Innovations in Response to

Future Imperatives
- Lei Andrew B. Balmaceda
 Expected Outcomes (Topics)
 A plan for Mastery Learning
 How to Become an Efficient and Effective Teacher
 Government Legislative Curricula
 Rizal Education: The Future and the Past
 Nationalistic: Ideas of Rizal
 Peace Education
 Placement
 Dual Training System (DTS)
 K – 12 Program
 21st Century Teaching / Learning
 Education 4.0
What Is Mastery Learning?

 Mastery learning is a revolutionary instructional approach

where students have to display a certain level of
competence and knowledge of the current studying
material before moving to the next. This approach helps
students not fall behind and comprehend the subject
matter.
A Plan for Mastery Learning
 An alternative that requires that all students have a minimum 80%
understanding of the subject matter before continuing to the next
unit is mastery learning.
 With mastery-based learning, students continue to spend time on a
skill until they achieve the targeted level of proficiency.
 For example, students may not be able to pass on from one module
until they have received at least 90% on an exam. If they fail to
meet the mastery threshold, they continue to study and re-try the
test.
Mastery Learning through its FIVE
features:
 Allowing students to go through the course at their speed.
 Utilizing lectures as a means of motivation, rather than critical information.
 Moving on to a new unit only after perfecting the content of the current one.
 Relying on the written word to emphasize the key objectives of each unit.
 Using professors or tutors to help students learn the material, assess their
progress, and provide feedback.
Stages of the Mastery Learning Model

 Mastery learning relies on the five stages described below to

increase learning effectiveness. Professors are encouraged to adapt
these stages to make learning more personalized depending on their
students’ interests, skills, knowledge, and preferred learning
methods.
P
I
F
C
S
 PRE - ASSESSMENT
I
F
C
S
 PRE - ASSESSMENT
 INSTRUCTION
F
C
S
 PRE - ASSESSMENT
 INSTRUCTION
 FORMATIVE ASSESSMENT
C
S
 PRE - ASSESSMENT
 INSTRUCTION
 FORMATIVE ASSESSMENT
 CORRECTION
S
 PRE - ASSESSMENT
 INSTRUCTION
 FORMATIVE ASSESSMENT
 CORRECTION
 SUMMATIVE ASSESSMENT
Pre-assessment
 The main objective of pre-assessment is to evaluate if students have
acquired the required skills and knowledge to move on to the
current material. This way, the professor can ensure the students are
getting everything they need to know every step of the way. Pre-
assessment also helps professors:
 Monitor student progress,
 Communicate expectations,
 Check for knowledge gaps,
 Identify students’ preferred studying methods.

 Pre-assessment can be done through short quizzes or discussions

Instruction

 After students have gained the necessary skills and

knowledge, the professor can continue instruction on the
current material. The professor provides high-quality
group-based instruction that engages students by
appealing to their interests, experiences, knowledge, and
skillset.
Formative Assessment

 Following the instruction stage, the professor will assess

the students through formative assessment by assigning
homework, exit tickets, classroom polls, quizzes, or oral
presentations.
 Performing regular formative assessments helps professors
know where their students stand and how to utilize that to
increase learning effectiveness.
 Correction
 Corrective instruction allows professors to mend gaps and learning
problems that surfaced in the formative assessment stage. It is an
equitable approach to learning, allowing professors to accommodate
students’ different learning styles.
 At this stage, professors can differentiate between students who
have mastered the subject matter and continue learning through
personalized enrichment instruction and activities (academic games
and peer discussions) and those who haven’t and need additional
personalized instruction and practice. Although it may seem like
additional enrichment instructions may take time, the reinforcement
of knowledge and skillset will cut back the time needed in later
units.
Summative Assessment

 Assessments on the mastery learning approach take into

consideration the students’ work and progress throughout the
course, allowing students to display their level of mastery and
learning effectiveness as a whole. As the final stage of mastery
learning, a summative assessment allows the students to
demonstrate mastery of the material. This stage can occur
when the professor is sure all students have achieved a mastery
level and thus can prove their mastery through a final
assessment, which can be an essay, cumulative test, or project.
Benefits of Mastery Learning

 Many studies have shown that mastery learning works in a

classroom setting. To be more exact, out of 279 studies completed
between 1968 and 1982, 90% of them showed a positive impact on
the learning process. Further, studies have concluded that
implementing a mastery learning approach:
 Boosts achievement levels,
 Increases confidence,
 Improves attitude toward learning.
 Overall, mastery learning is a good
learning model that promotes
interactive learning for all students.
Focused on the individual student’s growth

 Because students learn at their own pace, explaining

complex topics requiring more in-depth understanding
becomes a problem. Mastery learning avoids this by
allowing slower students to learn without the time
pressure and faster students to remain engaged through
enrichment activities. This approach sets students on a
path to success and allows them to grow academically.
Less Competitive

 Equitable learning ensures that all students learn the

material at their own pace, which removes the pressure to
keep up with others. Instead, they feel encouraged to put
effort into learning for the sake of learning and not
competing with peers. Further, mastery learning creates an
atmosphere that encourages students to collaborate as they
learn together and move on to new units.
Learning becomes the student’s responsibility

 Encouraging students’ agency ensures motivation,

a sense of control, and resilience in their learning
process. Students also learn to be more vocal about
what they don’t understand and work with the
teacher and their peers to master the material.
Conclusion
 It’s no surprise that mastery learning is making waves in the
education system. It’s a highly effective learning approach that
certifies longer-term student retention by ensuring that each student
gets the necessary knowledge and skills for each unit. Although it
takes time for both the professor and the student to get used to
mastery learning, after a while, they’ll notice stronger foundations
of the subject matter and more effective learning overall.
 Something that aids in implementing mastery learning is
technology. Utilizing technological advancements and internet
resources allows professors to make the subject more interactive
and increase student engagement.
Mastery Learning Examples
 Setting Minimum Grades: Often, educators identify a threshold for mastery, such as 90%
on a test. Students cannot move on until they have achieved that pre-set mastery threshold.
 Requiring Consistency: Another way to ensure mastery is to ask students not to pass a
test once, but three times in a row. This shows that the students clearly have internalized
the knowledge and skills.
 Gamified Learning: A teacher sets up their lessons like levels in a video game. If the
students don’t complete the level adequately, they go back to the start and try again, just
like in a video game.
 Using Formative Assessment to Check for Mastery: Janelle is quick to provide
formative feedback after each short quiz, reviews the areas students had difficulty with,
then tests again.
Mastery Learning Examples
 Checkpoints: The teacher sets five ‘checkpoints’ during a unit of work. Students
need to show their work to the teacher at the checkpoint to ensure they mastered
each step before moving on.
 Giving Extra Time: Sam knows that if he asks his math teacher for a little extra
time completing the assignment, she will say okay and provide some assistance.
 Chunking of Tasks: Joon wants his students to complete a large poster project,
but he breaks it down into many smaller projects first and makes sure the students
can do each stage well before moving onward.
 Differentiation: Some students in a class have mastered a lesson but others
haven’t. As a result, the teacher differentiates instruction in the next lesson so the
students who haven’t achieved mastery yet get more tailored scaffolding to catch
up.
Mastery Learning Examples

 Student-Centered Instruction: The teacher sees that students have not appeared
to master one aspect of the unit of work, so instead of soldiering on, the teacher
pivots based on their observations and focuses on areas of need for the students,
until they have figured it out.
 Gatekeeping: A Bar exam designed to assess for mastery is set for law students.
If they can’t complete the exam, then they can’t practice law in the jurisdiction.
How to become an
Efficient and
Effective Teacher
What is an Effective Teacher?

 An effective teacher can help students

learn and understand what they are
learning in school. They can also ensure
that their students are engaged in
learning and are motivated to do their
best.
12 Characteristics of an
Effective Teacher
1. Prepared

 The most effective teachers come to class each day ready

to teach that day’s lesson. They:
 Jump right into the lesson with enthusiasm.
 Avoid wasting instructional time. They start class on time,
teach for the entire class period, and time flies in their
classes.
2. Positive

 The most effective teachers have optimistic attitudes about

teaching and their students. They always:
 Look on the bright side of every situation.
 Communicate with students about their progress.
 Praise and recognize students for hard work.
 Help students act kindly toward one another.
3. Hold High Expectations

 The most effective teachers believe every student can be

successful. They:
 Hold students to the highest standards.
 Consistently challenge their students to realize their
potential.
 Build students’ confidence and teach them to believe in
themselves.
 4. Creative

 The most effective teachers are resourceful and inventive

in their teaching methods. They:
 Might wear a clown suit if the class reaches its academic
goal.
 Agree to participate in the school talent show.
 Use technology effectively in the classroom.
 5. Fair
 The most effective teachers handle students and grading
fairly. They:
 Allow all students equal opportunities and privileges.
 Provide clear requirements.
 Recognize that “fair” means giving every student an
opportunity to succeed.
 Understand that not all students learn in the same way and
at the same rate.
 6. Display a Personal Touch

 The most effective teachers are approachable and friendly. They:

 Connect with students personally.
 Are genuinely interested in who their students are as people.
 Visit the students’ world. For instance, they sit with them in the
cafeteria; they attend sporting events, plays, and other events
outside normal school hours.
 7. Cultivate a Sense of Belonging

 The most effective teachers have a way of making students

feel welcome and comfortable in their classrooms.
 Have a warm, welcoming attitude that helps students
know they belong in your classroom.
 Communicate how much they love teaching and prefer it
to other occupations.
 8. Compassionate

 The most effective teachers are concerned about students’ personal

problems and can relate to them. Numerous stories established how
the sensitivity and compassion of caring teachers affected them in
profound and lasting ways. They:
 Understand when students are having a difficult time and act
accordingly.
 Remember that students are people with lives outside of the
classroom, just like teachers.
 9. Have a Sense of Humor

 The most effective teachers do not take everything

seriously and make learning fun. They:
 Use humor to break the ice in difficult situations.
 Bring humor into the everyday classroom.
 Laugh with the class but never at the expense of
any particular student.
 10. Respect Students

 The most effective teachers do not deliberately embarrass

students. Teachers who give the highest respect get the
highest respect. They:
 Respect students’ privacy when returning test papers.
 Speak to students in private concerning grades or
conduct.
 Always avoid situations that unnecessarily embarrass
students.
 11. Forgiving

 The most effective teachers do not hold grudges. They:

 Forgive the students.
 Start each day with a clean slate.
 Understand that disruptive or antisocial behavior can
quickly turn a teacher against a student, but that refusing
to give up on a difficult student can produce success.
 12. Admit Mistakes

 The most effective teachers are quick to admit it when

they’re wrong. They:
 Apologize to mistakenly accused students.
 Make adjustments when students point out errors and
oversights.
Tips on How to Become an Effective Teacher
1. Get to know your students

 It would be best if you built relationships

with your students. Knowing them will
help you understand how they learn best
and what motivates them.
2. Be patient.

 Patience is a virtue, especially when

you’re dealing with young minds.
Remember that every student learns at
their own pace, and it is your job to help
them along the way.
3. Be creative.

 There is no one-size-fits-all approach to

teaching. Be creative in your lesson
planning and delivery to keep your
students engaged.
4. Be kind.

 Kindness goes a long way, especially in

the classroom. Showing compassion and
understanding towards your students
will create a positive learning
environment.
5. Be dedicated.

 Teaching is not easy, but it is rewarding.

Dedicate yourself to your students and
their education, and you will be
successful.
 LASTLY, effective teachers must be
able to build relationships with their
students, establishing trust and respect.
Government
Legislative
Curricula
What is the Legislative Process?

 Congress is responsible for making enabling laws

to make sure the spirit of the constitution is upheld
in the country and, at times, amend or change the
constitution itself. In order to craft laws, the
legislative body comes out with two main
documents: bills and resolutions.
How long does it take for a bill to pass in the
Philippines?
 They pass into law when they are approved by both
houses and the President of the Philippines. A bill may be
vetoed by the President, but the House of Representatives
may overturn a presidential veto by garnering a 2/3rds
vote. If the President does not act on a proposed law
submitted by Congress, it will lapse into law after 30 days
of receipt.
21 Century
st

Teaching and
Learning
 21st century Teaching and Learning

 21st century teaching and learning is a concept that refers to a

shift from traditional to modern methods of education. It aims to
prepare students for the future by teaching them skills such as
critical thinking, creativity, collaboration, and problem-solving.
 It also involves using a blend of textbooks and digital activities,
accommodating different learning styles and needs, and exploring
relevant and authentic issues. 21st century teaching and learning is a
topic that educators can learn more about through online courses
and programs.
Teaching and
Learning 21 st

Century Skills
 1. Make it relevant
 To be effective, any curriculum must be relevant to students’ lives. Transmission
and rote memorization of factual knowledge can make any subject matter seem
irrelevant. Irrelevance leads to lack of motivation, which in turn leads to
decreased learning.
 To make curriculum relevant, teachers need to begin with generative topics, ones
that have an important place in the disciplinary or interdisciplinary study at hand
and resonate with learners and teachers.
 Both teachers and students benefit from the use of generative topics and
reinforcement of relevance. Teachers like this method because it allows for the
freedom to teach creatively. Students like it because it makes learning feel more
interesting and engaging, and they find that understanding is something they can
use, rather than simply possess.
2. Teach through the disciplines

 Learning through disciplines entails learning not only the

knowledge of the discipline but also the skills associated
with the production of knowledge within the discipline.
Through disciplinary curriculum and instruction students
should learn why the discipline is important, how experts
create new knowledge, and how they communicate about
it.
3. Simultaneously develop lower and higher
order thinking skills
 Lower-order exercises are fairly common in existing
curricula, while higher-order thinking activities are much
less common. Higher-level thinking tends to be difficult
for students because it requires them not only to
understand the relationship between different variables
(lower-order thinking) but also how to apply—or transfer
—that understanding to a new, uncharted context (higher-
order thinking).
4. Encourage transfer of learning

 Set expectations, by telling students that they will need to structure their historical
argument homework essay in the same way that they are practicing in class
 Ask students to practice debating a topic privately in pairs before holding a large-scale
debate in front of the class
 Organize mock trials, mock congressional deliberations, or other role-playing exercises as
a way for students to practice civic engagement
 Talk through solving a particular mathematics problem so that students understand the
thinking process they might apply to a similar problem
 Practice finding and using historical evidence from a primary source and then askstudents
to do the same with a different primary source
4. Encourage transfer of learning

 The purpose of each of these activities is to

develop students’ familiarity and comfort with a
learning situation that is very similar to a new
learning situation to which they will need to
transfer their skills, concepts, etc.
 5. Teach students to learn how to learn

 Teachers can develop students’ metacognitive capacity by

encouraging them to explicitly examine how they think. it is also
important for students to develop positive mental models about
how we learn, the limits of our learning, and indications of
failure. Students benefit from believing that intelligence and
capacity increase with effort (known as the “incremental” model
of intelligence) and that mistakes and failures are opportunities
for self-inquiry and growth rather than indictments of worth or
ability.
6. Address misunderstandings directly

 Another well-documented science-of-learning theory is

that learners have many misunderstandings about how the
world really works, and they hold onto these
misconceptions until they have the opportunity to build
alternative explanations based on experience. To overcome
misconceptions, learners of any age need to actively
construct new understandings.
7. Promote teamwork as a process and
outcome
 Students can discuss concepts in pairs or groups and share
what they understand with the rest of the class. They can
develop arguments and debate them. They can role-play.
They can divide up materials about a given topic and then
teach others about their piece. Together, students and the
teacher can use a studio format in which several students
work through a given issue, talking through their thinking
process while the others comment.
8. Make full use of technology to support
learning
 Technology offers the potential to provide students with
new ways to develop their problem solving, critical
thinking, and communication skills, transfer them to
different contexts, reflect on their thinking and that of their
peers, practice addressing their misunderstandings, and
collaborate with peers—all on topics relevant to their lives
and using engaging tools.
 9. Foster students’ creativity
 A common definition of creativity is “the cognitive ability to produce
novel and valuable ideas.” Creativity is prized in the economic, civic,
and global spheres because it sparks innovations that can create jobs,
address challenges, and motivate social and individual progress. Like
intelligence and learning capacity, creativity is not a fixed characteristic
that people either have or do not have. Rather, it is incremental, such
that students can learn to be more creative. In contrast to the common
misconception that the way to develop creativity is through
uncontrolled, let-the kids-run-wild techniques—or only through the
arts—creative development requires structure and intentionality from
both teachers and students and can be learned through the disciplines.
 K to 12
Program
 What is K to 12 Program?
 K-12 program is a system of basic
education that covers kindergarten and 12
years of schooling. It aims to provide
sufficient time for mastery of concepts and
skills, develop lifelong learners, and prepare
graduates for various opportunities.
Philippine K to 12 Education Standards

 1 Year Kindergarten
 6 Years Elementary
 4 Years of Junior High School
 2 Years of Senior High School
Age Requirements

 AGE 05: Kindergarten

 AGE 06: Grade 1
 AGE 07: Grade 2
 AGE 08: Grade 3
 AGE 09: Grade 4
 AGE 10: Grade 5
 AGE 11: Grade 6
 Age Requirements

 AGE 12: Grade 7 (First Year Junior High School)

 AGE 13: Grade 8 (Second Year Junior High School)
 AGE 14: Grade 9 (Third Year Junior High School)
 AGE 15: Grade 10 (Fourth Year Junior High School)
 Age Requirements

 AGE 12: Grade 7 (First Year Junior High School)

 AGE 13: Grade 8 (Second Year Junior High School)
 AGE 14: Grade 9 (Third Year Junior High School)
 AGE 15: Grade 10 (Fourth Year Junior High School)
 Age Requirements

 AGE 16: Grade 11 (First Year SENIOR High School)

 AGE 17: Grade 12 (Second Year SENIOR High School)
 Outcome Goals of the K to 12 Education
Program
 Philippine education standards to be at par with international standards;
 more emotionally mature graduates equipped with technical and/ or vocational skills who are better
prepared for work, middle-level skills development and higher education;
 significantly addressed shortages or gaps in educational inputs (teacher items, school head items,
classrooms, instructional materials) addressed significantly;
 broadened and strengthened stakeholders’ support in the improvement of basic education outcomes;
 improved internal efficiency;
 improved system of governance in the Department;
 improved quality of teachers.
Curriculum

 Department of Education Prescribed Curriculum

Process Goals of the K to 12 Education
Program
 Decongest and reform the basic education curriculum in coordination with
CHED, TESDA and other education stakeholders;
 Develop culture-sensitive, culture-responsive and developmentally appropriate
print/non-print online learning resources for K to 12;
 Conduct in-service training for teachers relative to the implementation of the K to
12 curricula;
 Focus on integrated instruction to equip learners with skills for future
employment, critical and creative thinking, and life skills;
 Universalize kindergarten by 2012;
Process Goals of the K to 12 Education
Program
 Institutionalize school-based management for school empowerment;
 Institute reform in assessment framework and practice for a learner-
centered basic education;
 Address basic input shortages in classrooms, teachers, textbooks;
 Promote good education governance in the entire Department of
Education;
 Pursue legislation to institutionalize K to 12 Basic Education
Program;
Process Goals of the K to 12 Education
Program
 Formulate a transition management plan for the K to 12
implementations by including modeling per region per
specialization;
 Identify K to 12 model schools per region and per
specialization tracks that will model senior high school by
SY 2012-2013.
Jose Rizal
Who Was José Rizal?

 While living in Europe, José Rizal wrote about the discrimination

that accompanied Spain's colonial rule of his country. He returned to
the Philippines in 1892 but was exiled due to his desire for reform.
Although he supported peaceful change, Rizal was convicted of
sedition and executed on December 30, 1896, at age 35.
Early Life

 On June 19, 1861, José Protasio Rizal Mercado Alonso y Realonda

was born in Calamba in the Philippines' Laguna Province. A
brilliant student who became proficient in multiple languages, José
Rizal studied medicine in Manila. In 1882, he traveled to Spain to
complete his medical degree.
Writing and Reform

 While in Europe, José Rizal became part of the Propaganda Movement, connecting with
other Filipinos who wanted reform. He also wrote his first novel, Noli Me Tangere (Touch
Me Not/The Social Cancer), a work that detailed the dark aspects of Spain's colonial rule in
the Philippines, with particular focus on the role of Catholic friars. The book was banned
in the Philippines, though copies were smuggled in. Because of this novel, Rizal's return to
the Philippines in 1887 was cut short when he was targeted by police.
 Rizal returned to Europe and continued to write, releasing his follow-up novel, El
Filibusterismo (The Reign of Greed) in 1891. He also published articles in La Solidaridad,
a paper aligned with the Propaganda Movement. The reforms Rizal advocated for did not
include independence—he called for equal treatment of Filipinos, limiting the power of
Spanish friars and representation for the Philippines in the Spanish Cortes (Spain's
parliament).
Exile in the Philippines

 Rizal returned to the Philippines in 1892, feeling he needed to be in

the country to effect change. Although the reform society he
founded, the Liga Filipino (Philippine League), supported non-
violent action, Rizal was still exiled to Dapitan, on the island of
Mindanao. During the four years Rizal was in exile, he practiced
medicine and took on students.
Execution and Legacy

 In 1895, Rizal asked for permission to travel to Cuba as an army

doctor. His request was approved, but in August 1896, Katipunan, a
nationalist Filipino society founded by Andres Bonifacio, revolted.
Though he had no ties to the group and disapproved of its violent
methods, Rizal was arrested shortly thereafter.
 After a show trial, Rizal was convicted of sedition and sentenced to
death by firing squad. Rizal's public execution was carried out in
Manila on December 30, 1896, when he was 35 years old. His
execution created more opposition to Spanish rule.
 QUICK FACTS
 Name: Jose Rizal
 Birth Year: 1861
 Birth date: June 19, 1861
 Birth City: Calamba, Laguna Province
 Birth Country: Philippines
 Gender: Male
 Best Known For: José Rizal called for peaceful reform of Spain's colonial rule in
the Philippines. After his 1896 execution, he became an icon for the nationalist
movement.
 Industries
 Science and Medicine
 Journalism and Nonfiction
 World Politics
 QUICK FACTS
 Astrological Sign: Gemini
 Schools
 University of Madrid
 University of Heidelberg
 University of Santo Tomas
 Nacionalities
 Spanish
 Filipino
 Death Year: 1896
 Death date: December 30, 1896
 Death City: Manila
 Death Country: Philippines
CITATION INFORMATION

 Article Title: José Rizal Biography

 Author: Biography.com Editors
 Website Name: The Biography.com website
 Url: https://www.biography.com/political-figures/josé-rizal
 Access Date:
 Publisher: A&E; Television Networks
 Last Updated: May 3, 2021
 Original Published Date: April 2, 2014
Philippine Experience in
Dual Training System
Philippine Experience in Dual Training System

 Reducing unemployment continues to be a major challenge in the

Philippines. Job-skills mismatch is often cited as one of the reasons
for high unemployment, especially among the youth. The Dual
Training System (DTS) is being promoted by the Philippine
government as an approach which specifically addresses the issue of
job-skills mismatch, given that it promotes partnerships between
technical–vocational institutions (TVIs) and industry. Local studies
in the Philippines also affirm that DTS and other TVET modalities
that promote industry partnerships results in high employment rates.
Philippine Experience in Dual Training System

 Dual system education programs combine school-based (theoretical training) and

work-based (practical training) education. This is intended to address the job-
skills mismatch and guarantee that students will gain adequate knowledge and
practical skills that will enhance their employability. Such an approach is
operationalized in the form of apprenticeships, on-the-job trainings, and
internships, among others. Many highly developed countries like Australia,
Germany, and Switzerland have successfully adopted this approach in their
vocational education systems and have benefited remarkably from it.
Philippine Experience in Dual Training System

 In the Philippines, the Dual Training System (DTS) was

institutionalized in February 1994 through Republic Act No. 7686
or the Dual Training System Act of 1994. The law mandates the
Technical Education and Skills Development Authority (TESDA) to
promote, coordinate, and administer the dual training system and
provides tax incentives to encourage the participation of companies
in the DTS.
Education 4.0
Education 4.0

 Education 4.0 is the new buzzword, and it is disrupting our

traditional concept of schooling, teaching and learning. A new
generation of learners has invaded our schools replacing the
millennials — the Generation Z or the Internet Generation (iGen)
learners who are not only tech-savvy, but also technology-
dependent, practically born with a smartphone in their hands and
regard technology as essential as air and water. They have never
seen the world without the internet, and thus cannot imagine living
without being connected.