Different Group Projects 10.

Round table
- Quiet, informal group (4-5 students)
1. Committee who sit around a table, conversing
- Small group working together in a either among themselves or with an
common venture for a given period of audience.
time. (Chooses representative to 11. Forum
report.) - Panel approach but with audience
2. Brainstorming 12. Jury Trial
- Elicit large number of imaginative ideas - Simulates court room which evaluates
or solutions to open-ended problems issues.
without being judged. 13. Majority-rule decision making
3. Buzz session - Arriving at an agreement which select
- Group members can discuss their an individual for a task based on the
opinions without fear of being wrong wishes of the majority.
or ridiculed for holding unpopular 14. Consensus-decision making
position. - Requires all members to agree
- Bring new information to correct 15. Composite Report
misconceptions - Summarizes works of all members and
4. Debate is presented through oral or written.
- Two positions in a controversial issue 16. Agenda
are presented formally - Formal method of organizing a task
5. Panel
- Present information on an issue, and Group elements to be considered to maintain good
will arrive at a group consensus. discipline:
6. Symposium
-participants are expected to represent a 1. Dissatisfaction with classroom work
particular position and try to convince - The work is too easy or too difficult.
others in untimed manner. The work load is too light or too heavy.
Assignments are poorly planned or
7. Role playing and improvisation poorly explained. Work is badly
- Stepping outside of one’s own role and scheduled, badly sequenced or
feelings and placing oneself in confusing,.
another’s situation. 2. Poor interpersonal relations
- Exploring intergroup attitudes and - Problems are caused by friendships or
values. tensions among individuals, cliques, or
8. Fish bowl subgroups; by badly filled group roles,
- Sits in a circle with two seats in the and by student-teacher friction.
center, and those who seats on the 3. Disturbance in group climate
center will share his/her viewpoints. - The climate is punitive, tinged with
9. Critiquing session partiality, too competitive, too
- Examination of members’ work by the exclusive.
group 4. Poor group organization
- Offers constructive comments and - The group is characterized by too much
suggestions. autocratic pressure or too little
supervision and security. The group is
 too highly organized or too 2.
unstructured.
5. Sudden changes and group emotions
- The group is experiencing high level of
anxiety. Contemporary events lead to
unusual depression, fear or excitement.
3.
Cognitive Structures by Charles Letteri
1. Analysis (field dependence-independence)
4.
- The ability to break down information
into component parts, for the purpose
of identification and categorization.
5.
2. Focusing (scanning)
- The ability to select relevant or
important information without being
6.
distracted or confused by irrelevant
secondary information
3. Comparative Analysis (reflective-
impulsivity)
7.
- The ability to select a correct item from
among several alternatives and to
compare information and make proper
choices.
4. Narrowing (breadth of categorization)
- The ability to identify and place new
information into categories through its 1.
attributes.
5. Complex-cognitive (complexity-simplicity)
- The ability to integrate complex
information into categories through its 2.
attributes.
6. Sharpening (sharpening-leveling)
- The ability to maintain distinctions
between cognitive structures and to
avoid confusion and overlap. 3.
7. Tolerance (tolerant-intolerant)
- The ability to monitor and modify
thinking, the ability to deal with 4.
ambiguous or unclear information
without getting frustrated.
Cognitive Framework by Weinstein and Mayer
1. Basic Rehearsal Strategy 1.
- The ability to remember names or
words and the order of things.
Complex Rehearsal Strategies (Focusing)
- Making appropriate choices or
selections (such as knowing what to
copy when the teacher explains
something or what to underline or
outline while reading).
Basic Elaboration Strategies
- Relating two or more items (such as
nouns and verbs)
Complex Elaboration Strategies
- Analyzing or synthesizing new
information with old information.
Basic Organizational Strategies
- Categorizing, grouping, or ordering new
information
Comprehension Monitoring
- Checking progress, recognizing when
one is on the right track or confused,
right or wrong.
Affective Strategies
- Being relaxed, yet alert and attentive
during a test situation and when
studying.
Time in Classroom and School
Mandated Time
- Number of days and hours in the school
calendar specified by state and school
district laws.
Allocated Time
- Maximum possible time that might be
spent in subject areas. Portion of time
in school allocated to different subjects
and other activities.
Academic Instruction Time
- Time teacher actually spends in class
giving instruction
Academic Engaged Time
- Time the students spend in performing
academic work.
Components of Direct Instruction
Modeling
- The teacher identifies the skill required
and shows how it is used.
 - The teacher shares a cognitive secret of - Serves as a role model toward learning,
how to execute a strategy. as well as occupational outlook,
2. Guided Practice perhaps even toward general life.
- Teacher and students work together on 4. Boss-employee
a skill or task and figure out how to - The teacher asserts authority and
apply strategy. provides reward and punishment to see
- The teacher stays in the background, that work is done.
but guides students by asking such 5. Good-old Team Person
questions as why they have rejected or - One of a group of players listening to
accepted some information the coach working as a team.
3. Consolidation (Frank Riessman)
- The teacher helps students to consider 1. Compulsive
a skill in relation to several examples - The teacher is fussy, teaches things
and to determine wether the skills over and over, and is concerned with
should or should not be used. functional order and structure.
4. Independent Practice 2. Boomer
- The students complete assignments by - Shouts in a loud, strong voice: “Youre
themselves, first in class with the going to learn”, there is no nonsense in
teacher present to provide aid if the classroom.
necessary and then at home or on their 3. Quiet One
own without the assistance of the - Sincere, calm, but definite, this teacher
teacher. commands both respect and attention.
5. Application 4. Coach
- The teacher asks students to apply the - Informal, earthy, and maybe an athlete;
skill in a new problem. he is physically expressive in
6. Review conducting the class.
- Periodically reviews the when, why, 5. Maverick
and how of a skill - Everybody loves this teacher, excepts
- Incorporated into classroom and perhaps the principal. S/he raises
homework assignments over an difficult questions and presents ideas
extended time. that disturb.
6. Entertainer
Teaching Styles - Free enough to joke and laugh with the
(Herbert Thelen) students.
1. Socratic 7. Secular
- Wise, somewhat crusty teacher who - Relaxed and informal with children;
purposely gets into arguments with s/he will have lunch with them or play
students over the subject matter ball with them.
through artful questioning. 8. Academic
2. Town-meeting - Interested in knowledge and substance
- Use great deal of discussion and lay a of ideas.
moderator role that enables students Louis Rubin
to work out answers to problems by 1. Explanatory
themselves - In command of the subject matter and
3. Apprenticeship explains particular aspects of the
lesson.
2. Inspiratory 7. Feasibility
- Stimulating and exhibits emotional - Content can be covered in the amount
involvement in teaching. of time available for instruction.
3. Informative
- Presents information through verbal Categories of Teacher Management Behavior
statements. The students are expected
1. Desist Techniques
to listen and follow instructions.
a. With-it-ness
4. Corrective
- Has eyes in the back of one’s head
- Provides feedback to the students -
- The skill to know what is going on in all
analyzing the work, diagnosing errors,
parts of the classroom at all times.
and presenting corrective advice.
b. Overlapping
5. Interactive
- Sustaining an activity while doing
- Through dialogue and questioning, the
something else at the same time
teacher facilitates development of
- Handling two or more activities or
students’ ideas.
groups at the same time.
6. Programmatic
2. Movement Management
- Guides the students’ activities and
a. Smoothness
facilitates self-instruction and
- Sustaining proper lesson pacing and
independent learning.
group momentum, not dwelling on
minor points or wasting time dealing
Guiding Principles in the Selection and
with individuals, and focusing on the
Organization of Content
entire student.
1. Validity
b. Jerkiness
- Teaching the content that we ought to
- Opposite of smoothness. It can be
teach according to the national
avoided by not observing any of the
standards in the BEC
following:
2. Significance
1. Flip-flop
- The content we teach should respond
- The teacher terminates one activity,
to the needs and interest of the
goes to another, and then returns to
learners (information explosion)
previously terminated activity. The
3. Balance
teacher lacks clear direction and
- Content includes not only facts but also
sequence of activities.
concepts and values
2. Dangle
4. Self-sufficiency
- The teacher ends an activity or drops a
- Content should cover the essentials of
topic before it is completed.
the lesson and not a “mile-wide-inch-
3. Truncation
deep”
- The teacher ends an activity abruptly.
5. Interest
4. Thrust
- The teacher considers the interest of
- The teacher burst into activities
the learners, their developmental
without assessing student readiness
stages, and cultural and ethnic
and gives orders, statements, or
background.
questions that only confuse the
6. Utility
students.
- Refers to the usefulness/application of
5. Stimulus-bounded
the content to the life of the learner
after it has been learned by the learner
 - The teacher is so immersed in a small Career Stages of PPST
group of students or activity that
he/she ignores other students or Career Stage 1 – Beginning Teachers
misses an event that is potentially
- Have gained the qualifications
disruptive.
recognized for entry into the teaching
3. Momentum
profession
- Force and flow of the lesson
- Have a strong understanding of the
a. Over dwelling
subjects/areas in which they are
- Spending too much time on directions,
trained in terms of content knowledge
irrelevant details, or the physical props
and pedagogy
of the lesson.
- Possess the requisite knowledge, skills
b. Fragmentation
and values that support the teaching
- Situation where a teacher divides the
and learning process.
lesson into too many unnecessary steps
- Manage learning programs and have
or procedures or has each student do
strategies that promote learning based
something individually when a group or
on learning needs of their students.
the entire class could do it more
- Seek advice from experienced
efficiently all at once.
colleagues to consolidate their teaching
Philippine Professional Standards for Teachers practice.

- D.O. No. 42 s. 2017 Career Stage 2 – Proficient Teachers

- Aims to set out clear expectations of
- Professionally independent in the
teachers along well-defined career
application of skills vital to the teaching
stages of professional development
and learning process.
from beginning to distinguished
- Provide focused teaching programs
practice;
that meet curriculum and assessment
- Engage teachers to actively embrace a
requirements.
continuing effort in attaining
- Display skills in planning, implementing
proficiency;
and managing learning programs.
- And apply uniform measure to assess
- Actively engage in collaborative
teacher performance, identify needs,
learning with the professional
and provide support for professional
community and other stakeholders for
development.
mutual growth and advancement.
7 Domains of PPST - Reflective practitioners who continually
consolidate the knowledge, skills and
1. Content Knowledge and Pedagogy practices of Career Stage 1 teachers.
2. Learning Environment
3. Diversity of Learners Career Stage 3 – Highly Proficient Teachers
4. Curriculum and Planning
- Consistently display a high level of
5. Assessment and Reporting
performance in their teaching practice.
6. Community Linkages and Professional
- Manifest an in-depth and sophisticated
Engagement
understanding of the teaching and
7. Personal Growth and Professional
learning process.
Development
- Have high education-focused situation
cognition, are more adept in problem
 solving and optimize opportunities
gained from experience.
- Provide support and mentoring to
colleagues in their professional
development, as well as work
collaboratively with them to enhance
the learning and practice potential of
their colleagues.
- Continually seek to develop their
professional knowledge and practice by
reflecting on their own needs, and
those of their colleagues and students.
- Arguing, contradicting
3. Revenge seeking (aggressive)
- Don’t care about being punished
- Cruel, hostile, on violent towards
others
- The more trouble, the more justified
they feel
4. Withdrawal (passive/refuse to cooperate)
- Has a feeling of inadequacy
- If not helped, they become isolated

Career Stage 4 – Distinguished Teachers  Direct Method

- Teacher-dominated
- Embody the highest standard for - Lecture without necessarily involving
teaching grounded in global best students in the process (passive)
practices - Subject-specific content
- Exhibit exceptional capacity to improve - Telling and showing method
their own teaching practice and that of - Teacher acts as lecturer/demonstrator
others  Indirect Method
- Recognized as leaders in education, - Learner-dominated
contributors to the profession and - Students are active
initiators of collaborations and - Asking more though-provoking
partnerships. questions leading them to draw
- Create lifelong impact in the lives of generalization/abstraction/conclusion
colleagues, students and others. - Teacher acts as facilitator, questioner,
- Consistently seek professional thought synthesizer
advancement and relevance in pursuit  Deductive Method
of teaching quality and excellence - Begin with generalization, rule,
- Exhibit commitment to inspire the definition then end with
education community and stakeholders examples/illustrations
for the improvement of education  Inductive Method
provision in the Philippines. - Begin with examples, with concrete
and with details then end with students
Four Mistaken Goals
giving generalizations, abstraction or
1. Attention getting (on-off/stop the repeat) conclusion.
- Class clown
Student Problem Types Based on Teacher
- Ask special favors, continually seek help
Descriptions
with assignments
- Refuse to work unless the teacher 1. Distractible
hovers over them. - Have short attention span
2. Power seeking (defiance-fighting/refuse to - Easily distracted by sights, sounds or
stop) speech
- Defying adults to achieve what they 2. Underachiever
perceive as powers - Do not value school work
 - Do the minimum to get by - Have acquired good habits and
- Poorly motivated attitudes and you practice them
3. Low Achiever consistently in your daily life.
- Low potential, or lack of readiness, 4. Being morally mature person
rather than poor motivation. - Have reached a level of maturity in the
4. Withdrawn spiritual, emotional, intellectual, and
- Avoid personal interaction, isolate social levels.
one’s self.
5. Defiant Max Scheler’s Hierarchy of Values
- Resist authority and carry on a power 1. Pleasure Values
struggle with the teacher - Pleasant against unpleasant
- Want to have their own way and not to - Agreeable against disagreeable
be told what to do. Ex: sensual feeling, experiences of
6. Rejected by Peers pleasure or pain
- Seek peer interaction but are rejected, 2. Vital Values
ignored or excluded - Pertaining to the well-being either of
7. Hostile Aggressive the individual or of the community
- Express hostility through direct, intense (wellness)
behavior. Ex: health, vitality, capability,
- Not easily controlled excellence
8. Passive Aggressive 3. Spiritual Values
- Express opposition and resistance to - Values independent of the whole
the teacher but indirectly. sphere of the body and of the
9. Hyperactive environment
- Show excessive and almost constant Ex: meaning, purpose and value in life
movement even when sitting 4. Values of the Holy
- Blurts out answers and comments - Appear only in regard to objects
10. Failure Syndrome intentionally given as absolute objects
- Convinced that they cannot do their Ex: Belief, adoration, bliss
work
- Expect to fail even after succeeding Four Levels of Computer Knowledge
11. Perfectionist 1. Computer Literacy
- Unduly anxious about making mistakes - Generate knowledge of what
- Holds back from class participation computers are used for and some
unless sure of self. general experience in using them
- Must be viewed as the 4th R
Four Ways of Describing Good Moral Character 2. Computer Competency
- Ability to use the computer as a tool for
1. Being fully human particular purposes
- You have realized substantially your 3. Computer Expertise
potential as a human - Knowledge of how computers work and
2. Being a loving person how to program them
- You are caring and unselfish and 4. Computer Hacker
mature manner with yourself, other - More than an expert
people and God - Freewheeling and addictive to the
3. Being a virtuous person computer format.