStudentLearning,DevelopmentalReading
5.FieldStudy,PracticeTeaching
Specializations
Secondary40%
1.ENGLISH
*RemedialInstructioninEnglish
*EnglishforSpecificPurposes
*THEORETICALFOUNDATIONSOFLANGUAGEANDLITERATURE:
**IntroductiontoLinguistics
**StructureofEnglish
**IntroductionofStylistics
**LiteraryCriticism
*LITERATURE:
**MythologyandFolklore
**AfroAsianLiterature
**EnglishandAmericanLiterature
*METHODOLOGY:
**TheTeachingofSpeaking,ListeningandReading
**TeachingofLiterature
**PreparationandEvaluationofInstructionalMaterials
**LanguageandLiteratureAssessment
**LanguageResearch
**CampusJournalism
**TranslationandEditingofText
**SpeechandStageArts
**CreativeWriting
2.FILIPINO
*MGABATAYANGTEORETIKAL:
**IntroduksyonsaPagaaralngWika
**PanimulangLinggwistika
*NILALAMAN:
**Wika
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**Panitikan
**Metodolohiya,PagtatayaatEbalwasyon,atKagamitangPangturo
3.BIOLOGICALSCIENCES
*BiologicalScienceI
*BiologicalScienceII
*InorganicChemistry
*CellBiology
*Ecology
*OrganicChemistry
*Microbiology
*GeneticandEvolution
*Biochemistry
*AnatomyandPhysiology
4.PHYSICALSCIENCES
*INTRODUCTION:
**NatureofScience
*CHEMISTRY:
**AtomicandMolecular
**ChemicalBonds
**ConservationofMatterandStoichichiometry
**Gases,LiquidsandSolids
**AcidsandBases
**Solutions
**ChemicalThermodynamics
**ChemicalKineticsandEquilibrium
**OrganicandBiochemistry
**NuclearProcesses
*PHYSICS:
**PhysicalQuantitiesandVectors
**Mechanics
**Electricity
**Magnetismandelectronics
**Thermodynamics
**ModernPhysics
**LightandGeometricsOptics
**EarthandSpace
**Astronomy
**Environment
5.MATHEMATICS
*Arithmetic&NumberTheoryandBusinessMath
*Basic&AdvancedAlgebra
*PlaneandSolidGeometry
*Trigonometry
*ProbabilityandStatistics
*AnalyticalGeometry
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*Calculus
*ModernGeometry
*LinearandAbstractAlgebra
*HistoryofMathematics
*ProblemSolving
*MathematicalInvestigation
*InstrumentationandAssessment
6.SOCIALSTUDIES/SOCIALSCIENCES
*TRENDSANDISSUESINSOCIALSTUDIES:
**Research
**Geography
**SociologyandAnthropology
**Politics/Governance/LawRelated
*HISTORY:
**WorldHistoryandCivilizationI
**WorldHistoryandCivilizationII
**AsianStudies
*ECONOMICS
**MicroMacroEconomics
**EconomicPlanningandStrategies
*METHODS:
**TeachingApproachesinSecondarySocialStudies
**ProductionsofInstructionalMaterialsforSocialStudies
**BuildingBridgesAcrossSocialscienceDiscipline(MAKABAYAN
asacorelearningareainBasicEducation)
*ASSESSMENT:
**AssessmentandEvaluationintheSocialSciences/SocialStudies
7.VALUESEDUCATION
*FOUNDATIONOFVALUESEDUCATION:
**PhilosophicalandEthicalFoundationsofVE
**SocioCultural,Anthropological&LegalBasesofVE
**PsychologicalTheoriesofValuesDevelopment
*PERSONHOODDEVELOPMENT:
**PersonhoodDevelopment
**DynamicsofIntraandInterpersonalRelations
**PsychoSpiritualDevelopment
**ManagementofBehaviorProblems
* TRANSFORMATIVE EDUCATION (SOURCES OF VALUES AND FACTORS IN
VALUESED)
**FamilyLifeandFilipinoValuesSystem
**EducationforHumanRightsandResponsibleCitizenship
**FoundationsofGenderStudies
**PeaceandGlobalEducation
**InformationTechnologyandHumanDevelopment
**MoralIssuesandConcernsinContemporaryLiving
* WORK ETHICS AND COMMUNITY SERVICE: COMMITMENT TO SOCIAL
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RESPONSIBILITYANDACCOUNTABILITY
**CareerDevelopmentandWorkValues
**ValuesEducationthroughCommunityService
*APPROACHESANDMETHODOLOGIES:
**Facilitation:TheoryandPractice
**TeachingApproachesandStrategiesinTransformativeEducation
**ValuesIntegrationintheSchoolSetting
*RESEARCHANDEVALUATION:
**BehavioralStatistics
**DevelopmentofVEInstructionMaterialsandAssessmentTools
**ResearchinVE
8.MAPEH
*FoundationsofMAPEH
**MethodsandStrategiesofTeachingMAPEH
** Coaching and Officiating of Sports Events, Dance Competitions and Music
Activities
**OrganizationandManagement
**Research
**SpecialEducationinMAPEH
*PHYSICALEDUCATION:
*Anatomical,MechanicalandPhysiologicalBasesofMovement
*GYMNASTICS
**PhilippineFolkdance
**InternationalFolkDanceandOtherDanceForms
*SPORTS:
**Aquatics
**Athletics
**Individual,DualandCombativeSports
*HEALTHEDUCATION:
**Personal,Community,andEnvironmentalHealth
**SafetyEducationandFirstAid
**HealthPracticum
*MUSIC:
**PhilippineandAsianMusic
**SolfeggioandAppliedPiano
**IntegratedMusicTheory
**MusicLiterature
**ChoralWorksandConducting
**RondallaPlayingInstrumentation
*ARTEDUCATION
9.AGRICULTUREANDFISHERYARTS
*FunctionalApplicationofKnowledge
*BreedsofFarmAnimalsandFish
*PestsandDiseasesAffectingAnimalsandFishPropagation
*MarketingStrategiesintheIndustry/Entrepreneurship
*ProperCareandManagementofAgriculturalandFisheryProducts
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10.TECHNOLOGYANDLIVELIHOODEDUCATION
*BasicDrafting
*BusinessMath
*BasicElectricity
*BasicPlumbing
*Cosmetology
*Foods
*CarpentryandMasonry
*BasicElectronics
*Entrepreneurship
Source:EduPhil[http://eduphil.org/licensureexaminationforteachersletcoverage.html]
Posted9thNovember2013byPinoyAko
Labels:LET
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9thNovember2013 RepublicActNo.7836(Philippine
TeachersProfessionalizationAct
of1994)
RepublicActNo.7836
Philippine Teachers Professionalization Act of 1994
AN ACT TO STRENGTHEN THE REGULATION AND
SUPERVISION OF THE PRACTICE OF TEACHING IN THE
PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION
FOR TEACHERS AND FOR OTHER PURPOSES.
REPUBLIC ACT NO. 7836
ARTICLE I
TITLE
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and
regulation
of
the
licensure
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complete term.
The chairman or any member shall take his oath of office prior
to the performance of his duties.
Sec. 8.Qualification of Board Members. Each Board member
must at the time of his appointment:
(a)Be a citizen and resident of the Philippines
chan robles virtual law library
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specialization.
chan robles virtual law library
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Teachers
who
pass
the
merit
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Source:ChanRobles
[http://www.chanrobles.com/republicactno7836.htm#.Un9W6Pmmg3U]
Posted9thNovember2013byPinoyAko
Labels:BoardofProfessionalTeachers,LET,R.A.7836
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9thNovember2013 BoardofProfessionalTeachers
History
The promulgation of Presidential Decree No. 1006 on September 22, 1976 formally
organized the National Board for Teachers (NBT). Directly under the supervision of
the Civil Service Commission, the NBT was the first board to exercise regulatory
exercise over the teaching profession.
On December 16, 1994 the regulation and licensing of teachers was transferred to
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the PRC through the enactment of Republic Act No. 7836, otherwise known as
The Philippine Teachers Professionalization Act of 1994. The law provided for
the professionalization of teaching under the aegis of the PRC.
Pursuant to the law, the first Board for Professional Teachers (BPT) was
constituted on September 19, 1995 with the appointment of Dr. Nilo L. Rosas as
Chairman, Dr. Aurelio O. Elevazo as ViceChairman and Dr. Lucila F. Tibigar, Dr. Fe
A. Hidalgo and Dr. Martha A. Mogol as Members.
On August 1996, the Board and the PRC administered the Licensure Examination
for Teachers (LET) for the first time to 97,560 examinees. In 1997, 101,348
examinees took the LET, a record in the history of professional regulation. In 1998,
a total of 115,499 took the LET, and in 1999, 123,025.
In 1996, the Board also administered the first licensure examination for school
superintendents, the results of which were released five (5) days after the
examination date.
Today, teachers constitute more than half a million, comprising one of the largest
occupational groups in the country.
Board Composition
Qualification of Board Members
Each member of the Board shall, at the time of his appointment:
1. A citizen and resident of the Philippines;
2. At least thirtyfive (35) years of age, of proven integrity, and possessed of
high moral values in his personal as well as professional conduct and has not
been convicted of any offense involving moral turpitude;
3. Be a holder of the degree of Bachelor of Arts or Bachelor of Science in
Education and preferably a holder of a masters or doctorate degree in
education, or their equivalents, from a university, school, college, academy
or institute duly recognized and/ or accredited by the Philippine government
4. Be a professional teacher with a valid certificate of registration and valid
professional license, save those members who shall compose the first Board
for Professional Teachers;
5. Has been a professional teacher in the active practice of teaching profession
for at least ten (10) years in the elementary and secondary level; and
6. Not be an official member of the faculty of, nor have pecuniary interest in
any university, college, school, or institution conferring a bachelors degree
in education or its equivalents for at least three (3) years prior to his
appointment, and neither connected with a review center or with any group
or association where review classes or lectures in preparation for the
licensure examination are offered or conducted. Provided, however, That,
the membership to the Board shall be evenly distributed to cover all levels of
education, including equitable representation of the different fields of
specialization.
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ROSITA L. NAVARRO
Chairperson
PAZ I. LUCIDO
ViceChairperson
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PARALUMAN R. GIRON
Member
NORA M. UY
Member
Board Law
Republic Act No. 7836
An Act to Strengthen the Regulation and Supervision of the Practice of Teaching in
the Philippines and Prescribing a Licensure Examination for Teachers and for Other
Purposes
Be it enacted by the Senate and House of Representatives of the Philippines in
Congress assembled:
Short title. This Act shall
Professionalization Act of 1994.
be
known
as
the
Philippine
Teachers
Statement of Policy. The state recognizes the vital role of teachers in nation
building and development through a responsible and literate citizenry. Towards
this end the State shall ensure and promote quality education by proper
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d. Any person who impersonates any registrant of the same or different name;
e. Any person who uses a revoked or suspended certificate of registration;
f. Any person who, in connection with his name, otherwise assumes, uses or
advertises any title or description tending to convey or conveys the impression
that he is a teacher without holding a valid certificate; and
g. Any person who violates or who abets the violation of any of the provisions of
this Act.
The penalty of fine or imprisonment or both, as provided in the section, shall also
apply to any school or school official who shall cause or be responsible for the
Commission of any of the aboveenumerated acts.
Source:PRC[http://www.prc.gov.ph/prb/default.aspx?id=38&content=221]
Posted9thNovember2013byPinoyAko
Labels:BoardofProfessionalTeachers
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9thNovember2013
LET2014Schedule
Teachersor LET 2014schedulewill be early next year, and the deadline of filing of
applications can be viewed here.
LET or the Teachers Board Exam will be administered in 14 different testing
centers in the Philippines and in Hongkong. Instead of March, the first LET 2014
will be on January, and the usual Septemberschedule will be on July next year.
Here's thescheduleif you intend to take the licensure exam next year.
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Deadline of Filing: Repeaters May 30, 2014;First Timers June 13, 2014
Target Date ofResults: September 14, 2014
All qualified applicants are advised to use the Online Application System
[http://www.prc.gov.ph/online/application/] at PRC website www.prc.gov.ph before
going to PRC offices for processing of application and payment of application fee.
PH
exams
[http://www.phexams.com/2013/10/let2014schedulefilingof
applications.html]
Posted9thNovember2013byPinoyAko
Labels:LET
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9thNovember2013 PROFESSIONALEDUCATIONAL
UNITS(NONEDUCATION
GRADUATES)
PROFESSIONAL EDUCATIONAL UNITS
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1 EDUCATIONAL PSYCHOLOGY, or
Adolescent Psychology (Adolescent Growth & Development)
Psychology of Learning
Psychology Applied to Education
Child Growth, Development, Learning (Developmental Education)
Child Study (Child Psychology)
Human Growth, Learning and Development
Foundation of Education I (Psychological & Sociological Foundation of
Education)
3 PRINCIPLES OF EDUCATION, or
Introduction to Education including Phil. Educational System
Foundation of Education II (Historical, Philosophical and Legal Foundation of
Education)
Nonformal Education
History of Education
Philippine Educational System
Philosophy of Education
The remaining six (6) units may be met by completing any two of the following
professional education courses:
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4. AudioVisual Education
5. Curriculum Development
6. Preparation of Curriculum Materials
7. Administration and Supervision
8. The Child and the Curriculum
9. Student Teaching/Internship/Practicum
10. Educational Leadership
11. Values Education
12. Special Education
13. Early Childhood Education
Source:
PRC
[http://www.prc.gov.ph/uploaded/documents/18%20PROF%20EDUC%20UNITS.pdf]
Posted9thNovember2013byPinoyAko
Labels:LET
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9thNovember2013
LETApplicationRequirements
APPLICATION REQUIREMENTS
Original and photocopy of Birth Certificate issued by the National Statistics
Office (NSO) in security paper
Original and photocopy of Marriage Certificate issued by NSO in security paper
(for married female applicants)
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Posted9thNovember2013byPinoyAko
Labels:LET
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