USJ-R Graduate School of Education

Master of Education Program

Philosophical, Psychological,
and Sociological Foundations
of Education
Ionell Jay R. Terogo
M.Ed. - ESL
Task 1 ~ Philosophy Questionnaire

Let’s determine
your educational
philosophy!
  1, 3, 5, 7 --------- more of a progressivist
 2, 4, 6, 8 --------- more of a perennialist
 9, 15, 20, 25 -------- more of an existentialist
 10, 12 ---------- more of a behaviorist
Interpretation  11, 13, 17, 18 --------- you are more of an
essentialist
 14, 16, 21, 22 --------- you are more of a
constructivist
 19, 23, 24 ------------ you are more of a linguistic
philosopher
The Philosophies of
Education
 What is life?
Who am I?
Why am I here?
Existential What am I living for?
Questions What is reality?
Is the universe real?
What is good to do?
How should I live life meaningfully?
 Why do I teach?
What should I teach?
In the school
How should I teach?
context…
What is the nature of the learner?
How do we learn?
 Essentialism
Progressivism
Seven Major Perennialism
Philosophies of
Existentialism
Education
(Bilbao, et al) Behaviorism
Linguistic Philosophy
Constructivism
Task 2~ Major Philosophies of Education

In a ½ crosswise, create a matrix to

summarize the philosophies we are
going to discuss. It will look like this:
Philosophy Why Teach? What to How to
Teach? Teach?
Table Essentialism
Summaries Progressivism
Perennialism
Existentialism
Behaviorism
Linguistic
Philosophy
Constructivism
ESSENTIALISM
 Why teach?
for learners to acquire basic
Essentialism knowledge, skills, and values.
not to radically reshape society
but to transmit the traditional
values and knowledge
 What to teach?
Fundamental R’s
Essentialism Curriculum are highly academic
Little emphasis on students’
interest & hobbies
 How to teach?
Mastery of subject matter
Teachers are “fountain” of
Essentialism information & “paragon of
virtue”
Rely on textbooks, use drill and
lecture methods
Task 3 a~ Yes or No Essentialism
1. Do essentialists aim to teach
students to reconstruct society?
2. Is the model citizen of the
Yes essentialist the citizen who
contributes to the re-building of
society?
or 3. Do the essentialist teachers give

No up teaching the basics if the

students are not interested?
4. Do the essentialist teachers frown
on long academic calendar and
1. No 2. No 3. No 4. No core requirements?
PROGRESSIVISM
 Why teach?
Develop learners into becoming
Progressivism enlightened and intelligent
(Pragmatism or
Experimentalism) individuals.
Let learners live fully NOW not
to prepare them for adult life.
 What to teach?
Needs-based and relevant
Progressivism curriculum
(Pragmatism or
Experimentalism) Skills and abilities to cope with
change
Natural and social sciences
 How to teach?
Experiential methods
Progressivism Learning by doing
(Pragmatism or Problem solving method
Experimentalism)
“hands-on-minds-on-hearts-on”
methodology
Field trips, simulations, games
Task 3b ~ Yes or No Progressivism
1. Do the progressivist teachers look
at education as a preparation for
adult life?

Yes 2. Are the students’ interests and

needs considered in a progressivist
curriculum?
or 3. Does the progressivist curriculum
No focus mainly on facts and
concepts?
4. Do the progressivist teachers strive
to stimulate in the classroom life in
1. No 2. Yes 3. No 4. Yes
the outside world?
PERENNIALISM
 Why teach?
Perennialism Develop the students’ rational
(Rational and moral powers
Humanism
The ability to control their
passions and appetite
 What to teach?
Perennialism universal subjects.
(Rational Heavy on humanities and
Humanism
general education.
Great Books.
 How to teach?
Perennialism Teacher-centered
(Rational
Humanism Socratic dialogues, mutual
inquiry sessions
Task 3c ~ Yes or No Perennialism
1. Are the perennialist teachers
concerned with the students’
mastery of the fundamental skills?
Yes 2. Do the perennialist teachers see
the wisdom of ancient, medieval,
or and modern times?
3. Is the perennialist curriculum
No geared towards specialization?
4. Do the perennialist teachers
sacrifice subject matter for the
1. No 2. Yes 3. No 4. No
sake of students’ interests?
EXISTENTIALISM
 Why teach?
Help students understand and
appreciate themselves as unique
individuals
Existentialism
Help students define their
essence
Education of the whole person,
not just the mind.
 What to teach?
Wide variety of options for
students
Existentialism
Humanities
Vocational education
Creativity and imagination
 How to teach?
Learner-centered
Existentialism Learning is self-paced, self-
directed.
Values-clarification strategy
Task 3 d~ Yes or No Existentialism
1. Is the existentialist teacher after
students becoming specialists in
order to contribute to society?

Yes 2. Is the existentialist concerned with

the education of the whole
person?
or 3. Is the course of study imposed on

No students in the existentialist

classroom?
4. Does the existentialist teacher
make heavy use of the
1. No 2. Yes 3. No 4. Yes individualized approach?
BEHAVIORISM
 Why teach?
Behaviorism Modification and shaping of
students’ behavior by providing a
favorable environment.
 What to teach?
Behaviorism Teach students to respond
favorably to various stimuli in the
environment.
 How to teach?
Behaviorism
Manage classroom well
use of attention catchers and
incentives.
Task 3e ~ Yes or No Behaviorism
1. Are behaviorists concerned with the
modification of students’ behavior?
2. Do behaviorist teachers spend their
Yes time teaching their students on how
to respond favorably to various
environmental stimuli?
or 3. Do behaviorist teachers believe they

No have control over some variables

that affect learning?
4. Do behaviorist teachers believe that
students are a product of their
1. Yes 2. Yes 3. Yes 4. Yes environment?
 LINGUISTIC
PHILOSOPHY
 Why teach?
Develop the communication
Linguistic
Philosophy skills of the learner
Skill to send messages clearly
and receive messages correctly
 What to teach?
Linguistic Emphasis on communication –
Philosophy verbal, nonverbal and paraverbal
Multilingual education
 How to teach?
Linguistic
Philosophy Experiential method
dialogues
 Task 3f ~ Yes or No 1. Do linguistic philosophers promote
Linguistic Philosophy
the study of language?
2. Is the communication that linguistic
philosophers encourage limited to
Yes verbal language only?
3. Do linguistic philosophers prefer the
or teacher who dominates discussion to
save time to a teacher who
No encourages dialogue?
4. Is the curriculum of the linguistic
philosopher open to the learning of as
1. Yes 2. No 3. No 4. Yes
many languages, like Mother Tongue,
as possible?
CONSTRUCTIVISM
 Why teach?
Intrinsically motivated and
Constructivism independent learners
Able to construct knowledge and
make meaning
 What to teach?
Learn how to learn
Constructivism
Learning processes and skills
such as reflection, critiquing and
evaluating, researching
 How to teach?
Interactive
Constructivism
Experiential
Teacher as facilitator
Task 3 g~ Yes or No Constructivism

1. Does the constructivist agree to a

teaching methodology of

Yes “telling”?
2. Do constructivists believe that
students can construct
or knowledge?

No 3. Do constructivists approve of
teaching learners the skill to learn?
4. Do constructivists believe that
meaning can be imposed?
1. No 2. Yes 3. Yes 4. No
 To which philosophy does each theory of man belong?
A person…
1. Is a product of his environment.
2. Has no universal nature.
3. Has rational and moral powers.
4. Has no choice; he is determined by his environment.
5. Can choose what he can become.
Short 6. Is a complex combination of matter that responds to physical
stimuli.

Quiz 7. Has no free will.

8. Has the same essential nature with others.
9. Is a rational animal.
10. First exists then defines him/herself.
11. Is a social animal who learns well through an active interplay
with others.
12. Is a communicating being.
13. Is a maker of meaning. 1. Be 2. Ex 3. Es or Pe 4. Be 5. Ex
6. Be 7. Be 8. Pe 9. Es or Pe 10. Ex
14. A constructor of knowledge. 11. Prog 12. LP 13. Co 14. Co
 Your
Philosophy of
Education
 Your “window” to the world and
“compass” in life.
Philosophy of
Education Reflected in your dealings with
students, colleagues, parents
and administrators.
 What does it contain or include?
The human person, the learner,
the educated person
Philosophy of
Education What is true and good and
therefore must be taught
How a learner must be taught in
order to come close to the truth
 Example
I believe that every child --
has a natural interest in learning and is
capable of learning
is an embodied spirit
My Philosophy can be influenced but not totally by his /
of Education her environment
is unique and so comparing a child to
other children has no basis
does not have an empty mind, rather is
full of ideas and it is my task to draw out
these ideas
 I believe that there are unchanging
values in changing times and
My Philosophy these must be passed on to every
of Education child by my modeling, value
inculcation and value integration
in my lessons
 I believe that my task as a teacher is to
facilitate the development of every child to
the optimum and to the maximum by:
reaching out to all children without bias
and prejudice towards the “least” of the
children
My Philosophy
making every child feel good and confident
of Education about him / herself through his/her
experiences of success in the classroom
Helping every child master the basic skills
of reading, communicating in oral and
written form, arithmetic and computer
skills
 teaching my subject matter with mastery
so that every child will use his/her basic
skills to continue acquiring knowledge,
skills and values for him/her to go beyond
My Philosophy basic literacy and numeracy
of Education inculcating or integrating the unchanging
values of respect, honesty, love and care
for others regardless of race, ethnicity,
nationality, appearance and economic
status in my lessons
 consistently practicing these values to
serve as model for every child
strengthening the value formation of every
My Philosophy child through “hands-on-minds-on-hearts-
of Education on” experiences inside and outside the
classroom.
providing every child activities meant to
develop the body, the mind, and the spirit
 Task 4~ My Philosophy of Education

After knowing your inclination to an educational

Formulate philosophy and after deciding as to the type of
philosophy you would like to adhere in as a
your teacher, draft your personal philosophy of
personal education.
Encode this in a long bondpaper or any special
philosophy paper of the same size. Then, be creative by
putting designs that would match what is placed
of in the document.
Also, sign at the bottom of the page to signify
education. your commitment to your philosophy. Good luck!

Philosophy of the K to 12 Curriculum
The K to 12 Philippine Basic Education Curriculum Framework
 The K to 12 Philippine Basic Education Curriculum Framework
PHILOSOPHICAL
& LEGAL BASES
 RA 10533 The Enhanced Basic
Education Act
 The 1987 Phil. Constitution
 BP 232, Education Act of 1982
 RA 9155, Philippine Governance
Act
 The vision, mission statements of
DepEd
 SOUTELE, 1976
 The EDCOM Report of 1991
 Basic Education Sector Reform
Agenda (BESRA)
 The four pillars of education
(UNESCO)
DEPARTMENT OF EDUCATION
CONTEXT
NATURE OF NEEDS OF NATIONAL &
THE LEARNER GLOBAL COMMUNITY
 Has a body and spirit, intellect, free  Poverty reduction and human
will, emotions, multiple intelligence, development
learning styles  Strengthening the moral fiber of the
 Constructor of knowledge and active Filipino people
maker of meaning, not a passive  Development of a strong sense of
recipient of information nationalism
NEEDS OF  Development of productive citizens
who contribute to the building of a
THE LEARNER progressive, just, and humane
 Life skills society
 Self-actualization  Ensuring environmental
 Preparation for the world of the sustainability
work, entrepreneurship, higher  Global partnership for development
education
 Section 5, Enhanced Basic Education Act of 2013

The DepED shall adhere to the following standards and principles in

developing the enhanced basic education curriculum:
a) The curriculum shall be learner-centered, inclusive and

developmentally appropriate;
b) The curriculum shall be relevant, responsive and research-based;

c) The curriculum shall be culture-sensitive;

d) The curriculum shall be contextualized and global;

e) The curriculum shall use pedagogical approaches that are

constructivist, inquiry-based, reflective, collaborative and integrative;
 Section 5, Enhanced Basic Education Act of 2013
f) The curriculum shall adhere to the principles and framework of Mother
Tongue-Based Multilingual Education (MTB-MLE) which starts from
where the learners are and from what they already knew proceeding
from the known to the unknown; instructional materials and capable
teachers to implement the MTB-MLE curriculum shall be available;
g) The curriculum shall use the spiral progression approach to ensure
mastery of knowledge and skills after each level; and
h) The curriculum shall be flexible enough to enable and allow schools to
localize, indigenize and enhance the same based on their respective
educational and social contexts…
 K to 12 Teaching Principles

1. Learner-centered 8. Constructivist
2. Inclusive 9. Inquiry-based and reflective
3. Developmentally 10. Collaborative
appropriate 11. Integrative
4. Responsive and relevant 12. Spiral progression approach
5. Research-based 13. MTB-MLE-based
6. Culture-sensitive
7. Contextualized and global
Teaching Principle Statements

 The teacher will assign a K to 12 teaching principle to

your team.
 In groups of two-three, write a tip on how must a teacher
handle the K to 12 curriculum in these specific principles.
You may start the statement with: “The K to 12 teacher
will/must…”
 The catch is: do not use the principle/term in the
statement you are going to synthesize.
 Write your statement in the paper provided.
 The K to 12 Philippine Basic Education
Curriculum Framework

Holistically Developed Filipino with 21st Century Skills

Being and Becoming a Whole Person

SKILLS LEARNING AREAS

Information, Media, and Technology Skills Language
Learning and Innovation Skills Technology and Livelihood Education (TLE)
Communication Skills Mathematics and Science
Life and Career Skills Arts and Humanities

Curriculum Support System

Community-
School Schools
Materials, Industry
Leadership Divisions
Teachers Facilities, and ICT Assessment Relevance
and Technical
Equipment and
Management Assistance
Partnerships

Monitoring and Evaluation System

DEPARTMENT OF EDUCATION
 Features of the K to 12 Curriculum

Learner-centered, Standard and competence

inclusive and research- based, seamless,
based. decongested

Culture-responsive and
culture-sensitive,
Flexible, ICT-based,
integrative and
and global.
contextualized, relevant
and responsive.

DEPARTMENT OF EDUCATION
Features of the K to 12 Curriculum
Enhanced Basic Education Curriculum Standards & Principles
(Sec 8.3, RA 105 33)
Standards and Principles Pedagogy
1. Learner-centered, inclusive & developmentally appropriate

2. Relevant, responsive and research-based

3. Culture-sensitive
4. Contextualized and global
5. Use pedagogical approaches constructivist, inquiry-based,
reflective, collaborative and
integrative

6. Adhere to the principles & framework of MTB-MLE

7. Use the spiral progression approach to ensure mastery of knowledge & skills in
each level
8. Be flexible enough to enable and allow schools to localize, indigenize and
enhance the same based on their educational and social contexts.
K to 12 Features TPS
Think. Work in pairs. Share your answers.

• Which do you think is the most relevant feature of the

new K to 12 curriculum?
• Why?
• What can you do to help in the implementation of the
feature you decided to be relevant?
Morality
 “the quality of human acts by
Morality which we call them right or
wrong, good or evil.” (Panizo, 1964)
Foundational Principle = princeps = beginning
Moral or source
Principle It is contained in the natural law
 Do good and avoid evil
“Writings, customs, and
monuments of past and present
generations point out to this
Natural Law conclusion: that all peoples on
earth, no matter how savage and
illiterate, have recognized a
supreme law of divine origin
commanding good and
forbidding evil.” (Panizo, 1964)
 Christianity, Buddhism,
Natural Law Confucianism, Islam have one in
common.
Teacher as a
person of
good moral
character
 Human
Teacher as a
person of Loving
good moral Virtuous
character
Mature
Task 5 ~ Think-Pair-Share

1. Why is morality
only for persons?
2. How do
conscience relate
to morality?
Task 6 ~ Yes or No Morality
Answer the following questions about Morality
with a YES or a NO.
1. Is morality for persons and animals?
2. Is the natural law known only by the learned?
3. Did the primitive people have a sense of the
Short natural law?
4. Is an animalistic act of man moral?
Quiz 5. Is it right to judge a dog to be immoral if it
defecates right there in your garden?
6. Is the foundational moral principle sensed only
by believers?
7. Is the foundational moral principle very
specific?
 Task 6 ~ Yes or No Morality
8. Is the foundational moral principle the basis of more
specific moral principles?
9. Is the foundational moral principle so called because
it is the basis of all moral principles?
10. Are the Ten Commandments for Christians more

Short specific moral principles of the foundational moral

principle?
11. Is the natural law literally engraved in every human
Quiz 12.
heart?
Are the Five Pillars of Islam reflective of the natural
law?
1. No 2. No 3. Yes 4. No 5. No
13. Is the Buddhist’s Eightfold Path in accordance with
6. No 7. No 8. Yes 9. Yes 10. Yes the natural law?
11. No 12. Yes 13. Yes 14. Yes
14. Are the Golden Rule for Christians basically the same
with Confucius’ Reciprocity Rule?
Values Formation
Are values
dependent on time,
place and culture?
 Values remain unchanged
Transcendent amidst the changing times
Values Independent of time, space and
people
 Values are taught and caught
Values have cognitive,
affective and behavioral
Values
dimensions
Value formation includes
formation in the cognitive,
affective and behavioral
aspects.
 Value formation is a
training of the intellect and
Values will
Virtuous versus vicious life
and their affect on the will
 Pleasure Values – sensual
feelings, experiences of
pleasure or pain
Max Scheler’s Vital Values – capability,
hierarchy of excellence, health, vitality
values Spiritual Values – beauty, loving,
right and wrong
Values of the Holy – belief,
adoration, bliss
 Task 7 ~ Testing One’s Values 1. Freely chosen
2. Chosen from among the alternatives
Use this criteria in
choosing what you 3. Chosen after due reflection
value. 4. Prized and cherished
5. Publicly affirmed
6. Incorporation into actual behavior
Values 7. Acted upon repeatedly in one’s life
clarification
A. Single: Love or Career
B. Married: Partner or Children
C. If you will win a million pesos in the lottery, which would you
choose to do first – buy a fully-furnished house or save a sum in
the bank?
D. If a student tells you confidentially that she is pregnant, what
would you do? What values did you choose over other things
which you would like the child to value, too?
Teaching as Your
Vocation, Mission and
Profession
 vocare = to call
Vocation
Caller and someone called
Teaching Were you called to be a
as a teacher?
Vocation Who called you?
 misio = to send
Mission
Task assigned
 What assigned task are you
Teaching sent to accomplish?
as a
Mission What is your mission as a
teacher?
 If you are doing it only because you are
paid for it, it’s a job;
Teaching: If you are doing it not only for the pay
but also for the service, it’s a mission.
Mission
If you quit because your boss or
and / or colleague criticized you, it’s a job;
Job? If you are committed to teaching even
if it means letting go of other
activities, it’s a mission.
 If you quit because no one praises or
thanks you for what you do, it’s a job;
Teaching: If you remain teaching even though
nobody recognizes your efforts, it’s a
Mission mission.
and / or It’s hard to get excited about a
Job? teaching job;
It’s almost impossible not to get
excited about a mission.
 If our concern is success, it’s a job;
Teaching: If our concern is success plus
faithfulness, it’s a mission.
Mission
An average school is filled by teachers
and / or doing their teaching job;
Job? A great school is filled with teachers
involved in a mission of teaching.
 Professional denotes as it
does long and arduous years
of preparation, a striving for
Profession excellence, a dedication to
the public interest, and
commitment to moral and
ethical values.
 End goal is service
The “pwede na” mentality
Teaching vs. excellence
as a
Profession Teaching and a life of
meaning
 How do you intend to
Teaching
maintain excellence and
as a
continue you professional
Profession
growth?
 “Teaching may not be a lucrative
position. It cannot guarantee financial
security. It even means investing
personal time, energy, and resources.
Teaching Sometimes, it means
and a life disappointments, heartaches, and
of pains. But touching the hearts of
people and opening the minds of
meaning children can give you joy and
contentment which money could not
buy. These are the moments I teach
for. These are the moments I live for.”
 “Being world-class does not mean
going internationally and showing
Conrado de our best out there. Being world-class
Quiros, is passion and commitment to our
Philippine profession; being world-class is
Daily Inquirer giving our best to teaching. Being
world-class starts right inside the
classroom”
 Task 8a ~ Reflection on
Teaching as a Voc/ Mis/ Prof

Write what you

resolve to START
doing and STOP doing
NOW as you embrace
teaching as your
vocation, mission and
profession.
 Task 8b ~ Reflection on
Teaching as a Voc/Mis/Prof Tell something about the teacher in
the classroom and in the community
by completing this acrostic:
T-
E-
A-
C-
H-
E-
R-
 Task 8c ~ Reflection on
Teaching as a Voc/Mis/Prof Reflect on the teacher as she/he goes about
the tasks in the classroom and in the
community. In what ways is he/she…
A piece of iron?
A well?
A planter?
A gardener?
Reminder: A door?
Prepare a copy of the full
version of the NCBTS A wakeup call?
and the Code of Ethics for A potter?
Teachers. Bring the list A mirror
this Thursday.
An assessor?
A nurse?
 If I speak interestingly, effectively,
and well, but do not understand my
students, I am a noisy gong or a
clanging cymbal.
IF YOU ARE A If I know all of the methods and
TEACHER techniques of teaching, if I have
complete faith that they will work,
so that I use them completely, but
think only of materials or techniques
instead of how they can help my
students, I count for nothing.
 If I go the second mile in my teaching,
give up many activities, but do it
without understanding, it does no good.
Love is very patient, very kind;
IF YOU ARE A Love is not jealous, it does not put on
airs;
TEACHER
It is never tyrranic, never;
Yet does insist on truth;
It does not become angry;
It is not resentful.
 Love always expects the best of
others; it is gladdened when they
live up to these expectations, slow to
lose faith when they do not.
IF YOU ARE A It will bear anything, hope for
TEACHER anything, endure anything.
This kind of love will never fail; if
there are teaching methods, they
will change; if there are curricula,
they will be revised.
 For our knowledge is imperfect and
our teaching is imperfect,
And we are always looking for the
better ways which an infinite God
IF YOU ARE A has placed ahead of us.
TEACHER
When I began to teach, I fumbled and
failed;
Now I have put away some of my
childish ways.
 At present I am learning bit by bit;
But if I keep on seeking, I shall at last
understand as all along I myself have
IF YOU ARE A understood.
TEACHER
So faith, hope and love endure.
These are the great three
But the greatest of them is love.
Each child is living the only life he has—the
only one he will ever have.

The least we can do is not diminish it.

--Bill Page
I have come to a frightening conclusion .
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a
child’s life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations it is my response that decides whether a
crisis will be escalated or de-escalated, and a child
humanized or dehumanized.
--Haim Ginot, Teacher and Child.(1976). Avon
Books.
BUT, REALISTICALLY, CAN YOU REALLY MAKE A
DIFFERENCE? YES!
I AM ONLY ONE, BUT STILL I AM ONE.

I CANNOT DO EVERYTHING BUT STILL I CAN DO SOMETHING.

I WILL NOT REFUSE TO DO THE

SOMETHING I CAN DO.

HELEN KELLER
One hundred years from now it will not matter

What kind of car I drove,

What kind of house I lived in,
How much I had in the bank account,
Or what my clothes looked like.

But the world will be a better place

because I was important in the life of a
child.
 Task 9 ~ The Impact of the
Teacher in the Life of a Learner
Watch this inspirational video entitled “Three
Letters from Teddy”. I hope you will like it. 
 Task 9 ~ The Impact of the
Teacher in the Life of a Learner

After watching this video, remember a teacher

that made you feel the same way as how Teddy
felt. Then, write a sincere letter of thanks. Be
brave by sending the letter to him/her. Have a
proof of you sending it or he/she receiving it.
Good luck!
 st
The 21 Century
Teacher
 Effective
Learning &
Communication
Innovation Skills
Skills

21st Century
Skills

Info, Media &

Life & Career Skills
Technology Skills
 Teaming
Collaboration
Effective
Communication
Interpersonal Skills
Skills Local, National, & Global
Orientedness
Interactive Communication
 Creativity
Learning &
Curiosity
Innovation Critical Thinking / Problem
Skills
Solving Skills
Risk Taking
 Flexibility and adaptability
Leadership and responsibility
Social and cross-cultural skills
Life and Career Initiative and self-direction
Skills
Productivity and
accountability
Ethical, moral and spiritual
values
 Visual and informational
literacies
Innovation,
Media, & Media literacy
Technology
Skills Basic scientific, economic
and technological literacies
Multicultural literacy
Task 10 ~ 21st Century Skills Icons

Draw an icon to represent

Iconic each of the 21st century skills
Representations so that you get to remember
them more.
Reminder:
Prepare a copy of the full
version of the NCBTS
and the Code of Ethics for
Teachers. Bring the list
this Thursday.
The NCBTS
(National Competency-Based
Teacher Standards)
  The NCBTS (National Competency-Based
Teacher Standards) are the standards of good
teaching in the Philippines. It consists of 7
domains, 21 strands, and 80 performance
indicators.
What is the  This was developed by the Department of
Education in relation to the Teacher Education
NCTBS? and Development Program (TEDP) that
conceptualizes the teacher’s career path.
 This is a set of competencies (behaviors,
attitudes, and skills) that each teacher must
possess to function effectively and
satisfactorily.
 Teachers in all Philippine schools are
committed and accountable for
providing classroom instruction with
results that are manifested in high
NCBTS performance levels in terms of student
Statement of learning outcomes. Teachers are
Principle dedicated to the well-being of the
students and communities they serve,
taking into account their cultural
diversity, group aspirations, and what is
valued in education.
 Domain 1: Social Regard for Learning
Domain 2: The Learning Environment
Domain 3: Diversity of Learners
What are the Domain 4: Curriculum
NCBTS Domain 5: Planning, Assessing, and
domains? Reporting
Domain 6: Community Linkages
Domain 7: Personal Growth and
Professional Development
 Task 11 ~ NCBTS

Read the Effective Teacher

Checklist Sir Io is giving you
and identify the NCBTS
Domain where the
Categorization characteristics can be
categorized under.
Write D1 for Social Regard,
D2 for Learning Environment,
and so on.
The Code of Ethics
for Professional
Teachers
  The term professional has become a global
nomenclature for people who excel in their respective
careers and professions.
 Every profession has its code of ethical standards
upheld by every professional.
Who is the professional teacher?
She/He is the “licensed professional
Code of Ethics who possesses dignity and reputation,
Preamble with high mora values as well as
technical and professional
competence… she/he adheres to ,
observes, and practices a set of ethical
and moral principles, standard, and
values.”
 Preamble
Article 1 – Scope and Limitations
Article 2 – The Teacher and the State
Article 3 – The Teacher and the Community
Article 4 – The Teacher and the Profession
Code of Ethics Article 5 – The Teacher and the Teaching Community
Article 6 – The Teacher and the Higher Authorities in the
for Philippines
Professional Article 7 – School Officials, Teachers, and other Personnel
Teachers Article 8 – The Teacher and the Learners
Article 9 – The Teacher and Parents
Article 10 – The Teacher and Business
Article 11 – The Teacher as a Person
Article 12 – Disciplinary Action
Article 13 - Effectivity
Task 12 ~ NCBTS vis-à-vis Code of Ethics

 Each of you will focus on one assigned domain of the NCBTS.

 Prove that the NCBTS Framework and Code of Ethics for
Professional Teachers reinforce each other. Show that the
Articles in the Code of Professional Teachers also state basically
Comparison the same things that are found in the NCBTS Framework by
accomplishing the table below:
Table
(NCBTS vis-à-vis NCTBS Domain Number/Strand Code of Ethics for Professional
Teachers
Code of Ethics) (Which article and sections in the Code of
Ethics state basically the same thin as
stated in the NCBTS?)

Domain 1
Strand 1
School & Community
Relations
Teacher and
Parents
 Students’
Inability to accomplish
assignments
Difficulties Irregular attendance
Poor study habits
Negative attitudes
Problem with self-discipline
 Calm & friendly face-to-face
exchange of observations
Model positive attitudes of kindness
and patience
Give strong motivation and
Solutions encouragement
Give letters and praises to parents for
outstanding performances
Give interesting lessons
Consider past experiences for
extreme behaviors
 Respect for elders and for
the rights of others
Cooperation
Values
Willingness t0 share
Deep sense of responsibility
Persistence
 Special interest and talents
Interest should be attended to by
sensitive mentors and
guardians
School and
Community
 Collaborative relationship
Organized association
Public safety, beautification,
School and
Community
and cleanliness
Values exhibited
Instructional centers and
materials
Global Education and
the Global Teacher
Global education is a curriculum
that is international in scope
which prepares today’s youth
around the world to function in
one world environment under
teachers who are intellectually,
professionally, and
humanistically prepared.
 UNESCO defines global
education as a goal to become
aware of educational conditions
or lack of it, in developing
countries worldwide and aim to
educate all peoples to a certain
world standards.
 Expand early childhood care
education
Provide free and compulsory
primary education for all
UN Promote learning and life skills for
EFA 2015 young and adult
Goals Increase adult literacy by 50%
Achieve gender parity by 2005,
gender equality by 2015
Improve quality of education
 Global awareness
Financial, economic,
21st Century business, and
Content entrepreneurial literacy
Civic literacy
Health awareness
 Critical thinking and problem
solving skills
Communication
Learning and Creativity and innovation
Thinking Skills Collaboration
Contextual learning
Information and media
literacy
 Using technology in the
ICT Literacy context of learning so
students know how to learn
 Leadership
Ethics
Life Skills Accountability
Personal responsibility
Self-direction
 Authentic assessments
21st Century
Assessments that measure the areas of
learning
A global teacher is a competent
teacher who is armed with
enough skills, appropriate
attitude and universal values to
teach students with both time
tested as well as modern
technologies in education in any
place in the world.
 Understands how this world is
interconnected
Recognizes that the world has rich
variety of ways of life
Global Filipino Has a vision of the future sees what
Teacher the future would be for
himself/herself and the students
must be creative and innovative
Must understand, respect and be
tolerant of the diversity of cultures
 Must believe and take action for
education that will sustain the
future
Must be able to facilitate
Global Filipino digitally-mediated learning
Teacher Must have depth of knowledge
Must possess good
communication skills
Must possess the NCBTS
competencies
REGIONS OF THE WORLD NUMBER OF NEW TEACHING
POSITIONS NEEDED BY 2015

Arab States 243,000

Central and Eastern Europe 80,000
Central Asia 22,000
East Asia and the Pacific 104,000
Latin America and the 10,000
Caribbean
North America and Western 155,000
Europe
South and West Asia 292,000
Sub-Saharan Africa 1,115,000