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Diversity of Learners Domain 3 emphasizes the central role of teachers in establishing learning environments that are responsive to learner diversity.
It encourages the celebration of diversity in the classrooms and the need for teaching practices that are differentiated to encourage all learners to be successful citizens in a changing local and global environment.
Strand 3. This Domain encompasses their ability to translate curriculum content into learning activities that are relevant to learners and based on the pri nciples of effective teaching and learning.
It expects teachers to apply their professional knowledge to plan and design, individually or in collaboration with colleagues, well-structured and sequenced lessons.
The Domain expects teachers to communicate learning goals to support learner participation, understanding and achievement.
Strand 4. This Domain concerns the use of assessment data in a variety of ways to inform and enhance the teaching and learning process and programs.
It concerns teachers providing learners with the necessary feedback about learning outcomes. This feedback informs the reporting cycle and enables teachers to select, organize and use sound assessment processes.
Strand 5. This Domain expects teachers to identify and respond to opportunities that link teaching and learning in the classroom to the experiences, interests and aspirations of the wider school community and other key stakeholders.
Strand 6. Professional Teachers. Code of Ethics for Professional Professional Teachers. This Domain values personal and professional reflection and learning to improve practice.
Strand 7. Critical thinking skills Refer to the many kinds of intellectual skills that in its most basic expression occurs when students are analyzing, evaluating, interpreting, or synthesizing information and applying creative thought to form an argument, solve a problem, or reach a conclusion.
Developmentally Appropriate Learning Teaching and learning activities and tasks suited to the needs, abilities, skills, and developmental level of Experience learners Diagnostic assessment Assesses what the learner already knows prior to instruction.
It also analyzes the nature of difficulties and misconceptions that the learner might have, which, if undiagnosed, might affect their learning of newer concepts.
Based on DepEd Order No. Formative assessment already covers diagnostic assessment. Differentiated Teaching Teaching-learning processes involving a wide variety of texts, tasks, processes and products suited to the various learning needs of diverse students Domain Broad conceptual sphere of teaching and learning practices defined by specific strands in the set of professional standards for teachers Formative assessment Refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.
Formative assessments help teachers identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adj ustments can be made to lessons, instructional techniques, and academic support.
The first step to differentiate for interests is to find out what learners care about and like to do. Learner needs Refer to an observable gap between the learner's present knowledge or competence and the curriculum standards identified as necessary for the grade level.
Learning experiences Refer to any interaction, course, program, or other involvement in which learning takes place, whether it occurs in traditional academic settings schools, classrooms or nontraditional settings outside -of-school locations, outdoor environments , or whether it includes traditional educational interactions students learning from teachers and professors or nontraditional interactions students learning throughgamesand interactive software applications.
Learning Focused Instructional and assessment strategies that target meaningful learning Learning goals Reflect long-term objectives to learn new skills, master new tasks, or understand new things.
Professional network Refers to the connected community of educators, which may also be an online community like LinkedIn among others. This is a vibrant, ever-changing group of connections to which teachers go to share and learn.
These groups reflect their values, passions, and areas of expertise. Please also refer to DepEd Order No.
Teaching and learning resources Teaching aids and other materials that teachers use not only to enhance teaching and learning but also to assist learners to meet the expectations for learning as defined by the curriculum.
Bautista, Ed. Hazel D. Tolentino Amelia A. Biglete, Ph. Paiton Gina O. Gonong, Ph. Jocson, Ph. Donna Marie B.
Pantino Ma. Concepcion B. Montenegro Purita B. Bilbao, Ed. Senior Education Program Marilyn U. Balagtas, Ph.
Favian L. Rosero Education Teresita T. Rungduin, Ph. Malvin R. Tabajen Azucena P. Esleta Senior Program Manager represented by Ms. Paz Maria Lourdes D.
Richard Jay J. Arias Chito B. Salazar, Ph. Director Ranie B. Catimbang Fe A. Hidalgo, Ph. President, Philippine Business Zhanina U. Ezra B. Erfe Education Ethel Agnes P.
Valenzuela, Ed. Beverly E. Shiela Marie V. Gimeno Atty. Teresita R. Rachelle B. Lintao represented by Dr. Paraluman Secretariat Cheryl C.
Lualhati R. Giron Greg McPhan, Ph. Ian Kenneth D. Reynoso Jerreld M. Rebecca Spence Manila Dr. Minella C. Alarcon Br. Armin A.
Maria Cynthia Rose B. DepEd Atty. Nepomuceno A. Mateo, Leonor M. Briones Undersecretary for Planning and Quintin G.
Atienza II Dr. Ester B. Neri Education Dr. Wilma S. Among others, it gives a focus on: i mother tongue to facilitate teaching and learning; ii learners in difficult circumstances; iii strategies for promoting literacy and numeracy; iv positive use of ICT; and v classroom communication strategies.
This is at the core of the K to 12 Program, and sends a message to teachers that for them to be considered quality teachers, they should know what to teach and how to teach it, among others.
There are 37 indicators in each career stage showing developmental progression from beginning to distinguished practice.
As articulated in the Domains of PPST, teachers must, among others: i know what to teach and how to teach it; ii maintain a learning-focused environment; iii respond to learner diversity; iv plan and design effective instruction; v use a variety of assessment tools to inform and enhance the teaching and learning process; vi establish community relationships and uphold professional ethics; and vii engage in professional reflection and assume responsibility for personal professional learning.
Beginning Teachers Career Stage 1 are those who have gained the qualifications recognized for entry into the teaching profession.
Teachers at this stage are supported to reach Career Stage 2 within two to three years. Proficient Teachers Career Stage 2 are professionally independent in the application of skills vital to the teaching and learning process.
This stage shows the acceptable standards for all teachers, which should be reached within the first two or three years of teaching.
Highly Proficient Teachers Career Stage 3 consistently display a high level of performance in their teaching practice.
They are accomplished practitioners who mentor and work collegially with other staff. This is the stage that Master Teachers are expected to be at.
Distinguished Teachers Career Stage 4 embody the highest standards for teaching grounded in global best practice. They are recognized as leaders in education, contributors to the profession and initiators of collaborations and partnerships.
The description of standards i. Anchored on the principle of lifelong learning, the PPST recognizes the significance of a standards framework that articulates developmental progression as teachers develop, refine their practice and respond to the complexities of educational reforms.
You also have to keep in mind that locally produced tools are unlikely to be validated, which may call the reliability and credibility of their results into question.
However, it can be used as a framework upon which teacher support tools such as self-assessment tools, classroom observation tools and RPMS tools can be based.
Teachers do not need to be assessed on indicators that do not apply in their school contexts.healingspiralwellness.com is a platform for academics to share research papers. 8/11/ · The PPST shall be used as a basis for all learning and development programs for teachers to ensure that teachers are properly equipped to effectively implement the K to 12 Program. It can also be used for the selection and promotion of teachers. All performance appraisals for teachers shall be based on this set of standards. Pete's PowerPoint Station is your destination for free PowerPoint presentations for kids and teachers about Pete's Power Point Station, and so much more.