GROUP 1 REPORT

PHILOSOPHIES OF EDUCATION THE SCHOOL ENVIRONMENT

1. Essentialism - teach mastery of the basics; curriculum is prescribed; subject 1. A physical environment conducive for learning is one that has consistent
matter-centered there are universal, objective values; inculcate values in subject practices that:
matter - keep the school safe, clean, orderly and free from distraction;
2. Perennialism - teach those that last, the classics; there are universal values; - maintain facilities that provide challenging activities; and
inculcate these universal, objective values - address the physical, social and psychological needs of the students.
3. Progressivism - very child-centered; teach those that interest the child; one
learns by experience; learners learn by doing so teacher teacher's teaching is 2. Display boards can be powerful in communicating information about the
experiential; values are subjective; no inculcation of values since they are learning environment. They help in building and establishing the school culture.
subjective; instead teachers help students clarify their values These boards become one way for everyone to learn about the vision-mission,
4. Reconstructionism - school is agent of change; schooling preparing students goals, and values that the school upholds.
for social changes; teaching involves students in discussions of moral dilemmas
5. Existentialism - Teachers teach learners to make a choice, to make decisions 3. As a basic part of the school's visual environment, display boards have four
and not merely to follow the crowd; one follow others do not leave meaningful life general purposes:
6. Pragmatism - That which is useful, that which is practical and that which works a. Decorative - They offer visual stimulation and appeal to aesthetics. They set
is what is good; that which is efficient and effective is that which is good. 7. the social and psychological atmosphere of the school.
Rationalism - emphasizes development of learners' reasoning powers; b. Motivational - encourage students to perform better with greater confidence.
knowledge comes though reason; teacher must develop the reasoning power of c. Informational - They are used as a strategy to readily disseminate information.
the learner d. Instructional - They move students to respond and participate through
8. Utilitarianism - what is good is that which is most useful (that which brings interactive displays and think about and communicate their learning
happiness) to the greatest number of peoples;
9. Empiricism - source of knowledge is through the senses; teacher must involve 4. The set of criteria for evaluating bulletin board displays includes effective
the senses in teaching- learning communication, attractiveness, balance, unity, interactivity, legibility, correctness,
10. Behaviorism - behavior is shaped deliberately by forces in the environment and durability.
and that the type of person and actions desired can be the product of design;
behavior is determined by others, rather than by person's own free will; teacher ASSESSMENT FOR LEARNING AND ASSESSMENT AS LEARNING
must carefully shape desirable behavior; drills are commonly used to enhance (FORMATIVE ASSESSMENT)
learning, rewards reinforce learning. Assessment - is an essential part of the instructional cycle.
11. Constructivism - Learners are capable of constructing knowledge and - is the part of the instructional cycle that determines whether or not
meaning; teaching-learning therefore is constructing knowledge and meaning; the intended learning outcome has been attained
teacher does not just "tell" or dictate but asks learners for knowledge they - task must be aligned to the intended learning outcome.
construct and meaning of lesson
The instruction cycle consists of:
Learner Diversity: The Community And Home Environment 1) getting the intended learning outcome/s,
1. Urie Bronfenbrenner's bio-ecological model 2) selecting a teaching methodology, strategy and activity that are aligned to the
- It presents the learner within the context of layers of relationship learning outcome and topic which are developmentally-appropriate to the
systems that make up the learner's environment. Layers are: learners
a. Microsystem - includes the structure: family, school and neighbourhood 3) assessment itself.
b. Mesosystem - the connection between the structures in the microsystem
c. Exosystem - the bigger social system includes the city government, the Assessment for learning - referred as formative assessment.
workplace and the mass media Assessment as learning - is referred to as self-assessment.
d. Macrosystem - Outermost layer includes cultural values, customs and laws
e. Chronosystem - the element of time. patterns of stability and pacing of the 1. Outcome-based Teaching-Learning
child's everyday life. 2. Competency-based Teaching
The model helps the teacher look into every aspect in the learner's 3. Teaching by Objective
environment to understand his behavior. With those 3, we ensure that the intended outcome/competency/objective is
attained at the end of the lesson and so while we are still in the process of
2. Baumrind's Parenting Styles teaching we do check learners' understanding and progress.
a. Authoritarian - Parents are very firm with their children and expect unwavering
and unquestioning obedience. Rules are set by parents and misbehavior is met Formative Assessment - If we find out that the learners failed to understand
with withdrawal of affection, physical punishment or threats prerequisite knowledge and skills, we reteach until learners' master them.
b. Permissive - Parents are not firm or controlling. They have few expectations. - An assessment while the learners are being taught.
May be warm and caring but appear to be uninvolved and uninterested. - It is assessment in the midst of instruction.
c. Rejecting-Neglecting - Parents are disengaged from children. Neither - Also referred to as assessment for learning.
demanding nor responsive to children. Provide no structure, supervision, support
or guidance Assessment FOR learning - simply means we do assessment to ensure learning.
d. Authoritative - Parents achieve a good blend. They are firm yet loving. Have - We do not wait for the end of the lesson to find out if learners
clear and reasonable expectations and limits for their children. Treat children with understood the lesson or not because if it is only at the end of the lesson that we
respect and warmth. Make children understand consequence of their behavior. discover that the learners did not

Children of: Assessment OF Learning (SUMMATIVE Assessment)

a. Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile Assessment FOR Learning (formative assessment)
and aggressive. They have low self-esteem and difficulty with peers. - These refer to assessment that teachers do while still teaching.
b. Permissive Parents: believe that their parents do not care for them. They are
often impulsive, aggressive and lack self-control; may they have low levels of Assessment AS Learning (self-assessment)
independence and responsibility. - These refer to assessment that students' assessing their own
c. Rejecting-Neglecting Parents: are found to be the least competent in their learning.
over-all functioning and adjustment.
d. Authoritative Parents: are socially competent, self-reliant, and have greater Assessment OF Learning
ability to show self-control. They have higher self-esteem and are better adjusted. - help learners attain the ILO’s, teachers subject their students to
-Based on Child Development by Santrock, 2004. assessment for grading purposes.
 - This is referred to as assessment of learning which is also known as The Commission on Higher Education Teacher Education Curricula (2017) -
summative assessment. includes the UNESCO ICT CFT so most likely you have Leaning Episode 11
Ulling Teaching-Leaming Resources and ICT tackled this in your Technology for
GROUP 2 REPORT Teaching and Learning classes.
LEARNER DIVERSITY : DEVELOPMENTAL CHARACTERISTICS, NEEDS AND It will be good to review the UNESCO ICT CFT v3 framework as you work in this
INTERESTS episode The activities here are meant for you to observe, analyze and reflect
Here are major principles of development relevant to this Episode: about the competencies discussed in the framework.
1. Development is relatively orderly. Development follows directional patterns
such as, from the head to the toe (cephalocaudal), and from the center of the The Learning Resource Center
body then outwards (proximodistal 1. A school usually sets up a center that will provide valuable support to the
2. Development takes place gradually. teaching-learning process. Over the years the name of this center has evolved.
3. All domains of development and learning physical, social and emotional, and Some of the names are Audiovisual Center, Media and Technology Resource
cognitive- are important, and they are closely interrelated. (NAEYC, 2009) Center, Teaching-Learning Technology Department, or Simply Learning
4. Development proceeds toward greater complexity, self-regulation, symbolic or Resource Center.
representational capabilities. (NAEYC, 2009) 2. With the swift development of ICT, the natural outcome was the ever-
expanding interface between the traditional library and ICT both in terms of
PREPARING FOR TEACHING AND LEARNING hardware and software systems and applications.
Principles of learning which must be applied to ensure quality instruction. 3. Schools may have different set-ups when it comes to a Learning Resource
- It also focuses on the intended learning outcomes which set the direction of the Center (LRC) Some have replaced the term library with LRC. Some have a
lesson. separate library, LRC, and Audio Visual or Media Center. Some only have the
- They must be (SMART) Specific, Measurable, Attainable, Realistic and Time- LRC both for teachers and students. Still some have combined their learning
bound) and formulated in accordance with time-tested principles. resource centers with maker spaces.
- It also determines the teaching method used by the Resource Teacher whether 4. The common purpose among these centers is to provide print, audio-visual
(inductive or deductive) which is the practical realization or application of an and ICT resources to support the teaching-learning process
approach. This episode dovetails with the course on Facilitating Learner- 5. The goals of the Center may include orienting and training teachers in the use
Centered Teaching. of audiovisual and ICT resources, working with teachers and administrators in
producing instructional materials, making available useful resources to the
These are the time-tested principles of teaching and learning: students, teachers, and the school community.
1. Effective learning begins with setting clear expectations and learning 6. In order to support the philosophy and aims of the school, the Center must
outcomes. fulfill the following functions: center of resources, laboratory of learning, agent of
2. Learning is an active process. "What I hear, I forget; what I see, I remember; teaching, service agency, coordinating agency, recreational reading center, and a
what I do, I understand." link to other community resources
3. Learning is the discovery of the personal meaning of ideas. Students are given
the opportunity to connect what they learn with other concepts learned, with real Technology Integration
world experiences and with their own lives. The Technology Integration - Matrix provides a comprehensive framework for you
4. Learning is a cooperative and a collaborative process. to define and evaluate technology integration.
- It will provide you direction and guide you in the process of achieving effective
A teaching method consists of systematic and orderly steps in the teaching- teaching with technology.
learning proce classified either as deductive (direct) or inductive (indirect), - The teacher's integration of technology in instruction can be described as
progressing in 5 levels: entry, adoption, adaptation, infusion and finally
Methods of Teaching: transformation.
DEDUCTIVE - Begins with a rule, generalization, abstraction and ends with - The teacher also works at creating a learning environment that encourages and
concrete. experience, details, examples enables quality technology integration.
INDUCTIVE - Begins with the concrete, experience, details, examples and ends - The interdependent characteristics of the learning environment are being active,
with a rule, generalization, abstraction. collaborative, constructive, authentic, and goal-directed.
- The Technology Integration Matrix connects the Levels of Technology
UTILIZING TEACHING-LEARNING RESOURCES AND ICT Integration and the Characteristics of the Learning Environment.
4.0 - technology continues to be an ever significant part of the learning
environment. Observing technology integration in the classroom
Technology Levels of Technology Integration Into The Curriculum
UNESCO ICT Competency Framework for Teachers Version 3 (ICT CFT Integration Matrix Entry Adoption Adaptation Infusion Transformation
v3, 2018) Active Encourages
Creates a Creates a rich
Uses adaptation of
The Information and Communications Technology Competency Framework for Collaborative technolog tool based
learning learning
Directs environment environment in
Teachers (ICT CFT) version 3 is a comprehensive framework guide teachers' Constructive
y to
students in
software by
that infuses which students
deliver allowing
development on the effective and appropriate use of ICT in education. It Authentic curriculu
conventional
students to
power of tech regularly engage in
use of tool tools activities that
highlights what teachers should know and do clustered in six aspects, namely: m
based
select tool
throughput would have been
content and modify its
software. the day and impossible to
1. Understanding ICT in Education, 4. Application of Digital Skills, Goal Directed to use to
across subject achieve without
students accomplish
2. Curriculum and Assessment, 5. Organization and administration, task at hand.
areas. tech.
3. Pedagogy, 6. Teacher Professional Learning.
Evaluation of ICT Resources
Similar to the PPST, the ICT CFT also articulated competencies in World wide web - is like an endless network of information, ever-expanding and
levels which guide teachers as they develop their ICT skills from almost limitless.
Level 1, Knowledge Acquisition, Electronic resources - come in different forms like websites, webquests, blogs,
Level 2, Knowledge Deepening, and social network sites, on-line courses, a wide range of tools, and so many forms of
Level 3, Knowledge Creation. apps.
As a future teacher, one of the skills that will be most useful for you is the ability 9. Ethics and privacy protection. We have repeatedly heard about how quickly
not only to search for information but to make decisions, as to which ones you will technology is changing and impacting our lives. Through all this. It is crucial to
take and use and which ones you will put aside. Aim to develop your skills in ensure that human values and principles govern or guide our use of technology.
evaluating internet resources. You will be able to choose the best resources that Ethical practices that protect the rights of every person need to be upheld.
will help you attain your teaching-learning objectives.
Below is a set of criteria which you can use to evaluate resources:
1. Accuracy. The resource material comes from a reliable source and is accurate, “Fundamental Digital Skills for 21st Century Teachers”
free from error and is up-to-date. Record and edit audio clips Create engaging presentations
2. Appropriateness. The resource is grade/level-appropriate. The content - Soundcloud.com, Audioboom.com, - Docs.google.com/presentation,
matches what is needed by the teacher. Vocaroo.com, Clyp.it Haikudeck.com, Zoho.com,
3. Clarity. The resource clearly addresses the instructional goals in mind. Prezi.com
4. Completeness. The content is complete. It has all the information needed to be Create interactive video content
able to use them. - Youtube Video Editor, Create digital portfolios
5. Motivation. The resource is engaging and rewarding to learners. It will Wevideo.com, Magisglo.com, - Web.seesaw.me, Silk.co,
Animoto.com Sites.google.com, Weebly.com
encourage the active participation of the learners.
6. Organization. The resource is logically sequenced. It clearly indicates which Create infographics and posters Curate, organize and share digital
steps should be taken. The procedures or processes flow smoothly. - Piktochart.com, Canva.com, resources
Drawings.google.com, Thinglink.com - Diigo.com, Scoop.it, Educlipper.net,
Education 4.0 Edshelf.com
Shwab described the 4 wave of the industrial revolution. Create PLNs, connect, discover new
1. Open Educational Resources (OER). OERS are materials that can be used for content, and grow professionally Create digital quizzes
teaching and learning that do not require payment of royalties nor license fees. - Twitter.com, Facebook.com, - Flipquiz.me, Riddle.com,
There is an abundance of OERS in the form of textbooks course materials, Plus.google.com, Linkedin.com Quizalize.com, Testmaz.com
curriculum maps, streaming videos, multimedia apps, podcasts, and many
others. They can have a significant impact on education as they are made Use blogs and wikis to create
available and easily accessible in the internet. Be sure to explore them to help participatory spaces for students
you work on this episode. - Blogger.com, Wordpress.com,
Edublogs.org, wikispaces.com
2. Social Networks. Social networks have revolutionized the way we interact,
learn about things and share information. Sites and apps such as facebook,
MASSIVE OPEN ON-LINE COURSES
twitter, Instagram provide a virtual venue for teachers and learners to work
Massive Open On-line Courses (MOOCs) - are online courses open to a big
together interact among themselves and with other classrooms locally and
group of people. Below are the basic information about MOOCS. Let us focus on
globally.
each word:
3. Mobile Technologies. Filipinos are one of the most active on the internet, and
also one who sends the most number of text messages per day. This indicates
M - MASSIVE
the high number of mobile device users. These devices can also be used as a
- MOOCs are on-line courses designed for large number of participants, usually
learning tool by allowing teachers and students more opportunities to learn inside
larger than the number of students that can fit a regular classroom. There can be
and even outside the classroom.
hundreds or even be a thousand students or more.
4. The Internet of Things. IoT is a system of computing mechanisms that become
built-în into many everyday things, that allow sending and receiving data through
O - OPEN
the internet. A lot of things have turned "smart." We have smart cars that can
- There is mostly freedom of place, pace and time.
navigate on its own. Smart houses that monitor temperature and light. Smart TVs
- Courses can be accessed by anyone anywhere as long as they have internet
that interface with the internet. Watches that send our vital signs to our doctors.
connection.
All of these development can influence the way we teach and learn.
- Courses are open to everyone without entry qualifications.
5. Artificial Intelligence. Commonly, artificial intelligence is associated when
- Some courses are for free.
computers or machine simulate thinking and behaviors of humans such as
talking, learning and solving problems. Virtual assistants such as Siri, Alexa,
O - ONLINE
Bixby and Google assistant are near samples of AI. Among others, uses of AI in
- All aspects of the course are delivered online.
education can be in the areas of gamification and adaptive instruction for learners
with special needs.
C - COURSE
6. Virtual Reality and Augmented Reality. VR is a simulation of an environment
- The MOOC course offers a full course experience including:
by a computer program that allows a person to visit and experience the
- Educational content. May include video, audio, text, games, simulations, social
environment virtually. In AR, images from computer programs interlay with the
media and animation
actual views of the real-word, resulting in an extended, expanded, or altered view
- Facilitation interaction among peers. Builds a learning community through
of a real-world environment. In education, among others, VR and AR programs
opportunities to interact
and apps allow more exciting ways of seeing and experiencing things that add to
- Some interaction with the teacher or academic staff
the motivation and engagement of learners
- Activities/tasks, tests, including feedback. Participants are provided with some
7. Big Data. Through the billions of interactions and transactions are done
feedback mechanism. Can be automatically generated like quizzes, feedback
electronically, and through the internet, an enormous amount of data is generated
from peers or the teacher
and stored. The challenge is how to make sense of this data, through analytics
- Some kind of (non-formal) recognition options. It includes some kind of
and research, possibly answer pertinent questions about how to make teaching
recognition like badges or certificate of completion. A formal certificate is optional
and learning most effective.
and most likely has to be paid for.
8. Coding. Coding is a skill necessary to create computer software, apps, and
- A study guide/syllabus. This includes instructions as to how you may learn from
websites. Today, there are learning programs that introduce coding activities as
the materials and interactions presented.
early as kindergarten. Robotics programs in the elementary and secondary
programs introduce and hone the skills of young learners. Coding helps learners
Based on Definition Massive Open Online Courses v1.1 licensed under Creative
develop novel ways of exploring and trying out ideas, especially when done with
Commons Attribution 4.0.
problem or project-based learning approaches.
There are many MOOC providers like Edx, Coursera, Udacity, Udemy, Iversity.
You will have a chance to explore them as you go through this Episode.