PROFESSIONAL EDUCATION NOTES

Stereotype - general positive or negative beliefs that we hold about

characteristics of social group.
Discrimination refers to unjustified negative behaviors towards
members of outgroups on their membership
Prejudice is an unjustifiable negative attitude towards an outgroup,
prejudice and bias are just the same.
Socio-cultural issues on Globalization
Massive Migration
- Massive migration is changing the ways we experience
national identities and cultural belonging.
Managing Difference
- Children growing up in multicultural settings are likely than in
any previous generation to face life of working, networking,
loving and living with others from different national, religious,
and racial backgrounds.
Global Changes in Culture
- Global changes in culture deeply affect educational policies,
practices, and instructions.
21st Century Education
- basically characterized by the shift in the teaching- learning
process as described below.
TRADITIONAL VIEW ON EDUCATION
- The learner is passively waiting for the teacher to give direction
and information.
- The learner always waits and follows given procedures.
- The learner views the teacher as the only source of knowledge
- Teacher -centered
21st CENTURY EDUCATION
- The learner is actively engaged in the learning process and
constructs knowledge
- The learner explores, discovers, and creates unique solutions to
problems.
- The learner views the teacher as a facilitator.
- Student-centered.
21st Century skills
The 21st century skills are a set of abilities that students need to
develop in order to succeed in the information age. Below are the
four classification of the 21st century education skills with
corresponding specific skills.
A. Effective Communication Skills
Teaming
Collaboration
Interpersonal Skills
Local, National and global-orientedness
Interactive Communication
B. Learning and Innovation Skills
Critical Thinking and Problem Solving skills
Creative thinking
Innovation
Curiosity
Risk Taking

C. Life and career Skills

- Flexibility and adaptability
- Leadership and Responsibility
- Social and Cross-cultural skills
- Initiative and Self-direction
- Productivity and Accountability
- Ethical, Moral and Spiritual Values
 D. INFORMATION, MEDIA AND TECHNOOGY SKILLS
- Visual and Information Literacies
- Media Literacy
- Basic, Scientific, Economic and Technological literacies
Learning Experiences
Learning experiences refer to any program activity, or otherwise
any venue where teachers and learners interact. Consequently, it
is through these interactions that the students increase their
knowledge, develop skills, and change or improve their attitude
toward matters that concern them.
APPROACH
- A set of correlative assumptions dealing with the process of
teaching or the nature of learning. This is based on a theory
and is axiomatic.
Examples of approaches to curriculum design
1. Developmental Approach
2. Integrative Approach
3. Problem-based Approach
4. Literature-Based Approach
5. Inquiry-based Approach
METHOD
- Teaching methods are the procedures that teachers undertake
in delivering content. Although different subjects require
methods, they have the following characteristics in common.
1. Step-by-step
2. Procedural
3. Mechanical
4. Systematic
STRATEGY
Teaching strategies are the techniques/styles that teachers employ
in delivering content. Teaching strategies are:
1. Stylized
2. More Flexible
3. More Varied
Technique
Teaching techniques are personalized teacher’s styles of carrying
out a particular step of a given method: may also pertain to a
specific activity/strategy. This is implementational.
2. Common Methods and Strategies
1. Direct-deductive Method
2. Indirect-Inductive Method
3. Collaborative learning
4. Inquiry-Based Learning
5. Problem-Based Method and Project-Based Method
6. Design Thinking Method

CURRICULUM DESIGNS
Various templates of the overall curriculum structures may be
used by curriculum developers.

1. Subject-Centered Structures (Focus on Content)

a. Subject Design
The curriculum is based on learning specific subjects thus
learning is compartamentalized.
Example: Learning Mathematics in Grade 7 K to 12
Curriculum
b. Discipline Design
The curriculum is based on mastering broader discplines
rather than particular subjects. This curricular design is often
used in the tertiary level.
 Example: mastering Algebra in the previous curriculum.
c. Correlation Design
The curriculum is based on the integrated learning of various
subjects to reduce fragmentation. Yet, the subjects maintain
their unique identity.
Example: mastering Algebra in the previous curriculum.

d. Broad-field Design
The curriculum integrates the contents related to each other
to prevent the compartmentalization of subjects. A new
subject is created, then.
Example: a school offering Science and Health as on
subject.

2. Learner-centered Structures (Focus on Student)

a. Child-centered design
The curriculum is based on the needs of the individual
learner.
Example: curriculum is planned from scratch based on
needs of learners, use of diagnostic exam to drive curriculum
development.
b. Experienced-Centered Design
The curriculum is based on providing a set of planned
learning experiences.
Example: Changing the way a curriculum is implemented
thus changing the experience of the learners.
 c. Humanistic Design
- The curriculum is based on the goal of self-actualization of
learning.
Example: a subject-centered curriculum is added other
humanistic elements (such as values formation, practical skills)
to enrich curriculum.

3. Problem-Centered Structures (Focus on Real-life Concerns)

A. Life situation design
-the curriculum is based on learning to address individual
needs
Example: Problem-Based learning in Medicine and Law
Schools
B. Core Design
The curriculum is based on learning to address societal
needs.
Example: The entire subject is directed to be an answer to
societal needs such as Field Work/Practicum and NSTP-
CWTS.