PROF ED 2 – Teaching Profession

MODULES 3 & 4 (WEEK 6-7)

Professional Standards for Teachers in the Philippines

Challenges in Teaching

ABOUT THE LESSON

Imagine a school without standards to follow. Teachers will have no focus because of
having no direction. In this lesson you will learn the new professional standards for teachers in the
Philippines. It will provide you with the necessary knowledge of the expected roles to play when
you become professional teachers. Challenges in teaching will be discussed also in this module,
in a local and global context.

GOALS
After this lesson, you will be able to:

1) Discuss the professional standards for teachers in the Philippines

2) Reflect on the challenges posted by the new standards for teachers
3) Analyze the challenges in teaching
4) Appreciate the new roles of teachers discussed in the new professional standards for
teachers

READINGS/DISCUSSION

CHAPTER 3

Professional Standards for Teachers in the Philippines

This chapter will focus on new professional standards for teachers in the Philippines. It aims to
provide preservice teacher education students with the necessary knowledge of the expected
roles that they will play when they work as professional teachers either in private schools or public
schools.

7 DOMAINS OF TEACHING EXCELLENCE

Content Knowledge and Pedagogy

Personal Growth and Professional Development
Community Linkages and Profession·a1 Engagement
Assessment and Reporting
Learning Environment
Diversity of Learners
Curriculum and Planning

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The content of the National Competency-Based Teacher Standards {NCBTS, 2007), as a national
program of the DepEd, CHED, and the Teacher Education Council (TEC), identified necessary
competencies that all teachers should possess. These competencies are considered in
developing curriculum standards for pre-service and in-service teacher education in the country.

Table 1. CHED-TEC-DepEd National Competency-Based Teacher Standards

Domains Strands
1. Social Regard for •Acts as a positive role model for students
learning
2. Learning •Creates an environment that promotes fairness
Environment •Makes the physical environment safe and conducive to learning
•Communicates higher learning expectations to each learner
•Establishes and maintains consistent standards of learners' behavior
3. Diversity of Learners •Is familiar with learners' background knowledge and experiences
4. Curriculum •Demonstrates mastery of the subject matter
•Communicates clear learning goals that are appropriate for learners
•Makes good use of allotted instructional time
•Selects teaching methods, learning activities, and instructional materials or
resources appropriate to learners and aligned to the· objectives of the lesson
5. Planning, Assessing, •Communicates the progress of the learners promptly and clearly to them as
and Reporting well as to their parents and superiors
•Develops and uses a variety of appropriate assessment strategies to monitor
and evaluate learning
•Monitors regularly and provides feedback on learners' understanding of
content
6. Community Linkages •Establishes a learning environment that responds to the aspirations of the
community
7. Personal Growth and •Takes pride.in the nobility of teaching as a profession
Professional •Builds professional links with colleagues to enrich teaching practice
Development
•Reflects on the extent of the attainment of learning goals

Table 1 shows the seven domains and the performance standards for teacher education. The
domains are organized hierarchically from the highest level. Domains 1 and 7 represent standards
referring to the teacher as a learner while domains 2 to 6 represent standards referring to the
teacher as a facifitator of learning.

The new Professional Standards for Teachers in the Philippines was developed to strengthen the
former National Competency-Based Teacher· Standards (NCBTS). It compliments the lnnovations
and reform initiatives on teacher education from preservice teacher education to in-service
teacher traihing. lt includes important competencies required for Filipino teachers to be effective in
responding to the demands cif 21st century education.

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The Philippine Professional Standards for Teachers articulates what constitutes teacher quality in
the implementation of the K-12 edutatiori system: It includes·seven weH-defined domains.and 37
strands that provide measures of professional learning, competent practice, and effective
engagement for everyone who wish to be a part of the teaching profession. The standards make
explicit what every professional teacher should know, do, and value to respond to various
le~rners' needs .and. improve the quaiity of teaching and learning, and eventually help improve
the quality·of education in the country.

The new Professional Standards for Teachers in the country is built on the philosophy of learner-
centered education, lifelong learning, and inclusive education, which are essential in the
implementation of the K-12 education system. The professional standards are statements of
professional accountability that will guide teachers in their continuous commitment ·to aspire for
personal growth and professional development. These standards are product of research and
consultations with different professional teachers, administrators, professors of teacher education
institutions, Department of Education officials, and other stakeholders.

A. Domain 1: Content Knowledge and Pedagogy

Content knowledge refers to the teachers' mastery of the content in the subjects and courses that
they are assigned to teach. Pedagogical knowledge, meanwhile, refers to the teachers' mastery in
using effective instructional strategies and methods to teach their subjects and courses. The first
domain is composed of seven strands:

1. Content knowledge and its application within and across curriculum areas
2. Research-based knowledge and principles of teaching and learning
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as welI as other higher order thinking
skills
6. Mother Tongue, Filipino, and English in teachirig and learning
7. Classroom communication strategies

B. Domain 2: Learning Environment

The learning environment includes not only the physical environment of the school or classroom
but also the emotional environment of the school and the classroom that creates positive and
conducive learning atmosphere for all learners. This second domain consists of six strands:

1. Leamer safety and security

2. Fair learning environment
3. Management of classroom structure and activities
4. Support for learner participation
5. Promotion of purposive learning
6. Management of learner behavior

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C. Domain 3: Diversity of Learners

Diversity of learners includes understanding their demographic and socioeconomic background. It

also includes understanding the different interests) abilities) talents, and learning styles of the
students. This third domain consists of five strands:

learners' gender, needs, strengths, interests, and experiences

learners' linguistic, cultural, socioeconomic, and religious backgrounds
learners with disabilities, giftedness, and talents
Learners in difficult circumstances
Learners from indigenous groups

D. Domain 4: Curriculum and Planning

Curriculum includes the subjects and learning experiences. planned for all students. It includes the
learning competencies and instructional activities designed for the students. Teachers as
curriculum and instructional leaders need to plan for the implementation of the curriculum. The
fourth domain includes five strands:
1. Planning and management of the teaching and learning process
2. Learning outcomes aligned with learning competencies
3. ·Relevance and responsiveness of learning programs
4. Professional collaboration to enrich teaching practice
5. Teaching and learning resources including ICT

E. Domain 5: Assessment and Reporting

Assessment is an important component of teaching and learning. It includes gathering the

necessary data to measure the mastery of the subject and courses of the students. It measures
the achievement of every learning outcome. Assessment can be traditional (quizzes, exams) or
authentic (portfolio, performance tasks). It is the duty of the teacher to assess the learning of the
students and report them to the parents. This domain includes five strands:
1. Design, selection, organization, and utilization of assessment strategies
2. Monitoring and evaluation of learner progress and achievement
3. Feedback to improve learning
4. Communication of learner need, progress, and achievement to key stakeholders
5. Use of assessment data to enhance teaching and learning practices and programs

F. Domain 6: Community Linkages and Professional Engagement

School and community partnership is essential in ensuring quality learning; a strong and positive
partnership can guarantee success and excellence in learning among students. Teachers need to
work with families and the wider community to solicit their support and cooperation for school and
class activities that are designed to help students enjoy schooling. This domain consists of four
strands:
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1. Establishment of learning environments that are responsive to community contexts

2. Engagement of parents and the wider school community in the educative process
3. Professional ethics
4. School policies and procedures

G. Domain 7: Professional Growth and Personal Development

Teachers, as professionals, need to grow personally and professionally. This is essential in

sustaining their sense of misslon and passion in the teaching profession. Professional
development activities keep teachers updated in their fields of specialization and in the
developments in education. Personal growth, meanwhile, helps teachers develop their maturity in
the conduct of their teaching duties and sustaining their commitment for personal and academic
integrity. This domain contains five strands:

1. Philosophy of teaching
2. Dignity of teaching as a profession
3. Professional links with colleagues
4. Professional reflection and learning to improve practice
5. Professional development goals

H. Different Career Stages of Professional Teachers in the Philippines

The professional development of a teacher happens in a continuum from beginning to exemplary

practice. According to the Department of Education:

Anchored on the principle of lifelong learning, the professional standards for teachers recognize
the significance of a standards framework that articulates developmental progression as teachers
develop, refine their practice, and respond to the complexities of educational reforms. (DO No. 42
s2017, 7)

Career Stage 1: Beginning Teachers

a. Gained the qualifications' recognized for entry into the teaching profession
b. Have a strong understanding of the subjects/areas in which they are trained
in terms of content knowledge and pedagogy
c. Possess the requisite knowledge, skills, and values that support the teaching and
learning
process
d. Manage learning programs and have strategies that promote learning based on the
needs
of their students
e. Seek advice from experienced colleagues to consolidate their teaching practice

Career Stage 2: Proficient Teachers

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a. Professionally independent in the application of skills vital to the teaching and learning
process
b. Provide focused teaching programs that meet curriculum and assessment requirements ·
c. Display skills in planning, implementing, and managing learning programs
d. Actively engage in collaborative learning with the professional community and other
stakeholders for mutual growth and advancement
e. Reflective practitioners who continually consolidate knowledge, skills, and practices of
Beginning Teachers

Career Stage 3: Highly Proficient Teachers

a. Consistently display a high level of performance in their teaching practice
b. Manifest an in-depth and sophisticated understanding of the teaching and learning
process c. Have high education-focused situation cognition, are more adept in
problemsolving, and
optimize opportunities gained from experience
d. Work collaboratively with colleagues and provide them support and mentoring to
enhance
their learning and practice
e. Continually seek to develop their professional knowledge and practice by reflecting on
their own needs and those of their colleagues and stude

Career Stage 4: Distinguished Teachers

a. Embody the highest standard for teaching grounded in globaI best practices
b. Exhibit exceptional capacity to improve their teaching practice and that of others
c. Are recognized as leaders in education, contributors to the profession, and initiators of
collaborations and partnerships
d. Create lifelong. impact in the lives of colleagues, students, and others
e. Consistently seek pfofessional advancement and relevance in pursuit of teaching quality
and excellence
f. Exhibit commitment to inspire the education community and stakeholders for the
improvement of educa'tion provision in the Philippines

Remember this: Teacher's Reflection

Teachers are considered professionals. They need to perform their teaching duties based
on the standards set by the government for all professional teachers. In the Philippines, there are
seven domains of teaching excellence that constitute the professional standards of teachers in the
country:

•Content Knowledge and Pedagogy - Teachers must have mastery or expertise in the
subjects and courses they teach. They should also have excellent pedagogical skills to teach
different subjects and courses
•Learning Environment-Teachers need to maintajn a healthy emotional and physical
environment for learners.
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•Diversity of Learners - Teachers need to understand and respect the individual

differences of learners.
•Curriculum and Planning-Teachers are curriculum and Instructional leaders in their
schools. They help implement the curricuium and plan appropriate instruction for the learners.

•Assessment and Reporting - Teachers need to use various assessments that are
appropriate for measuring the success of every learning outcome. They also need to know how to
communicate the result of assessment effectively to improve learning and motivate the learners in
their studies.
• Community Linkages and Professional Engagement- Teachers should act as social
agents that advocate positive changes in society-through education.
• Personal Growth and Professional Development-Teachers are encouraged to grow ·
professionally and personally by attending seminars, trainings, conferences, and establishing
linkages with other educatotrs to update their curriculum knowledge and pedagogical skills. They
are also encouraged to enroll in graduate programs to broaden their knowledge in the teaching
profession.

CHAPTER IV
Challenges in Teaching

This chapter focuses on the different challenges of teachers either in local or global
context. This starts with addressing cultural diversity, responding to the needs of special learners,
handling class size, dealing with learners with various talents and intelligences, and integrating KT
in the teaching and learning process. The objectives .of this chapter are the following:

• Analyze the challenges for teachers in addressing cultural diversity, responding to the
needs of special learners, handling class size, dealing with learners with various talents and
fntelligences, and integrating ICT in the teaching and learning process

• Discuss best teaching practices on how teachers meet the different challenges they
encounter and experience in school

CHALLENGES IN TEACHING
1. Multilingual and Multicultural Classrooms
2. Learner-centered and Constructivist Teaching
3. Multigrade Classes
4. ICT Integration
5. Brain-based Education
6. Multiple Intelligences
7. Children with Special Needs

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A. Teaching in Multicultural and Multilingual Classrooms . Multicultural

education is an interesting and important topic for teachers. At its heart is a deep
concern about equity, respect for diversity, cultural literacy, and fair treatment for
everyone in school. Multicurtural education does not only concern itself with cultural
minority groups and indigenous people. Multicultural eduction is for every learner In
school. Given the growing diversity of the contemporary society, it is critical for
teachers to become culturally literate and instructionally effective in teaching a
culturally diverse class.

Learners are different in terms of language, religion, ethnicity, belief, nationality, and
culture. This holds true in the Philippines where there are more than 107
ethnolinguistic groups. Each learner in class maybe a member of a different cultural
group, attends a different church, speaks a different language, or behaves
differently. Everyday, they bring these diversity and individual differences in the
classroom. Teachers are challenged to use pedagogical approaches that are
culturally relevant and responsive. They are encouraged to develop instructional
materials and curriculum models that are culturally inclusive.

The country is also host to a growing number of foreigners who visit the country to
study in Philippine schools. Many have come to study English or some have parents
doing business or assigned to work in the country. Aside from these, there are also
Filipinos who were born from foreign descent like the Filipino-Chinese, Filipino-
Americans, Filipino-Spanish, and many others who were born here and have
decided to stay in the country. The cultural diversity in our country demands all
teachers to be equipped and empowered to address the needs of a culturally
diverse classroom. It is important for teachers to promote equity, fairness, and
respect among students.

Another big issue and challenge in multicultural settings is language. Language

plays an important role in the teaching and learning process. In real life, education
and society are inseparable. Education is a social activity that is important for all
human beings. Various ideas and skills are transmitted and developed using the
language of the people. Dewey (2001) elucidates that language instinct is the
simplest form of social expression of the child. Hence, it is the greatest of all
educational resources that is innate to the child and can be used in learning.
Language has been recognized as an important tool in the production of knowledge
and the development of culture because of its power to epitomize reality. It is

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believed that learners create and construct meaning based on their experiences and
use thrir first language in understanding and processing ideas.

Given that the Philippines is a country of many locaI languages; the Department of
Education has recently implemented the Mother Tongue-based Multilingual
Education in its K-12 education program. This enables teachers to use the first
language of the learners to be the medium of instruction from Kindergarten up to
Grade 3. Filipino and English language proficiency is developed from these levels
but very gradually. The mother tongue is used in instruction and learning materials
of other learning areas. Through this program, learners are hoped to retain their
ethnic identity, culture, heritage, and values. Theories and researches also confirm
that children learn better and are more active in class and learn a second language
even faster when they are first taught in a language they understand.

Based on the innovative literacy efforts documented in the IK Notes (Leautier, ·

2004), the use of teaching materials based on local language tends to result to
higher literacy rates. It is not only more effective, but it also underscores the value of
cultural norms and practices in the development, planning, and implementation of
the science curriculum. Using the local language also gives meaning and context to
a lot of ideas learned in school.

Furthermore, using the local language for teaching and learning is one way to
promote the understanding of various concepts in a particular socio-cultural
perspective and context. This kind of situated pedagogy increases the chance for
learners to feel ownership of their education and reduces the conditions that hinder
their acquisition end learning of various knowledge and processes. Understanding
the context (personal, cultural, and environmental) is important and using the local
language is vital in teaching and learning. Vygotsky (1962) explains that language
plays a crucial role in forming abstract concepts, and these abstract concepts,
according to Banks and Thompson (1995), are critical to the development of some
disciplines. Therefore, language really plays an important role in developing ideas. ·

There are several instructional strategies that can be used in addressing cultural
diversity in the classroom. The following are examples of the things that can
promote the cause of multicultural education:

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1. Content Integration - Cultural practices, cultural values, history, and respect for
cultural diversity can be integrated in the various contents of the subjects taught in
basic education.

2. Cultural Immersion-Students can be immersed in different cultures. This will

allow students to observe the life of other people and to have a firsthand experience
of their culture and values.
·
3. Celebrating Cultural Diversity-Similar to what is done in the UN Month
Celebration and in the Linggo ng Wika, students can experience and enjoy different
cultural dance, folk literature, music, visual arts, and costumes.

4. Culture Responsive Pedagogy - Teachers use pedagogical methods,

approaches, and techniques that respect the cultural values, mindset, and practices
of learners.

5.Teaching Local Culture - Teachers will introduce local culture to students

through lectures, fora, and symposia.

6. Using the Local Language as Medium of lnstruction - Teachers need to

support the implementation of the Mother Tongue-Based Multilingual Education
(MTB-MLE) program of the Depattment of Education. They should help in the
development of instructional materials for teaching local language and culture to the
students.

The Philippines is also home to various indigenous groups. The Philippine 1987
Constitution encouraged the state to provide an education that is relevant to their
culture and indigenous practices of these indigenous people. Pawilen (2013)
identified several approaches that can be used to integrate indigenous knowledge in
the curriculum:

1. Real-life Story Model - Indigenous knowledge is embedded in the daily life

experience of young children as they grow up. They live and grow in a society
where indigenous knowledge is interwoven into the lives of people. Parents or old
folks serve as teachers, and the lessons are related to the values and struggles of
people. Their views about nature and their reflections on their experiences in daily
life can be seen in their literature, art, and music.

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Drake (1998) originally proposed the idea to use stories called "story model," which
develops a personal, cultural, and global story as the context for any topic to be
learned.
2. Problem-based Approach - Learners are exposed to different lessons in
problem solving. By doing problem-solving activities, learners are exposed to
practical situations or issues that are important to them and to their community.

3. Inviting Local Folks and Community Le·aders as a Resource Person in

School-This allows community leaders and elders to share their knowledge and
wisdom to the students.

4. Developing Instructional Materials for Teaching Idigenous Knowledge-

Teachers can develop modules, worksheets, and learning kits that will help
introduce·iocal history, community values, and indigenous knowledge of the
community to the learners.

B. Teaching Speclal Education Classes

Special education is an area in education that seeks to understand the nature and
needs of different learners with special needs. As a field of study, it trains teachers
and other professionals to respond to the needs of special reamers in terms of
pedagogy, curriculum, and other forms of educational Interventions. In a regular
classroom, we can only observe students with learning difficulties, physical
disabilities, behavioral problems, and who are gifted. With the help of scholars and
practitioners in the field of special education, we have come to realize and learn that
special learners can be classified in different ways.

Wolery and Wilbers (1994) describe the various classifications of children with·
special needs according to the type of disability of each learner like deafness,
dualsensory impairments, hearing impairments, mental retardation, multiple
handicaps, orthopedic impairments, other health impairments, serious emotional
disturbance, specific learning disabilities, speech (language) impairments, visual
impairments and blindness, traumatic brain injury, autism, and also those learners
diagnosed with medical conditions. Special learners also include children and youth
living in difficult context like those located in war zones and economically depressed
areas. While there are special schools to cater to the needs of special learners,
many of them are attending regular classes and part of inclusive education
programs.
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The category of special learners also includes those who are considered as twice _
exceptional, intellectually genius, and gifted. In the Philippines, there are only a few
schools offering programs for gifted students. These are science schools, special
science classes in regular schools, and the Philippine School for the Arts. There are
many gifted learners who remain in regular schools because they have no access to
special schools for the gifted. Meanwhile, the twice-exceptional students are
sometimes unnoticed by teachers who seem to focus only on the weakness of such
students.

It is inevitable for teachers to encounter learners with special needs in their classes.
This poses an immense challenge not only in classroom management but also in
curriculum and instruction. Consequently, teachers need to modify the curriculum
and use instructional approaches that are relevant and responsive to the needs of
these special learners. It is also important to be careful in identifying a student as a
special learner. This sometimes causes tension with parents, as many of them are
still not ready to accept that their child is a special learner. Teachers need to
carefully observe their students' behavior, abilities, and characteristics. They need
to seek help from special education specialists or medical doctors whenever it is
needed.

Providing the needs of special education learners will certainly be one of the
greatest challenges to every teacher. Most teachers, either in public or private
schools, are not equipped to handle special learners. Responding to the needs of
each special learner cannot be addressed by teachers' years of teaching
experience. It requires special training in the field of special education.

A special education teacher needs to have deep devotion, commitment, and

passion to teach special learners. They need to work closely with co-teachers,
parents, and other professionals to understand the nature, behavior, and needs of
these learners.

C. Teaching in Multigrade Classes

Multigrade teaching involves the teaching of students from different grade levels in
one classroom. This requires teachers to develop a skill in handling different
students' behavior and in addressing their needs and interests. Such situation
necessitates teachers to employ effective instructional methods and strategies and

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apply an efficient system for classroom management. It also requires teachers'

versatility to design an instructional plan that will cover all topics and activities for all
students from varying grade levels.

The teacher in a multigrade class should perform multiple tasks for all the grade
revels in the clas·sroom, no matter what subject is being learned. The teachers are
expert facilitators of the learning process .. They bring the magic of learning in their
classes; they plan effective lessons for their students, monitor studedent's progress,
and motivate students to learn. They are resourceful, creative, patient, wise, and
innovative.

In some private schools, multigrade teaching is done when they have small
enrollment. In this case, classes could be smaller and can be financially cheaper to
operate than a complete school. The teacher assigned in one multigrade class is
required to develop separate worksheets and design different activities for each
grade level. This could be a difficult task, for a teacher handling a multigrade class
should always be ready to respond to the needs of the students. In the Philippines,
the Seventh Day Adventist Church has implemented numerous successful
multigrade classes in many of its mission schools in the country.

The Department of Education is also implementing multigrade classes in many

divisions in the country. Most of these public schools operating multigrade classes
are located in local communities that are geographically far. Thus, public school
teachers assigned In these schools face difficult challenges every day. Like other
public school teachers, they usually use their money to buy materials for their
students and sometimes spend for the children's meals and snacks. In addition,
they make use of local and indigenous resources for their instructional materials.
These teachers work with community leaders and parents to do the necessary
repairs needed for their classrooms.

Multigrade teachers in public schools are also llke teacher missionaries in far-flung
communities. They are strong advocates of students' access to quality' education.
These teachers usually travel for a long distance to reach the school and the
students. They are happy to share their lives and their time to help young children
learn. During their free time, they also engage themselves in teaching basic literacy
to adult learners in the community.

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D. Teaching in a Multiple Intelligence Classroom

The idea of learners having multiple intelligences came from the research of
renowned Harvard University professor, Howard Gardner. In 1983, Gardner
published his book Frames of Mind, which presented the concept of multiple
intelligences. Gardner's theory of Multiple Intelligences (Ml) presents a powerful
notion that there are different separate human capacities, namely:

1. Linguistic Intelligence-ability to analyze information and create products

involving oral and written language

2. logical-Mathematical Intelligence-abiiity to develop equations and proofs, make

calculations, and solve abstract problems

3. Spatial lntelligence - ability to recognize and manipulate large-scale and fine

grained spatial images

4. Musical Intelligence-ability to produce, remember, and make meaning of

different patterns of sounds.

5. Naturalist Intelligence -ability to identify and distinguish among different types of

plants, animals, and weather formations that are found in the natural world.

6. Bodily Kinesthetic - ability to use one's body to create products or solve

problems

7. Interpersonal Intelligence - ability to recognize and understand other people's

moods, desires, motivations, and intentions

8. lntrapersonal Intelligence - ability to recognize and understand his/her moods,

desires, motivations, and intentions.

The Ml theory became a powerful force that pushed many educators and schools to
change the educational system radically. It led teachers and schools to design
curriculum and instructions that develop these multiple intelligences. It has become
a strong advocacy in education to provide opportunities to develop the talents, skills,
and gifted potentials of the learners. Ml has become the guiding framework to
design the curriculum in preschool and in some private elementary schools.
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In 2011, Gardner summarized 'the educational 'implications of the Ml theory in

education. According to him, an educator convinced of the relevance of Ml theory
should "individualize" and “pluralize”. “Individualizing” means that teachers should
know about the "intelligence profile of their students. They should know how to use
different teaching strategies and assessment tools that bring out the capacity of
each individual learner. Pluralizing means that teachers should decide on which
topics, concepts, or ideas are of greatest importance, and should then present them
in various ways. This will help teachers reach out to more students and help them
better understand their lessons.

E. Teaching in a Learner-centered and Constructivist Classroom- In many

teaching and learning documents in both pubiic and private schools, teachers are
always called to pay attention to the demands of learner-centered education and
constructivist teaching. Learner-centered education is one of the promising products
of the progressive movement in education. It refers to a kind of education that
considers the knowledge, skills, abilities, attitudes, interests, and beliefs that
learners bring into the classroom. It pays attention to the needs, concerns, and
expectations of the learner, and also includes curricular and instructional practices
that are developmentally appropriate for learners.

In learner-centered education, providing the learner's social and emotional

development is an equally important aspect in planning the curriculum. Ladson
(1995) includes teaching practices and pedagogy that are "culturally relevant,"
“culturally responsive," "culturally appropriate," and "culturally compatible" in the
definition of a learner-centered education. It recognizes the importance of building
on the conceptual and cultural knowledge that learners bring to the school. It
reitrates the importance of developing a curriculum that is based on the interest,
needs, developmental level, and culture, which includes indigenous knowledge, of
the learners. It empowers the learners as active participants and leaders of the
learning process. This idea is well supported by the theory of constructivism.

Constructivism is a theory of learning that explains that knowledge is constructed based on the
prior knowledge and experiences of the learners. In constructivism, humans are viewed as goal-
directed agents who actively seek knowledge and information. It believes that learners come fo
formal education with a range of prior knowledge, skills, beliefs, and concepts that significantly
influence what they notice about the environment and how they organize and interpret it (National
Research Council, 2000).

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Constructivist paradigm posts that meani'ngful learnihg is constructed by the learners as results of
their sensory experiences with the world (Houtz & Thomas, 1996). Constructivist teaching and
learning therefore lead to: (1) active learning; (2) learning in a meaningful context; (3) reflective
and intuitive problem-solving; (4) doing investigations and (5) providing real-life and hands-on
experiences to the learners. It also gives opportunities for learners to interact with the larger world,
and make connections between the new knowledge they acquired and prior knowledge to create
meaningful learning.

F. Brain-based Education

Another significant challenge to teachers is to understand and apply the principles of brain-based
education, which was brought by research in neuroscience. Significant neuroscience studies
provided several ideas on how the human brain functions and people learn. Caine and Caine
(1997) considers curriculum and instruction from a brainbased approach. They begin with "brain-
mind learning principles" derived from brain research findings and apply these principles in the
classroom:

1. The brain is a whole system and includes physiology, emotions, imagination, and
·predisposition.
These must all be considered as a whole.
2. The brain develops in relation to interactions with the environment and with others.
3. A quality of being human is the sea"rch for personal meaning.
4. People create meaning through perceiving certain patterns of understanding
5. Emotions are critical to the patterns people perceive.
6. The brain processes information into both parts and wholes at the same time.
7. Learning includes both focused attention and peripheral input.
8. Learning is both unconscious and conscious.
9. Information (meaningful and fragmented) is organized differently in memory.
10. Learning is developmental.
11. The brain makes optimal number of connections in a supportive and challenging environment.
12. Every brain is unique in its organization.

The study performed by Cain and Caine (1997 ) is useful for teachers in organizing curricuilum and
instruction. It encourages teachers to think and reflect on the way they teach their subjects to
students and challenges them to reorganize instruction fo implement these brain-based education
practices

Resnick (1987) postulates that people learn better if they are asked to think in ways that are more
complex. She theorizes that even in elementary school, students learn more if they are given
several ways to look at a problem and asked to give more than one way of solving it. When people
are asked to come up with, only one right answer, they may not be able to gain a complete
understanding of the problem.

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Renata and Caine (1991) also cite studies showing that the brain learns best when it works to
solve problems or aecomplishes specific tasks instead of merely absorbing isolated bits of
information. According to them, the brain's primary function is to seek patterns in new learning.
They believe that educational practices should reflect new knowledge and theories about how the
brain functions.

Sylwester (1995) correlates current scientific theories on how the brain processes information. He
suggests that these new learning theories have broad educational applications that can be used
in today's schools to improve teaching and learning. Classrooms in the future may focus more on
drawing out existing abilities than on precisely measuring one's success with imposed skills,
encouraging the personal construction of categories rather than imposed categorical systems, and
emphasizing the individual, personal solutions of an environmental challenge over the efficient
group manipulation of tte symbols that merely represent the solution.

Caine and Caine {1997) and Jensen (2005) identified some interactive teaching elements based
on the principles of brain-based education:

1. Orchestrated immersion - Learning environments are created that immerses students in a

learning experience
2. Relaxed alertness - An effort is ·made to eliminate fear while maintaining a highly challenging
enyironment.
3. Active processing - The learner consolidates and internalizes information by actively
processing it. Information should be connected to prior learning and experiences.

G. lCT lntegration in Teaching and Learning

The computer's entry into schools changed the landscape of education radically. With computers
came educational programs in DVD, VCD, CD, and other forms. Microsoft, Apple, and other
companies have developed different kinds of software that we currently use in education. It is also
the success of the computer that gave birth to the Internet, to which computer networks, search
engines, and electronic mails are connected. These innovations removed the geographical
distance between and among students, teachers, schools, and other professionals and
institutions.

The term ICT, short for information and communications technology, embraces all forms of
technologies that enable all people to receive information and communicate or exchange
information with others (Anderson, 2010). At the school level, 1CT is widely used in the everyday
operations and activities of different offices and departments. Computers make school operation
system efficient, from the accounting process, storing, and processing data, and,in communication
processes.

At the instructional level, the use of ICT in teaching and learning has brought many positive
developments in the way teachers teach and how students learn. Computer softwares have
enhanced teachers' and students' presentations, reports, and lectures. Through ICT integration in
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education, valuable information in all different areas of life and academic disciplines is made
accessible to learners and teachers. The students and teachers became active researchers
engaged in a virtual world of ideas. They search the web for whatever information they need. They
experience interacting with other scholars, students, and individuals through emails, biogs, chat,
social networking, and teleconferencing.

The growing influence of ICT in almost every aspect of life made ICT Literacy essential among all
teachers and students as a result. In the Philippines, the students are taught about computer as
early as elementary, although exposure to ICT already starts in the preschool level. ICT skills are
part of the 21st century skills that must be developed among students to become globally
competitive. It is therefore imperative for teachers to integrate ICT in their daily teaching. They
also need to teach their students to use ICT responsibly, observe media ethics, use information
from the Internet responsibly, and respect the privacy of individuals. ·

Technology has not only brought immense transformation in the physical campus of higher
education institutions but has also significantly transformed the delivery of education. Successfull
innovations include distance education and other forms of online learning that can be attributed to
the developments brought by the expanding influence of the new computer age.

Other innovations in higher education are as follows:

1. Corporate universities
2. School - industry partnership
3. Creation of international campuses
4. Creation of global centers of excellence in various. disciplines and fields
5. Intensification of research and developmerit
6. Creation of multidisciplinary and interdisciplinary courses .
7. Creation of needs-based and market-driven courses and academic programs
8. Outcomes-based education
9. Ensuring quality education through quality assurance system
10. Increasing academic collaboration through research, extension, and joint academic degree
programs
11. Faculty and student mobilization

Remember this: Teacher's Reflection

Teaching is not an easy task. It requires a deep sense of commitment and dedication from every
teacher. There are always different challenges and issues that need to be adressed. Social and
demographic changes, and the different research on the learners and the learning process, will
continue to post myriad challenges in the education system and most especially in the teaching
profession.

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• Multicultural classrooms - Teachers must embrace the philosophy of inclusive education to

respond effectively to the different challenges of a multilingual and multicultural classroom. They
need to develop a high level of cultural literacy.
• Learner-centered and Constructivist Teaching - Teachers must apply learner-centered
philosophy in teaching and use constructivist teaching approaches that engage students to
meaningful and active learning.
• Multi-grade Classes - Teachers are encouraged to teach effectively in multigrade classes,
which can often be found in many rural communities.
• ICT Integration - Teachers should know how to use technology effectively to improve teaching
and learning inside the classroom. This includes knowing new technological tools in education to
enhance their teaching of different classes. This way, the millennial learners will be more engaged
in learning.
• Brain-based Education - Teachers need to apply brain-based learning principles in designing
and implementing instruction.
• Multiple Intelligences - Teachers need to recognize that students have different learning styles,
so they should use various instructional strategies to respond effectively to the needs of the
students. · .
• Children with Special Needs-Teachers need to reach out and respond to the needs of learners
with special education needs. They must recognize that every learner has the right to have access
to quality education.

REFLECTION
Reflect and write your answer to the following questions using your notebook. (To be submitted
together with the test paper in the final examination)
Part I
1. How do teachers establish learning environments that are responsive to community contexts?
2. How are the parents and the wider school community involved in the educative process?
3. How can you use the result of the assessment to motivate students?
4. How can the standards for professional teachers improve the quality of teachers in the
Philippines?
Part II
1. What is your idea on the implementation of Mother Tongue-Based Multilingual Education?
2. How can we address the needs of gifted children in class?
3. How can we help address the learning needs of slow learners in the class?
4. Why is it important for teachers to know the multiple intelligence profiles of their students?
5. How can teachers encourage students to use ICT responsibly?

PRACTICE TEST

QUIZ 1. ENUMERATION

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Directions: List down the 7 domains of teaching excellence.

QUIZ 2. IDENTIFICATION
Directions: Identify what is described in each item. Choose your answer from the box below:
1. Teacher’s mastery in using effective instructional strategies
2. Includes the physical and emotional environment of the school and classrooms
3. Teacher’s mastery of the content in the subjects and courses
4. Teachers employ differentiated instruction and assessment because of their understanding
about
the learners
5. The domain that includes the positive use of ICT

Content Knowledge
Diversity of Learners
Learning environment
Pedagogical knowledge
Research and Evaluation
Content Knowledge and Pedagogy

QUIZ 3. MATCHING
Directions: Match the ideas listed below with those in the box. Write only the letter of the correct
answer. (Note: some items may have the same answer)

___1. Includes the subjects and learning experiences planned for all students
___2. Use of assessment data to enhance teaching and learning
___3. Monitoring and evaluation of learners’ progress and achievement
___4. Professional collaboration to enrich teaching practice
___5. Learners’ linguistic, cultural, socio-economic, and religious background

A. Diversity of Learners
B. Curriculum and Planning
C. Assessment & Reporting
D. Learning Environment
E. Knowledge and Pedagogy

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QUIZ 4. ENUMERATION
A. What are the 5 strands under Domain 7, Professional growth and Personal Development?
B. What are the 4 career stages of Professional Teachers in the Philippines?

QUIZ 5. ENUMERATION

What are the 7 challenges in teaching?

What are the 9 Multiple Intillegences

QUIZ 6. TRUE OR FALSE

Directions: Write T if the statement is correct. Otherwise, write F.

___1. Learners are all the same in terms of language, religion, ethnicity, belief, nationality, and
culture.
___2. Learners create and construct meaning based on their experiences and use their first
language in understanding and processing ideas.
___3. Using the local language for teaching and learning is one way to promote the understanding
of concepts in a particular socio-cultural perspective and context.
___4. Content integration is possible only among gifted children.
___5. In problem-based approach, learners are exposed to different lessons in problem-solving.
___6. Special Education classes are offered to slow learners and learners with disability only.
___7. Multigrade teaching involves the teaching of students from different grade levels in one
classroom.

ASSESSMENT TASK

TEST YOUR UNDERSTANDING

Explain:
1. As an education student, how will you prepare yourself for the professional standards for
teachers? (5 points)

2. How will you encourage students to use ICT responsibly? (5 points)

3. What is your idea on the implementation of Mother Tongue-Based Multilingual Education?

End Modules 3 & 4

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