EDUC 21 -The Teacher and the Community, -Curriculum must be according to their contribution

to human survival and progress.

School Culture and Organizational
Leadership Article 29 (1), Convention on the Rights of
the Child

“1. States Parties agree that the education of

Philosophical Thoughts on Education the child shall be directed to the:
Philosophers who showed the relationship of
schools and society “(a) Development of the child’s personality,
talents and mental and physical abilities to their
1. John Locke (1612-1704): The Empiricist fullest potential;
Educator
“(b) Development of respect for human rights
-Empiricism is the idea that all learning comes and fundamental freedoms and for the principles
from only experience and observations. enshrined in the Charter of the United Nations;
(five basic human senses: touch, sight, hearing, smell “(c) Development of respect for
and taste. They send information to the brain to help the child’s parents, his or her own
us understand and perceive the world around us.) cultural identity, language and values, for the
national values of the country in which the child is
-We acquire knowledge through our senses as we
living, the country from which he or she may
interact with the environment (or empiricism). Ideas
originate, and for civilizations different from his or
become more complex through comparison,
her own;
reflection and generalization.
“(d) Preparation of the child for
-In his brilliant 1689 work An Essay Concerning
responsible life in a free society, in the spirit of
Human Understanding, Locke argues that, at birth,
understanding, peace, tolerance, equality of sexes,
the mind is a tabula rasa (a blank slate) that we fill
and friendship among all peoples, ethnic, national
with ‘ideas’ as we experience the world through the
and religious groups and persons of indigenous
five senses.
origin;
-People must be educated to govern themselves
“(e) Development of respect for the natural
intelligently and responsibly. Locke opposed the
environment.”
concept of the “divine right of kings” and people
have the right to establish their own government. 3. John Dewey (1859-1952): Learning Through
Experience
2. Herbert Spencer (1820-1903): Utilitarian
Education -The school is a special environment established by
society for the purpose of simplifying, purifying
-Industrialized societies require vocational and
and integrating the social experience of the group
professional education based on scientific and
so that it can be understood, examined and used. The
practical utilitarian objectives rather than the
sole purpose of education is to contribute to the
general humanistic and classical education
personal and social growth of individuals.
-Curriculum must emphasize the practical, utilitarian
-The design of the school is to be social, scientific
and scientific subjects that help humanity master
and democratic.
the environment. He was not inclined to rote
learning for education must be related to life and to 1) Scientific – as a social laboratory where
the activities needed to earn a living. ideas and values are tested
-subjects that sustain human life and leads to 2) Democratic – students are free to test all
prosperity should have curricular priority. ideas, beliefs and values; cultural heritage,
 customs and institutions are subject to of awareness to overcome domination and
critical inquiry, investigation and oppression.
reconstruction
Teaching and learning is a process of inquiry in
3) Social – a miniature society to bring children which the child must invent and reinvent the world,
into social participation. not a “banking system of education”. Teachers are
not sole possessors of knowledge and their students
4. George Counts (1889-1974): Building a New are empty receptacles. A democratic relationship
Social Order between students and teacher is necessary in order
for the conscientization to take place.
-Wrote The Principles of Education" and "Dare the
School Build a New Social Order Freire’s critical pedagogy is problem-posing
education. A central element of Freire’s pedagogy is
-Wanted teachers to lead society dialogue, with love and respect. Dialogue is the basis
for critical and problem-posing pedagogy as opposed
-Teachers should be concerned with outside world to banking system of education which is an
imposition of teacher’s ideas on the students.
-Schools need to join groups
Lesson 2:
-Schools are instruments for social progress rather
than preserving the status quo. Teachers should lead Socialization
society rather than follow it; they are agents of
change. . It is the process of learning the roles, statutes and
values necessary for participation in social
-Teachers are called to make important choices in the institutions
controversial areas of economics, politics and
morality. Anticipatory Socialization = role learning that
prepares us for future roles – like spouse, parent,
5. Theodore Brameld (1904-1987): Social professional teacher, etc.
Reconstructionism
Agents of Socialization
-emphasizes the reformation of society
-family is the most important agent of socialization.
-The goal of education is to create world order in
which people are in control of their own destiny. Self-concept formed during childhood has lasting
consequences.
-Education is designed to awaken students’
consciousness about social problems and to engage -the parents’ religion, social class and ethnicity
them actively in problem solving. influence the child social roles and self-concept
which in turn influence his/her expectations.
-Barriers of socio-economic class and social
discrimination should be eradicated. -school is an important agent of socialization. It is
charged by society to impart specific knowledge and
skills necessary for functioning in society and with
transmitting society’s cultural values.
6. Paulo Freire (1921-1997): Critical Pedagogy
Key Periods in Educational History
-Systems must be changed to overcome oppression
and improve human condition. Education and (1000 BC – AD 1600)
literacy are the vehicles for social change. Humans
must learn how to resist oppression and not become Period: Primitive Societies 7000-5000 BC
its victims, nor oppress others. To do so, it requires
dialogue and critical consciousness, the development
The History of Philippine Educational System
Education is a function of society and what are taught importance); nationalism emphasized by teaching
in schools arise from the nature and character of national heroes; good manners and discipline; formal
society itself. What society considers important is adult education offered
what schools teach.
EO # 134 of 1936 – Tagalog as National Language
1. Pre-Colonial Period – informal and unstructured,
decentralized; fathers taught their sons (look for EO # 217 – Quezon Code of Ethics taught in schools
food and livelihood) while mothers taught their EO # 263 (1940) – Filipino to be taught in Senior HS
daughters (household chores); to become good and in all years in the Normal Schools
husbands and wives; vocational and less academics;
teachers were tribal tutors (Babaylan or Katalonan) Education Act of 1940 (CA 586) – provided that
elementary be 6 years, age 7 as entrance to school,
2. Spanish Era – formal, organized, authoritarian, national support for elementary, compulsory
teachers are Spanish missionaries, parochial school, attendance in Grade 1, double-sessions in elementary
religious-oriented – Christian doctrines, sacred songs
and music, prayers; required to do confession and Japanese Occupation
communion; separate schools for boys and girls; 1. Make people understand that Philippines is part of
Ilustrados (wealthy Filipinos) were accommodated “East-Asia Co-Prosperity Sphere
in the schools
2. Eradication of any idea of reliance upon Western
3. Educational Decree of 1863 – complete system States
of education from elementary to college level;
establish elementary schools in all municipalities; 3. Fostering a new Filipino culture as “orientals”
religion as core curriculum but included writing,
4. Elevating morals of the people
reading, arithmetic, Christian doctrine, Spanish
language, vocal music, agriculture (for boys), 5. Diffusion of elementary education and promotion
needlework (for girls); compulsory schooling from of vocational education
age 7 to 12.
6. Diffusion of Japanese language and termination
4. American Regime – promoted democratic of English language
ideals and way of life; schools re-opened on August
29, 1898 by the Secretary of Interior; free and 7. Developing love of labor
compulsory for elementary was established by the Post-Colonial Philippines
Malolos Constitution;
1. Aimed at full realization of democratic ideals
Political Constitution of 1899 – In May 1898, the and way of life
first American school was established in Corregidor,
and in 1899, 7 schools were opened in Manila 2. RA 1079 (June 15, 1954) – Civil Service
eligibility of teachers become permanent
Training done by Chaplains and Military Officers of
the US Army 3. RA 1265 (June 11, 1955) – daily flag
ceremony with singing of National Anthem
Thomasites arrived in the Philippines on August 23,
1901 4. Curricular Offerings – Life, Works and
Writings of Rizal, Noli Me Tangere and El
University of the Philippines – first state school of Filibusterismo (RA 1425, June 12, 1956)
university status (1908)
5. Elementary – nationalized and matriculation
Department of Public Instruction set up with 3- fees abolished
level school system: 4-year primary, 3-year
intermediate (7 years elementary), 4-year Junior HS 6. RA 4670 – Magna Carta for Teachers passed
College and later a 4-year program 7. 7. 1973 Constitution – aims of education:
5. Commonwealth Period (1935-1942) – free love of country; teach duties of citizenship;
education nationwide (cf . 1935 Constitution); develop moral character, self-discipline and
vocational (sewing, cooking and farming as great
 scientific, technological and vocational years SHS): provide sufficient time for mastery of
efficacy concepts and skills, develop lifelong learners,
prepare graduates for tertiary education, middle-
8. Integration of values in all learning areas level skills development, employment and
9. Emphasis on mastery learning entrepreneurship

10. YDT and CAT – new courses DepEd Vision, Mission and Core Values

11. Media of Instruction – Bilingual Educational 1. Vision: We dream of Filipinos who passionately
policy; use of English and Filipino love their country, and whose values and
separately. competencies enable them to realize their full
potential and contribute meaningfully to building the
12. Education Act of 1982 – created Ministry of nation
Education, Culture and Sports
2. Mission: To protect and promote the right of every
13. NCEE (EO # 117) – introduced Filipino to quality, equitable, culture-based and
14. Aquino renamed MECS with DECS (1987) complete basic education where:

15. Creation of Board or Professional Teachers a. Students learn in a child-friendly, gender-

(Philippine Teachers Professionalization Act, sensitive, safe and motivating environment
RA 7836 – Dec 16, 1994) b. Teachers facilitate learning and constantly
16. PBET replaced as LET; transfer LET from nurture every learner
the authority of CSC and DECS under PRC c. Administrators and Staff as stewards of the
(RA 9293, Feb 7, 2004) institution, ensure an enabling and supportive
17. Trifocalization of education – elementary, environment for effective learning to happen
secondary and non-formal d. d. Family, community and other
18. RA 7796 (1994) – TESDA created for post- stakeholders are actively engaged and share
secondary, middle-mgt and dev’t responsibility for delivering life-long
learners
19. RA 7722 – CHED created for higher
education e. 3. Core Values: maka-Diyos, maka-tao,
maka-kalikasan, maka-bansa
20. RA 9155 (2001) – Governance of Basic
Education Act transforming DECS to
DepEd; redefine role of field offices
Social Science Theories and their Implications to
a. Strengthened school head leadership roles Education
b. Transparency and local accountability
Structural – Functional Perspective
Goal of education: provide students with
skills, knowledge and values to become -Herbert Spencer – “Society is a system of
caring, self-reliant, productive and patriotic interconnected parts each with a unique function.
citizens The parts have to work together for stability and
balance of society”. These parts must coordinate and
21. Values education as a separate subject in NSEC collaborate for society to function well. The overall
and integrated in all subject areas; Implementation of health of the society depends upon the health of
NSEC each structure.
22. RA 10157 (Jan 20, 2012) – institutionalizing
2. Family. There is peace, stability, equilibrium and
Kindergarten education into the basic education
harmony if families do their part in bringing forth
system
children, nurturing and socializing them.
23. RA 10533 (May 15, 2013) – K-12 Program (1
year Kinder, 6 years Elementary, 4 years JHS, and 2
3. Education. If education or schools effectively socialization such as the family and the
transmit knowledge, skills and values church

4. Politics. If politics governs citizens well

5. Economics. It should take care of food production, Conflict Theory

distribution of goods and services
1. There are always two opposing sides in a
6. Religion. It should strengthen the moral fiber of conflict situation. People takes sides between
the members of society. maintaining the status quo and introducing
change, then arrive at an agreement.
The failure of one social institution to do its part
means disruption of stability in society. 2. Conflict theory welcomes conflict for that is
the way to the establishment of a new society.
The Functionalist Theory of Education
3. Conflict theories find potential conflict
1. Education education serves the need of between any groups where inequality exists –
society through the development of skills racial, gender, religious, political, economic,
encouraging social cohesion. etc.

2. The role of schools is to prepare students for 4. Unequal groups usually have conflicting
participations in the institutions of society. values and agendas, causing them to compete
against each other. This constant competition
3. Education is concerned with transmission of between groups forms the basis for the ever-
core values for social control. changing nature of society.
4. Education is concerned with socializing Proponents of Conflict Theory
people by bringing together people from
different backgrounds. 5. Machiavelli and Thomas Hobbes initiated
the basic stance of cynical realism about
5. Functionalism sees active social change as human society. Individuals' behavior is
undesirable because the various parts of explained in terms of their self-interests in a
society will compensate naturally for any material world of threat and violence. Social
problems that may arise. order is seen as being founded on organized
coercion. There is an ideological realm of
Purposes of Schooling belief (religion, law),and an underlying world
of struggles over power; ideas and morals are
1. Intellectual purposes – acquisition of
not prior to interaction but are socially
cognitive skills, inquiry skills
created, and serve the interests of parties to
2. Political Purposes – educate future citizens; the conflict.
promote patriotism; promote assimilation of
6. Karl Marx added a theory of economic
immigrants; ensure order, public civility and
evolution which turns the wheels of a conflict
conformity to laws
system. Marx's sociology states:
3. Economic Purposes – prepare students for
7. 1. Historically, particular forms of property
later work roles; select and train the labor
(slavery, feudal landholding, capital) are
force needed by society
upheld by the coercive power of the state;
4. Social purposes – promote a sense of social hence classes formed by property divisions
and moral responsibility; serve as a site for (slaves and slave-owners, serfs and lords,
the solution of social problems; supplement capitalists and workers) are the opposing
the efforts of other institutions of agents in the struggle for political power the
underpinning of their means of livelihood.
 8. Marx sociology states: 5. Weakness of interactionist theory: it tends to
be so focused on the individual, it misses out
9. 2. Material contributions determine the on larger structural questions, on power
extent to which social classes can organize dynamics and on social inequalities.
effectively to fight for their interests; such
conditions of mobilization are a set of 6. Symbolic interaction theory analyzes society
intervening variables between class and by addressing the subjective meanings that
political power. people impose on objects, events, and
behaviors. Thus, society is thought to be
10. 3. Other material conditions--the means of socially constructed through human
mental production--determine which interpretation. People interpret one another’s
interests will be able to articulate their ideas behavior, and it is these interpretations that
and hence to dominate the ideological realm. form the social bond.

Proponents of Symbol Interactionism

Symbolic Interactionist Theory 1. Max Weber, the originator of this theory,

asserts that individuals act according their
Three Tenets of Symbolic Interactionist Theory interpretation of the meaning of their world.
1. An individual’s action depends on meaning. 2. George H. Mead (1863-1931) – an
We act based on the meaning we give to American philosopher who introduced this
symbols which can be actions, objects or perspective to American sociology in the
word. 1920’s.
2. Different people may give different meanings 3. Weber made a study of where religion exists
to the same thing. and emotions exists. Here, Weber comes to
an insight parallel to those of Durkheim,
3. Meanings change as individuals interact with Freud, and Nietzsche: “not only that man is
one another an animal with strong emotional desires and
susceptibilities, but that particular forms of
Implications to Teaching of Symbolic
social interaction designed to arouse
Interactionist Theory
emotions operate to create strongly held
1. Schools can clarify symbols so that meanings beliefs and a sense of solidarity within the
will also be clear. community constituted by participation in
rituals and other forms of activities”.
2. Teaching must be to clarify meanings,
especially as we interact with what we read
and see.
Other Forms of Social Science Theories
3. Verbal and written communications must be
Communism
clear and specific so as not to be devoid or
confuse meanings. (part of Conflict Theory)
4. Symbolic interactionism is a micro-level 1. Capitalism and Private Property
theory that focuses on the relationships
among individuals within a society. Capitalism is a system which gives private
Communication—the exchange of meaning individuals with capital the freedom to invest, make
through language and symbols—is believed money and retain profit.
to be the way in which people make sense of
their social worlds.
The opposite of Capitalism is Communism, where whereby women are systematically disadvantaged
the state owns all the property and makes all of and oppressed’ (London Feminist Network)
the decisions about what to produce.
2. Gender Scripts
In Marxist theory, the Capitalist class are known as
the Bourgeoisie – these are the minority class, and Gender scripts incorporate a whole range of gender-
are those with capital who make money from profits norms associated with different ‘being’ male and
on investments. The majority make up the female – such as typical ways of dressing, speaking
Proletariat, the working class, who have no or little and self-expression more generally. The term
capital and have to work for a living. ‘gender script’ rather than ‘gender norm’ emphasises
the fact that individuals actively have to ‘act out’
The capitalist class are allowed to maintain the their gender-identity, but at the same time a script is
wealth from their investments, rather than having just a guide, and individuals have considerable
their property redistributed by the state, as would freedom to interpret and play around with the
happen under communism. suggested normative ways of expressing gender.

2. Exploitation 3. Liberal Feminism

The relationship between these two classes is Liberal Feminists tend to emphasise the importance
exploitative because the amount of money the of securing formal legal equality for women,
Capitalist pays his workers (their wages) is always Marxist Feminists focus on how capitalism
below the current selling, or market price of perpetuates gender equality, and radical feminists
whatever they have produced. The difference focus on how patriarchy operates across many
between the two is called surplus value. institutions, especially the family.

3. Ideological Control 4. Deconstruction

Marx argued that the ruling classes used their control Involves critically analysing normative behaviour or
of social institutions to gain ideological dominance, truth-claims more generally, exposing the ‘relational
or control over the way people think in nature’ of knowledge. In Feminist theory, this mainly
society. Marx argued that the ideas of the ruling means exposing the binary opposition ‘male-female’
classes were presented as common sense and natural and all of the traditional norms associated with this
and thus unequal, exploitative relationships were division as a social construct, rather than something
accepted by the proletariat as the norm. which is rooted in objective biological divisions.
Such critical analysis forms the basis of breaking
4. Revolution down such gender norms and opens up the possibility
of a living a life free from the restraint of such group
Marx believed that political action was necessary to norms.
‘wake up’ the proletariat and bring them to
revolutionary class consciousness. Eventually, Postmodernism
following a revolution, private property would be
abolished and with it the profit motive and the desire 1. “Postmodernism is formed by but is a reaction
to exploit. In the communist society, people would against the modern world view” (Rudd, 2006). In
be more equal, have greater freedom and be happier. education, postmodern perspective is an approach to
educational change or extension from modern one
Feminism across the broad spectrum.
(part of Conflict Theory) 2. According to Jary & Jary (1995, p. 509), ‘post-
modernity’ is seen as involving such features as a
1. Patriarchy world of ‘flux, flow and fragmentation’, without
absolute values, an end of the dominance of an
‘Patriarchy refers to a society in which there are overarching belief in ‘scientific’ rationality and a
unequal power relations between women and men unitary theory of progress, the replacement of
empiricists theories of representation and truth, and • Post-modernism ignores “truth” and
an increased emphasis on the importance of the Truth. Post-modernism causes us to ignore
unconscious, on free-floating signs and images, and real human suffering while condemning
a plurality of viewpoints.” institutional bureaucracies in solving them.

3. Postmodern students are identified with • Anti-authoritarianism, or refusal to

differences within age groups while modern recognize the authority of any single style or
students were defined in terms of difference between definition of what art should be; and the
age groups. One example is “developmentally collapsing of the distinction between high
appropriate practice, which gears schools to the culture and mass or popular culture, and
development rather than the chronological age of between art and everyday life.
children” (deMarrais & LeCompte, 1999, p.89). If
the modernist assumption is the emphasis on the • Language is semantically self-contained, or
didactic teaching of content, in postmodern self-referential: the meaning of a word is not
classroom providing learning activities for a static thing in the world or even an idea in
children to acquire the content is emphasized. the mind but rather a range of contrasts and
differences with the meanings of other words.
4. Postmodern educators focus on individual
differences in learning rather than “uniformity of
thought, knowledge, practice, and curriculum”
(Wright, Module Three-Lesson One: Labor, Capital The Strengths and Weaknesses of the Filipino
and Science). They identify and respond to Character: A Socio-Cultural Issue
students with different learning styles.
Recognizing the difference in how each student A. Weaknesses of Filipino character
learns has brought special education. The view on
1. Extreme family-centeredness
gifted and handicapped students, which was rather
(factionalism, patronage, political dynasties,
negative in terms of similarity and unity in
protection of erring family members)
modernism has greatly changed. In the postmodern
era, those students are supported much more with 2. Extreme personalism (takes things personally;
better treatment than modern era, which is one great uncomfortable with bureaucracy, with rules and
positive part of postmodern education in terms of regulations, and with standard procedures; give
humanism. preference to family and friends in hiring, services
and voting; leads also to graft and corruption)
5. ‘Choice’ is another word to describe the education
in the postmodern era. Diversity has been brought in 3. Lack of discipline (casual attitude with time and
school governance and structure. Teachers have space; lack of precision and compulsiveness; poor
more freedom to select curricular materials and time management and procrastination; lack of
instructional strategies, which means less centralized standardization and quality control; impatience
but localized lessons in the classroom and they “are resulting to short cuts, palusot, ningas cogon;
empowered to become more forceful decision inefficient work systems, violation of rules and
makers in their own classrooms” (deMarrais & casual work ethic)
LeCompte, 1999, p.93).
4. Passivity and lack of initiative (waiting to be told
6. The problems that result from the post-modern what to do, reliance on others, complacency, lack of
worldview are as follows: sense of urgency; high tolerance of inefficiency, poor
service, violating one’s basic rights; too patient or
• Inability to speak to condemn evil-
matiisin; too easily resigned to fate; easily
genocide, rape, slavery and oppression are to
oppressed and exploited)
be condemned. Many strains of the
Postmodernism worldview tend to relativizes 5. Colonial mentality (lack of patriotism, active
values awareness, appreciation and love of the Philippines;
preference for foreign things)
6. Kanya-kanya syndrome, Talangka mentality RA 9155 – Governance of Basic Education Act
(having personal ambition but insensitive to common
good; lack of cooperative and community spirit) Section E (10) states that one responsibility of the
school heads is “establishing school and community
7. Lack of self-analysis and self-reflection (in the networks and encouraging the active participation of
face of serious personal and social problems, there is teachers’ organizations, nonacademic personnel of
a lack of analysis or reflection, instead satisfaction public schools, and parent-teachers-community
with superficial explanations and solutions) associations”.
2. What role can a community offer to schools?
8. Emphasis on porma rather than substance How they will do them?
B. Strengths of Filipino character RA 9155 – Governance of Basic Education Act

1. Pakikipagkapwa-tao Section 3 (f) encourages “local initiatives for the

improvement of schools and learning centers and
2. Family orientation to provide the means by which improvements may
be achieved and sustained.
3. Joy and humor
3. What key principles govern the partnership of
4. Flexibility, adaptability and creativity community and a school?
RA 9155 – Governance of Basic Education Act
5. Hard work and industry
states that partnership between school and
6. Faith and religiosity community also ensures that:
1. Educational programs, projects and services
7. Ability to survive take into account the interest of all
members of the community (Sec. 3d)
DepEd Vision: “Filipinos who passionately love
their country and whose values and competencies 2. Schools and learning centers reflect the
enable them to realize their full potential and values of the community by allowing
contribute meaningfully to the building of the teachers/ learning facilitators and other staff
nation” to have the flexibility to serve the needs of all
learners (Sec. 3e)
DepEd Core Values: “maka-Dios, maka-tao,
makakalikasan and makabansa” 3. Local initiatives for the improvement of
schools and learning centers are encouraged
Year 1988-90 – under the DepEd Values Education and the means by which these improvements
Program Framework (Lourdes Quisimbing) Values may be achieved and sustained are provided
is introduced as a separate subject (Sec. 3f).

Year 2013 – continued in the K-12 Program;

Edukasyon sa Pagpapakatao or EsP Batas Pambansa Number 232, Education Act of
1982, Section 7
“Every educational institutions shall provide for the
School and Community Partnership establishment of appropriate bodies through which
the members of the educational community may
Sociological Bases of School and Community
discuss relevant issues and communicate information
Partnership
and suggestions for assistance and support of the
Legal Bases of School and Community school and for the promotion of the common interest.
Partnership Representatives from each subgroup of the
educational community shall sit and participate in
1. Who has the main responsibility for school and these bodies, the rules and procedures of which must
community partnership? Why? be approved by them and duly published.”
5. What other help can schools request from a values as well as technical and professional
community? competence in the practice of their noble profession,
they strictly adhere to observe, and practice this
RA 8525, Adopt-a-School Program Act set of ethical and moral principles, standards, and
It allows “private entities to assist a public school, values.
whether elementary, secondary or tertiary, in, but not
limited to the following areas: staff and faculty ARTICLE II – THE TEACHER AND THE
development for training and further education, STATE
construction of facilities, upgrading of existing
facilities, provision of books, publications and other Section 1. The schools are the nurseries of the future
instructional materials, and modernization of citizens of the state: each teacher is a trustee of the
instructional technologies.” cultural and educational heritage of the nation and is
under obligation to transmit to learners such heritage
6. What does the Philippine EFA enjoins a school as well as to elevate national morality, promote
to do? national pride, cultivate love of country, instill
allegiance to the constitution and for all duly
Philippine Education for All (EFA) 2015 Plan constituted authorities, and promote obedience to the
“Schools shall continue to harness local resources laws of the state.
and facilitate improvement of every sector of the Section 2. Every teacher or school official shall
community in the school improvement process”. The actively help carryout the declared policies of the
EFA 2015 Plan was extended in Education for all state, and shall take an oath to this effect.
Beyond 2015 – Agenda 2030.
Section 3. In the interest of the State and of the
EFA Agenda 2030 cannot be realized without Filipino people as much as of his own. every teacher
schools partnering with community. “Our vision shall be physically, mentally and morally fit.
must be more aggressive, more committed not just
involving government, nongovernment agencies, but Section 4. Every teacher shall possess and actualize
all stakeholders” (Quin Tang, UNESCO Assistant a full commitment and devotion to duty.
Director General for Education).
Section 5. A teacher shall not engage in the
Code of Ethics for Professional Teachers promotion of any political, religious, or other
partisan interest, and shall not. directly or indirectly,
Article II – Teachers and the State solicit, require, collect, or receive any money or
(Sections 1-8) service or other valuable material from any person or
entity for such purposes
Article III – Teachers and the Community
Section 6. Every teacher shall vote and shall exercise
(Sections 1-8) all other constitutional rights and responsibility.
Article IX – Teachers and Parents Section 7. A teacher shall not use his position or
(Sections 1-3) facial authority or influence to coerce any other
person to follow any political course of action.
Code of Ethics for Professional Teachers
Section 8. Every teacher shall enjoy academic
Pursuant to the provisions of paragraph (e). Article freedom and shall have privilege of expounding the
11, of R. A.. No. 7836. otherwise known as the product of his researches and investigations:
Philippine Professionalization Act of 1994 and provided that, if the results are inimical to the
Paragraph (a), section 6. P.D. No. 223. as amended, declared policies of the State, they shall be brought
the Board for Professional Teachers hereby adopt the to the proper authorities for appropriate remedial
Code of Ethics for Professional Teachers. action.
PREAMBLE ARTICLE III – THE TEACHER AND THE
COMMUNITY
Teachers are duly licensed professionals who
possesses dignity and reputation with high moral
Section 1. A teacher is a facilitator of learning and of Section 4. Every teacher shall live for and with the
the development of the youth: he shall, therefore, community and shall, therefore, study and
render the best service by providing an environment understand local customs and traditions in order to
conducive to such learning and growth. have sympathetic attitude, therefore, refrain from
disparaging the community.
“Facilitator” means to make something easy or
better. Learning is a difficult task and is made easier A teacher is not ethnocentric (thinking his/her culture
by: is superior to the culture of the community) neither
xenocentric (looks at his/her culture as inferior to
1. When you make the lesson interesting, other community). No culture is perfect. Every
exciting and enjoyable. culture has its negative and positive aspects. We need
2. When you simplify the complex and concrete to pass on the positive aspects and purify the negative
the abstract ones with tact and sincerity.

An “environment conducive to such learning and Section 5. Every teacher shall help the school keep
growth” is where the learners can be themselves the people in the community informed about the
because teachers are caring. All forms of bullying school’s work and accomplishments as well as its
has no place in a conducive learning environment. needs and problems.
This is where they can do their work and feel All stakeholders need to be informed. Internal
accepted. A favorable learning climate is not stakeholders include the students, parents and
competitive where everyone is tense. teachers. External stakeholders are the other parents
“Environment conducive to such learning and of the community and government officials,
growth”. It means that the teacher believes that nongovernment organizations, alumni and retirees.
“every child deserves to be a champion”. He/she an Parents-Teachers Associations
adult who will never give up on them, who
understands the power of connection and insists they It is a forum for discussions of school problems and
become the best they can possibly be. how they can be solved.
Section 2. Every teacher shall provide leadership The School Governing Council
and initiative to actively participate in community
movements for moral, social, educational, economic The formation of SGC is a proof that the school head
and civic betterment. shares his/her leadership with members of the
community. It determines general policies on student
“To actively participate in community welfare, discipline, well-being; and, concerned with
movements” means that schools are at the heart of the development and implementation, monitoring
the communities and are expected to be in-the-world and evaluation of the School Improvement Plan.
and to be in the world with others and for others.
Teachers are to provide leadership and initiative Section 6. Every teacher is intellectual leader in the
which mean that they are not to wait for the community, especially in the barangay, and shall
community to ask for help. welcome the opportunity to provide such leadership
when needed, to extend counseling services, as
Section 3. Every teacher shall merit reasonable appropriate, and to actively be involved in matters
social recognition for which purpose he shall behave affecting the welfare of the people.
with honor and dignity at all times and refrain for
such activities as gambling, smoking, drunkenness, Teachers as “Intellectual Leaders”:
and other excesses, much less illicit relations. Many a time a teacher can a be a guidance counselor,
Society expects so much of teachers that when they a prayer leader, commentator or leader in religious
fail to live up to the challenge to behave or model celebrations, fiesta coordinator, judge in or coach for
good behavior, they are condemned without trial. a contest, financial adviser, a nurse, a doctor – rolled
They need to “behave with honor and dignity at all into one. Providing leadership and initiative also
times”. means working with the community. Teachers, as
they participate in community affairs, prove that they
are most responsible and most important members of
society because their professional efforts affect the according to article 9(2) ECHR (MartinezTorron,
fate of the earth. 2003:3).
Section 7. Every teacher shall maintain harmonious The limitations are clearly defined by article 9(2)
and pleasant personal and official relations with (ECHR) as those that apply to the “freedom to
other professionals, with government officials, and manifest one’s religion or belief”, which are deemed
with the people, individually or collectively. necessary and prescribed by law and in a democratic
society in the interests of public safety for the
“Maintain harmonious and pleasant personal protection of public order, health or morals or for
and official relations”: the protection of the rights and freedoms of others”
It is always best to be in best terms with everyone (Amicarelli, 2009:5)
else in the community. ARTICLE IX – THE TEACHERS AND
Desiderata PARENTS

“As far as possible, without surrender, Section 1. Every teacher shall establish and maintain
cordial relations with parents, and shall conduct
be in good terms with all persons. himself to merit their confidence and respect.
Speak your truth quietly and clearly; and listen to Section 2. Every teacher shall inform parents,
others, even the dull and the ignorant, they, too, have through proper authorities, of the progress and
their story”. deficiencies of learner under him, exercising utmost
Section 8. A teacher possesses freedom to attend candor and tact in pointing out learners deficiencies
church and worships as appropriate, but shall not use and in seeking parent’s cooperation for the proper
his positions and influence to proselyte others. guidance and improvement of the learners.

1987 Philippine Constitution says, “No law shall be Section 3. A teacher shall hear parent’s complaints
made respecting an establishment of religion, or with sympathy and understanding, and shall
prohibiting the free exercise thereof. The free discourage unfair criticism.
exercise and enjoyment of religious profession and Community services to schools
worship, without discrimination, or preference, shall
forever be allowed” (Article II, Section 6). 1. Brigada Eskwela
This program engages all education stakeholders to
The right to freedom of religion has two dimensions: contribute their time, effort and resources in ensuring
1. Internal aspect: freedom to believe, which that public school facilities are set in time for the
embraces the freedom to choose one’s religion – forthcoming school opening. This is a school
religious or non-religious. The internal dimension of maintenance program that has been institutionalized
religious freedom is absolute. No limitations are since 2009 with DepEd Order # 100.
linked to this dimension of religious freedom 2. Curriculum Development
(Martinez-Torron, 2003:3). This can mean the use of community resources for
Mr Reiner Bielefeldt: “This component internal learning, such as museums, elders of the community
freedom of religion or belief enjoys particularly as key informants in research or resource persons in
strong protection under international human rights the study of local history
law as an absolute guarantee which under no 3. Work Experience Programs
circumstances may be infringed upon” (United Businesses and offices in the community can serve
Nations General Assembly Human Rights Council, as training ground for learners.
2010).
In SHS Work Immersion Program, partner offices
2. External aspect: refers to the expression or the provide SHS students with opportunities
manifestation of personal religious thoughts. The
external dimension, by its nature, is relative and can a. To become familiar with the workplace
therefore be limited by the public authorities b. For employment stimulation
 c. To apply their competencies in areas of Section 1. Every teacher shall actively insure that
specialization / applied subjects in authentic teaching is the noblest profession, and shall manifest
work environments (DepEd Order # 30, s. genuine enthusiasm and pride in teaching as a noble
2017) calling.
4. Remediation/Enrichment Classes Section 2. Every teacher shall uphold the highest
Parents and retired teachers may be involved in the possible standards of quality education, shall make
School Reading Remediation and Learning the best preparations for the career of teaching, and
Enrichment Programs. shall be at his best at all times and in the practice of
his profession.
5. Youth Development Programs
The young may involve themselves in youth Section 3. Every teacher shall participate in the
development programs and develop their skills and Continuing Professional Education (CPE) program
talents, learn how to deal positively with peers and of the Professional Regulation Commission, and
adults, and serve as resources in their communities shall pursue such other studies as will improve his
efficiency, enhance the prestige of the profession,
6. Community Services and strengthen his competence, virtues, and
Examples of community services are students productivity in order to be nationally and
participating in tutorial programs, community internationally competitive.
reforestation programs, clean up drive of a river, Section 4. Every teacher shall help, if duly
assisting in medical mission, school head involved in authorized, to seek support from the school, but shall
planning local celebrations, teachers managing not make improper misrepresentations through
programs, projects, activities, and school band personal advertisements and other questionable
playing in fiesta parade. means.
Section 5. Every teacher shall use the teaching
Schools services to a community profession in a manner that makes it dignified means
for earning a descent living.
1. Classroom used by community for their
meetings ARTICLE V – THE TEACHERS AND THE
PROFESSION
2. School used as a polling place and venue for
medical mission which it may co-sponsor Section 1. Teacher shall, at all times, be imbued with
with the Rural Health Unit (RHU) the spirit of professional loyalty, mutual confidence,
and faith in one another, self sacrifice for the
3. School used for RHU for mother’s class or common good, and full cooperation with colleagues.
child care When the best interest of the learners, the school, or
4. School used as an evacuation center the profession is at stake in any controversy, teacher
shall support one another.
5. School facilities used for community
assemblies Section 2. A teacher is not entitled to claim credit or
work not of his own and shall give due credit for the
6. School basketball court used for local work of others which he may use.
celebrations and barangay sports league
Section 3. Before leaving his position, a teacher shall
7. Schools conduct livelihood training organize for whoever assumes the position such
programs for parents and OSY records and other data as are necessary to carry on
the work.
Section 4. A teacher shall hold inviolate all
Positive School Culture - Professionalism
confidential information concerning associates and
Code of Ethics for Professional Teachers the school, and shall not divulge to anyone
documents which has not been officially released, or
ARTICLE IV – A TEACHER AND THE remove records from the files without permission.
PROFESSION
Section 5. It shall be the responsibility of every Section 6. A teacher who accepts a position assumes
teacher to seek correctives for what he may appear to a contractual obligation to live up to his contract,
be an unprofessional and unethical conduct of any assuming full knowledge of employment terms and
associates. However, this may be done only if there conditions.
is incontrovertible evidence for such conduct.
ARTICLE VII – SCHOOL OFFICIALS,
Section 6. A teacher may submit to the proper TEACHERS AND OTHER PERSONNEL
authorities any justifiable criticism against an
associate, preferably in writing, without violating the Section 1. All school officials shall at all times show
right of the individual concerned. professional courtesy, helpfulness and sympathy
towards teachers and other personnel, such practices
Section 7. A teacher may apply for a vacant position being standards of effective school supervision,
for which he is qualified: provided that he respects dignified administration, responsible leadership and
the system of selection on the basis of merit and enlighten directions.
competence: provided, further, that all qualified
candidates are given the opportunity to be Section 2. School officials, teachers, and other
considered. school personnel shall consider it their cooperative
responsibility to formulate policies or introduce
important changes in the system at all levels.
ARTICLE VI – THE TEACHER AND HIGHER Section 3. School officials shall encourage and
AUTHORITIES IN THE PROFESSIONS attend the professional growth of all teachers under
them such as recommending them for promotion,
Section 1. Every teacher shall make it his duties to giving them due recognition for meritorious
make an honest effort to understand and support the performance, and allowing them to participate in
legitimate policies of the school and the conferences in training programs.
administration regardless of personal feeling or
private opinion and shall faithfully carry them out. Section 4. No school officials shall dismiss or
recommend for dismissal a teacher or other
Section 2. A teacher shall not make any false subordinates except for cause.
accusations or charges against superiors, especially
under anonymity. However, if there are valid Section 5. School authorities concern shall ensure
charges, he should present such under oath to that public school teachers are employed in
competent authority. accordance with pertinent civil service rules, and
private school teachers are issued contracts
Section 3. A teacher shall transact all official specifying the terms and conditions of their work:
business through channels except when special provided that they are given, if qualified, subsequent
conditions warrant a different procedure, such as
when special conditions are advocated but are ARTICLE VIII – THE TEACHERS AND
opposed by immediate superiors, in which case, the LEARNERS
teacher shall appeal directly to the appropriate higher
authority. Section 1. A teacher has a right and duty to
determine the academic marks and the promotions of
Section 4. Every teacher, individually or as part of a learners in the subject or grades he handles, such
group, has a right to seek redress against injustice to determination shall be in accordance with generally
the administration and to extent possible, shall raise accepted procedures of evaluation and measurement.
grievances within acceptable democratic possesses. In case of any complaint, teachers concerned shall
In doing so. they shall avoid jeopardizing the interest immediately take appropriate actions, of serving due
and the welfare of learners whose right to learn must process.
be respected.
Section 2. A teacher shall recognize that the interest
Section 5. Every teacher has a right to invoke the and welfare of learners are of first and foremost
principle that appointments, promotions, and transfer concerns, and shall deal justifiably and impartially
of teachers are made only on the basis of merit and with each of them.
needed in the interest of the service.
Section 3. Under no circumstance shall a teacher be provided, further, that members of duly recognized
prejudiced nor discriminated against by the learner. teachers cooperatives may participate in the
distribution and sale of such commodities.
Section 4. A teacher shall not accept favors or gifts
from learners, their parents or others in their behalf
in exchange for requested concessions, especially if
undeserved. ARTICLE XI – THE TEACHER AS A PERSON

Section 5. A teacher shall not accept, directly or Section 1. A teacher is, above all. a human being
indirectly, any remuneration from tutorials other endowed with life for which it is the highest
what is authorized for such service. obligation to live with dignity at all times whether in
school, in the home, or elsewhere.
Section 6. A teacher shall base the evaluation of the
learner’s work only in merit and quality of academic Section 2. A teacher shall place premium upon self-
performance. discipline as the primary principles of personal
behavior in all relationships with others and in all
Section 7. In a situation where mutual attraction and situations.
subsequent love develop between teacher and
learner, the teacher shall exercise utmost Section 3. A teacher shall maintain at all times a
professional discretion to avoid scandal, gossip and dignified personality which could serve as a model
preferential treatment of the learner. worthy of emulation by learners, peers and all others.

Section 8. A teacher shall not inflict corporal Section 4. A teacher shall always recognize the
punishment on offending learners nor make Almighty God as guide of his own destiny and of the
deductions from their scholastic ratings as a destinies of men and nations.
punishment for acts which are clearly not
manifestation of poor scholarship.
Sociological Bases of School and Community
Section 9. A teacher shall ensure that conditions Partnership
contribute to the maximum development of learners
are adequate, and shall extend needed assistance in Functionalist Theory
preventing or solving learner’s problems and Institutions must perform their respective functions
difficulties. for the stability of society. The school cannot do it
alone. “It takes a village to educate a child”, so goes
the African proverb.
ARTICLE X – THE TEACHER AND BUSINESS
Legal Bases of School and Community
Section 1. A teacher has the right to engage, directly Partnership
or indirectly, in legitimate income generation:
provided that it does not relate to or adversely affect 1. RA 9155 – Governance of Basic Education
his work as a teacher. Act (Section E (10), Section 3 (f))

Section 2. A teacher shall maintain a good reputation 2. Batas Pambansa Number 232, Education Act
with respect to the financial matters such as in the of 1982, Section 7
settlement of his debts and loans in arranging 3. RA 8525, Adopt-a-School Program Act
satisfactorily his private financial affairs.
4. Philippine Education for All (EFA) 2015
Section 3. No teacher shall act, directly or indirectly, Plan
as agent of, or be financially interested in any
commercial venture which furnish textbooks and What can the community do for schools?
other school commodities in the purchase and
1. Brigada Eskwela
disposal of which he can exercise official influence,
except only when his assignment is inherently, 2. Curriculum Development
related to such purchase and disposal: provided they
shall be in accordance with the existing regulations: 3. Work Experience program
 4. Remediation/Enrichment Classes Teachers are to provide leadership and initiative
which mean that they are not to wait for the
5. Youth Development Programs community to ask for help.
6. Community Services Society expects so much of teachers that when they
What can the schools do for a community? fail to live up to the challenge to behave or model
good behavior, they are condemned without trial.
1. Classroom used by community for their
meetings A teacher is not ethnocentric (thinking his/her
culture is superior to the culture of the community)
2. School used as a polling place and venue for neither xenocentric (looks at his/her culture as
medical mission which it may co-sponsor inferior to other community). No culture is perfect.
with the Rural Health Unit (RHU) Every culture has its negative and positive aspects.
3. School used for RHU for mother’s class or We need to pass on the positive aspects and purify
child care the negative ones with tact and sincerity.

4. School used as an evacuation center All stakeholders need to be informed. Internal

stakeholders include the students, parents and
5. School facilities used for community teachers. External stakeholders are the other
assemblies parents of the community and government officials,
nongovernment organizations, alumni and retirees.
6. School basketball court used for local
celebrations and barangay sports league Parents-Teachers Associations
7. Schools conduct livelihood training It is a forum for discussions of school problems and
programs for parents and OSY how they can be solved.
Code of Ethics for Professional Teachers The School Governing Council
(Article III - Teachers and the Community) The formation of SGC is a proof that the school head
shares his/her leadership with members of the
Facilitator means to make something easy or better.
community. It determines general policies on student
Learning is a difficult task and is made easier by:
welfare, discipline, well-being; and, concerned with
1. When you make the lesson interesting, the development and implementation, monitoring
exciting and enjoyable. and evaluation of the School Improvement Plan.
2. When you simplify the complex and concrete Many a time a teacher can a be a guidance counselor,
the abstract a prayer leader, commentator or leader in religious
celebrations, fiesta coordinator, judge in or coach for
In learning, a conducive environment is necessary. A a contest, financial adviser, a nurse, a doctor – rolled
pleasant environment is where the learners can be into one.
themselves because teachers are caring. All forms
of bullying has no place in a conducive learning Providing leadership and initiative also means
environment. This is where they can do their work working with the community.
and feel accepted. A favorable learning climate is not
Teachers, as they participate in community affairs,
competitive where everyone is tense.
prove that they are most responsible and most
The teacher believes that “every child deserves to be important members of society because their
a champion”. He/she an adult who will never give professional efforts affect the fate of the earth.
up on them, who understands the power of
It is always best to be in best terms with everyone
connection and insists they become the best they can
else in the community.
possibly be.
Desiderata
Schools are at the heart of the communities and are
expected to be in-the-world and to be in the world “As far as possible, without surrender,
with others and for others.
be in good terms with all persons.
Speak your truth quietly and clearly; and listen to 2. Human – ability to work effectively with
others, even the dull and the ignorant, they, too, have people and to build teamwork; people skills
their story”. or soft skills; relationship with people
1987 Philippine Constitution says, “No law shall be 3. Conceptual – ability to think in terms of
made respecting an establishment of religion, or models, frameworks and broad relationships
prohibiting the free exercise thereof. The free such as long range plans; deal with ideas
exercise and enjoyment of religious profession and
worship, without discrimination, or preference, shall Leadership Styles
forever be allowed” (Article II, Section 6). 1. Autocratic – do decision-making by
The right to freedom of religion has two dimensions: themselves

1. Internal aspect: freedom to believe, which 2. Consultative – allow participation of the

embraces the freedom to choose one’s religion – members of the organization by consulting
religious or non-religious. The internal dimension of them but make the decision themselves
religious freedom is absolute. No limitations are 3. Democratic – allow the members of the
linked to this dimension of religious freedom organization to fully participate in decision
(Martinez-Torron, 2003:3). making; decision arrived by consensus
Mr Reiner Bielefeldt: “This component internal 4. Laissez faire – free reign leadership style;
freedom of religion or belief enjoys particularly leaders avoid responsibility and leave the
strong protection under international human rights members of the organization to establish
law as an absolute guarantee which under no their own work
circumstances may be infringed upon” (United
Nations General Assembly Human Rights Council,
2010). Leadership Supportive of School and Community
2. External aspect: refers to the expression or the Partnership
manifestation of personal religious thoughts. The 1. Democratic Leadership
external dimension, by its nature, is relative and can
therefore be limited by the public authorities Democratic leadership, also known as participative
according to article 9(2) ECHR (MartinezTorron, leadership or shared leadership, is a type
2003:3). of leadership style in which members of the group
take a more participative role in the decision-
The limitations are clearly defined by article 9(2) making process. This type of leadership can apply
(ECHR) as those that apply to the “freedom to to any organization, from private businesses to
manifest one’s religion or belief”, which are deemed schools to government.
necessary and prescribed by law and in a democratic
society in the interests of public safety for the Best Settings for Democratic Leadership
protection of public order, health or morals or for
Democratic leadership works best in situations
the protection of the rights and freedoms of others”
where group members are skilled and eager to share
(Amicarelli, 2009:5)
their knowledge. It is also important to have plenty
Organizational Leadership of time to allow people to contribute, develop a plan,
and then vote on the best course of action.
Skills Demanded of Leaders
2. The Situational Leadership Model
Leaders use three broad types of skills:
Here, leadership adapt their leadership style to the
1. Technical – any type of process or technique situation of the members of the organization (Paul
like sending email, preparing ppt Hersey and Kenneth Blanchard, 1996).
presentations; psychomotor skills and things
3. Servant Leadership
Robert K. Greenleaf (1977) describes the servant School Policies
first. It begins with the natural feeling that one wants Policies are intended to ensure that schools perform
to serve. Then, conscious choice brings one to aspire and realize what they have envisioned for
to lead. The best test is to do those served grow as themselves.
persons; do they, while being served, become
healthier, wiser, freer, more autonomous, more likely There are policies that come from authorities
themselves to become servants? And, what is the above the school since the school is a member of a
effect on the least privileged in society; will they bigger organization or system.
benefit, or, at least, not be further deprived? Schools are also empowered to make policies of
The first desire of the leader is to serve, by leading. their own to address their concerns speedily
provided that they are not contrary to policies that
Public servants refer to appointed and elected come from above.
officials of the government as servants of the
people. Schools policies are effective when they are
formulated with the participation of the members
4. Transformational Leadership of the school and community as this develops sense
He is not content with the status quo and sees the of ownership which ensures implementation.
need to transform the way the organization thinks, Schools policies must be widely disseminated for
related with and does things. the information of the entire system – school and
He makes positive changes in the organization by community – and must be understood correctly and
collaboratively developing new vision of the clearly.
organization and mobilizing members to work Importance of School Policies
toward that vision.
Schools have a vision statement (what they want to
Competencies of School Heads based from be) and mission statement (services they offer and
NCBSSH (National Competency-Based what they do). For these to happen, policies must be
Standards for School Heads, DepEd Order, series in place. The imperfections of people and
of 2010, April 16, 2010) conditions necessitate policies. Policies set order in
schools and their absence may court chaos.
School Culture
School culture is a creation of all the people in the
school and in the community, especially of the
school heads. It can be positive or negative. It can
facilitate or adversely affect learning. A school Role of School Culture in Learning
community must therefore strive to create a positive
culture. Research confirms the central role of culture in
school success. A positive school culture fosters
School culture generally refers to the beliefs, improvement, collaborative decision making,
perceptions, relationships, attitudes and written professional development and staff and student
and unwritten rules that shape and influence every learning. A negative school culture fosters the
aspect of how a school functions. It encompasses opposite.
also the physical and emotional safety of students,
the orderliness of classrooms, and public spaces or Elements of a Positive School Culture
degree to which a school embraces racial, ethnic, 12 Elements of Positive School Culture
linguistic and cultural diversity.
1. Collegiality
School culture consists of the norms and shared
experiences that evolve over school’s history. It 2. Experimentation
may be described as the character of the school that 3. High Expectations
gives a school qualities beyond its structures,
resources and practices. They are built through the 4. Trust and Confidence
everyday business of school life. It is the way
5. Tangible Support
business is handled that both forms and reflects the
culture. 6. Reaching out to the knowledge base
Culture as a Social Construct 7. Appreciation, Recognition
Culture is a social construct, not a generic construct. 8. Caring, celebration, humor
This means that culture is something that we do not
inherit, but something we create and shape. It is 9. Involvement in decision-making
shaped by everything that all people in school see, 10. Protection of what is important
hear, feel and interact with. It is a creation of the
school head, teachers, parents, nonteaching staff, 11. Traditions
students and community. 12. Honest, open communications
School Climate and School Culture
School culture and school climate are normally used Teacher Quality and the
interchangeably, but climate is more relational. Philippine Professional Standards for Teachers
Climate is illustrated by the attitudes and behaviors
of the school staff and is focused on the school’s Articulates what constitutes teacher quality
organizational system. School climate refers to the
Is a public statement of professional
school’s effects on students, including teaching
accountability
practices, diversity and the relationships among
persons in the school. Climate = open or close Makes explicit what teachers should know,
be able to do and value in the profession
School climate is driven by and reflected in daily
interactions of staff, administration, faculty, Sufficiently generic to represent practice
students, support staff and the outside community.
School culture is the deeper level of reflection of
shared values, beliefs and traditions between staff
members.
School culture refers to the way teachers and other
staff members work together and the set of beliefs,
values and assumptions they share. It is a broader
term and so is inclusive of school climate.
EDUC 42 HENRY J. KAISER
BUILDING AND ENHANCING NEW o American industrialist who became known as the
LITERACIES ACROSS THE CURRICULUM father of modern American shipbuilding. Prior to
World War II, Kaiser was involved in the
21ST CENTURY PEDAGOGY construction industry; his company was one of those
that built the Hoover Dam.

PEDAGOGY - the method and practice of teaching,

especially as an academic subject or theoretical Michael Lee Wesch
concept.
o Professor of Cultural Anthropology
o Arts ,Science and Profession of teaching
o Wesch's work also includes media ecology and the
o This broad definition covers various aspects of emerging field of digital ethnography
teaching, and there are many moving parts to
pedagogy that include teaching styles, feedback, and where he studies the effect of new media on human
assessment. The term pedagogy boils down to the interaction.
study of different teaching methods.
EDUC30
MARC PRENSKY (2001)
LESSON 1 BASIC CONCEPTS AND
PRENSKY ADVOCACY PRINCIPLES IN ASSESSING LEARNING
o is more listening more carefully to what students
say about their own education.
ASSESSMENT
o digital game-based learning
✗ The word assessment is rooted in the Latin word
o pedagogy assidere, which means "to sit beside another."
o teaching digital natives ✗ Assessment is generally defined as the process of
o the world needs a new curriculum (k12 system) gathering quantitative and/or qualitative data for the
purpose of making decisions.
THEORY OF MARC PRENSKY 2001
✗ Assessment in learning is vital to the educational
DIGITAL NATIVES process similar to curriculum andinstruction.
o TODAY’S STUDENTS Schools and teachers will not be able to determine
the impact of curriculum and instruction on students
o it is the new generations of young people born into or learners
the digital age.
without assessing learning.
random ,holistic and non linear predominant senses
motion and touch. ✗ Therefore, it is important that educators have
knowledge and competence in assessing
DIGITAL IMMIGRANTS
learners.
o TEACHERS/EDUCATORS
✗ Evaluation of learning may refer to the process
o are those who learn to use computers at some stage
of making value judgments on the information
during their adult [Link] and linear
collected from measurement based on specified
predominant senses hearing and seeing. criteria.

ASSESSMENT AND TESTING

✗ A test is a form of assessment, but not all LEARNING
assessments use tests or testing. A test can be FORMATIVE ASSESSMENT
categorized as either a selected response (e.g.,
✗ This type of assessment is formative because it is
matching-type of test) or constructed response (e.g.,
essay test, short answer test). A test can make use of used at the beginning and during instruction for
objective format (e.g., multiple choice, enumeration) teachers to assess learners' understanding.
or subjective format (e.g., essay). The objective SUMMATIVE ASSESSMENT
format provides for a more bias-free scoring as the
test items have exact correct answers. ✗ assessment activities that aim to determine
learners' mastery of content or attainment of learning
outcomes.
ASSESSMENT AND GRADING DIAGNOSTIC ASSESSMENT
✗ Grading, which can be defined as the process of ✗ Aims to detect the learning problems or
assigning value to the performance or achievement difficulties of the
of a learner based on specified criteria or standards.
learners so that corrective measures or interventions
are done to ensure learning.
What are the different measurement PLACEMENT ASSESSMENT
frameworks used in assessment?
✗ Usually done at the beginning of the school year
✗ The two most common psychometric theories that to determine what the learners already know or what
serve as frameworks for assessment and are their needs that could inform design of instruction
measurement, especially in the determination of the
✗ For example: Entrance examination
psychometric characteristics of a measure (e.g., tests,
scale), are the classical test theory (CTT) and the TRADITIONAL ASSESSMENT
item response theory (IRT).
✗ Use of conventional strategies or tools to provide
information about the learning of students.
Classical test theory (CTT) ✗ Example: Paper and Pencil Tests
✗ also known as the true score theory Objective (Multiple Choice)
✗ explains that variations in the Subjective (Essay)
performance of examines on a given measure is due AUTHENTIC ASSESSMENT
to variations in their abilities.
✗ Use of assessment strategies or tools that allow
learners to perform or create a product that are
Item response theory (IRT). meaningful to the learners, as they are based on real-
world contexts.
✗ analyzes test items by estimating the probability
that an examine answers an item correctly or
incorrectly. One of the central differences of IT from DIFFERENT PRINCIPLES IN ASSESSING
CTT is that in IRT, it is assumed that the LEARNING
characteristic of an item can be estimated
independently of the characteristic or ability of the Assessment should have a clear purpose
examine and vice-versa. ✗ The interpretation of the data collected should be
aligned with the purpose that has been set. This
assessment principle is congruent with the outcome-
DIFFERENT TYPES OF ASSESSMENT IN
based education (OBE) principles of clarity of ✗ Assessment tasks or activities should closely, if
focus and design down. not fully, approximate real-life situations or
Assessment is not an end in itself experiences. Authenticity of assessment can be
thought of as a continuum from least authentic to
✗ Assessment serves as a means to enhance student most authentic, with more
learning. It is not a simple recording or authentic tasks expected to be more
documentation of what learners know and do not
know. Collecting information about student learning, meaningful for learners.
whether formative or summative, should lead to
decisions that will allow improvement of the
learners. LESSON 1.1 PLANNING A WRITTEN TEST
Assessment is an ongoing, continuous, Objectives for Testing
and a formative process ● In developing a written test, the cognitive
behaviors of learning outcomes are usually targeted.
✗ Assessment consists of a series of tasks and
activities conducted over time. Continuous feedback ● Bloom’s taxonomy was used to classify learning
is an important element of assessment. objectives based on levels of complexity and
specificity of the cognitive behaviors.
Assessment is learner-centered
Taxonomies of Instructional Objectives
✗ Assessment is not about what the teacher does but
what the learner can do. Assessment of learners
provides teachers with an understanding on how they
can improve their teaching, which corresponds to the
goal of improving student learning.
Assessment is both process- and product-oriented
✗ Assessment gives equal importance
to learner performance or product and the process
they engage in to perform or produce a product
Assessment must be comprehensive and holistic
✗ Assessment should be performed using a variety Table of Specifications (TOS)
of strategies and tools designed to assess student ● Sometimes called a test blueprint
learning in a holistic way. Assessment should be
conducted in multiple periods to assess learning over ● A tool used by teachers to design a test
time. This assessment principle is also congruent
with the OBE principle of expanded opportunity. ● Table that maps out the test objectives, contents, or
topics covered by the test; the levels of cognitive
Assessment requires the use of behavior to be measured; the distribution of items,
number, placement and weights of test items; and test
appropriate measures format
✗ For assessment to be valid, the assessment tools or Importance of TOS
measures used must have sound psychometric
properties, including, but not limited to, validity and ● Ensures that the instructional objectives and what
reliability. the test captures match
Assessment should be as authentic as ● Ensures that the test developer will not overlook
details that are considered essential to a good test
possible
● Makes developing a test easier and more efficient
● Ensures that the test will sample all important 3. CALCULATE THE WEIGHT FOR
content areas and processes
EACH TOPIC
● Is useful in planning and organizing
4. DETERMINE THE NUMBER OF
● Offers an opportunity for teachers and students to
clarify achievement expectations ITEMS FOR THE WHOLE TEST

GENERAL STEPS IN DEVELOPING A ● To determine the number of items to be included

in the test, the amount of time needed to answer the
TABLE OF SPECIFICATIONS items are considered.
1. DETERMINE THE OBJECTIVES ● As a general rule, students are given 30-60 seconds
for each item in the test formats with choices
OF THE TEST
● For a one-hour class, this means that the test should
● In general, the instructional objectives are not exceed 60 items
identified at the start, when the teacher creates the
course syllabus 5. DETERMINE THE NUMBER OF ITEMS
PER TOPIC
● 3 types of objectives: cognitive, psychomotor and
affective DIFFERENT FORMATS OF A TEST TABLE
OF SPECIFICATIONS
● Cognitive objectives are designed to increase an
individual’s knowledge, understanding and 1. ONE-WAY TOS
awareness
● Maps out the content or topic, test objectives,
● Psychomotor objectives are designed to build number of hours spent, and format, number and
physical or motor skills placement of
● Affective objectives aim to change an individual’s items.
attitude into something desirable
● Easy to develop and use because it just works
● For a written test, you can consider cognitive around the objectives without considering the
objectives, ranging from remembering to creating different levels of cognitive behaviors
ideas, that could be measured using common
2. TWO-WAY TOS
formats for testing, such as multiple choice,
alternative response test, matching type, and even ● Reflects not only the content, time spent, and
essays or open-ended tests number of items but also the levels of cognitive
behavior targeted per test content based on the theory
2. DETERMINE THE COVERAGE OF behind cognitive testing.
THE TEST ● One advantage of this format is that it allows one
to see the levels of cognitive skills and dimensions of
● Only topics or contents that have been discussed in
class and are relevant should be included in the test knowledge that are emphasized by the test
3. CALCULATE THE WEIGHT FOR ● More complex than the one-way format
EACH TOPIC 3. THREE-WAY TOS
● The weight assigned per topic in the test is based ● Reflects the features of one-way and two-way TOS
on the relevance and the time spent to cover each
topic during instruction ● One advantage of this format is that it challenges
the test writer to classify objectives based on the
● The percentage of a time for a topic in a test is theory behind the assessment
determined by dividing the time spent for that topic
during instruction by the total amount of time spent ● Shows the variability of thinking skills targeted by
for all topics covered in the test multiplied by 100 the test
Lesson # 2.1 Construction of Written Tests ▪ Selected-Response Type
Classroom Assessments ▪ Constructed-Response Type
▪ Integral part of learner’s learning SELECTED-RESPONSE TYPE
▪ Inform learners what needs to be learned and to ▪ Require learners to choose the correct answer or
what extent and how to learn them best alternative from several choices
WHAT ARE THE GENERAL GUIDELINES IN MULTIPLE CHOICE TEST
CHOOSING THE APPROPRIATE TEST
▪ Most commonly used format in formal testing
FORMAT?
▪ Consists of a stem (problem), one correct or best
WHAT ARE THE OBJECTIVES OR DESIRED alternative (correct answer), three or more incorrect
LEARNING OUTCOMES OF THE SUBJECT
BEING ASSESSED? or inferior alternatives (distractors)

▪ Depends on the learning objectives TRUE-FALSE OR ALTERNATIVE

RESPONSE TEST
▪ Desired Learning Outcomes (DLOs) are statements
of what learners are ▪ Consists of a statement and deciding if the
statement is true (accurate/correct) or false
expected to do or demonstrate as a result of engaging (inaccurate/incorrect)
in the learning process
MATCHING TYPE TEST
WHAT LEVEL OF THINKING IS
▪ consists of two sets of items to be matched with
TO BE ASSESSED? each other based on a specified attribute
▪ If you intend to assess how much your learners are CONSTRUCTED-RESPONSE TESTS
able to identify important concepts discussed in
class, a selected-response format such as ▪ Requires learners to supply answers to a given
question or problem
multiple choice would be appropriate
COMPLETION
▪ If you intend to assess how your students will be
explain to explain, you ▪ Consists of incomplete statements that require the
learners to fill in the blanks with the correct word or
may consider giving constructed-response test phrase
formats such as essays
IDENTIFICATION
IS THE TEST MATCHED WITH
▪ Require learners to identify/recall the
THE COURSE’S DLOs AND THE
terms/concepts, people, places or events that are
COURSE CONTENTS? being described
▪ Should be aligned with the instructional activities ENUMERATION
and the DLOs
▪ Requires learners to list down all
▪ For example, if you want learners to articulate and
justify their stand on ethical-decision making and possible answers to the question
social responsibility practices, an essay test ESSAY TEST
and class debate are appropriate measures and tasks ▪ Consist of problems/questions that require learners
for this learning to compose or construct written responses
outcome ▪ Long ones with several paragraphs
2 CATEGORIES OF TRADITIONAL TESTS PROBLEM-SOLVING TEST
▪ Require learners to solve problems in quantitative ASSESSMENT OF LEARNING
or non-quantitative settings using knowledge and
skills in mathematical concepts and procedures ▪ Use of assessment to determine learner’s acquired
and/or higher order cognitive skills knowledge and skills from instruction and whether
they were able to achieve the curriculum outcomes.
GENERAL GUIDELINES IN WRITING
MULTIPLE CHOICE TEST ITEMS ASSESSMENT FOR LEARNING

▪ Requires content mastery, writing skills and time ▪ Use of assessment to identify the needs of learners
in order to modify instruction or learning activities in
▪ Only good and effective items should be included the classroom.
in the test
ASSESSMENT AS LEARNING
CONTENT
▪ Use of assessment to help learners
1. Write items that reflect only one
become self-regulated.
▪ The original taxonomy was organized into three
domains: Cognitive, Affective, and ▪ Formative in nature and meant to use
[Link] content and cognitive assessment tasks, results and feedback to help
processing skills. learners practice self-regulation and make
Good: Which of the following is an inferential adjustments to achieve curriculum outcomes
statistical procedure used to test a hypothesis ASSESSMENT
regarding significant
▪ Important that it is aligned with instruction and
differences between two qualitative variables? identified learning
A. ANCOVA C. Chi-Square outcomes
B. ANOVA D, Mann-Whitney Test ▪ Knowing what will be taught (curriculum content,
CONTENT competency, and performance standards)

2. Do not lift and use statements from the text\book ▪ How it will be taught (instruction)
or other learning materials as test questions.
3. Keep the vocabulary simple and understandable LEARNING TARGETS GOALS
based on the level of learners/examinees.
▪ General statements about desired learner outcomes
4. Edit and proofread the items for grammatical and in a given year or during the duration of a program
spelling before administering them to the learners. (e.g., Senior High School)
STANDARDS
Lesson 2.2 Assessment Purposes, Learning Targets ▪ Specific statements about what learners should
and Appropriate Methods (CP) know and are capable of doing at a particular grade
(BLOOM’S TAXONOMY) level, subject or course
▪ McMillan described 4 different types of educational
standards:
Lesson 2.3 Assessment Purposes, Learning Targets
and □ Content (desired outcomes in a content area)

Appropriate Methods □ Performance (what students do to demonstrate

competence)
Purpose of Classroom Assessment
□ Developmental (sequence of growth
and change over time)
□ Grade level ( outcomes for a specific grade) MATCHING TYPE
EDUCATIONAL OBJECTIVES ◈This format requires learners to match a word,
sentence, or phrase in one column to a corresponding
▪ Specific statements of learner
word, sentence or phrase in a second column.
performance at the end of an instructional unit
◈Most appropriate when you need to measure the
▪ Behavioral objectives stated with the use of verbs learners’ ability to identify the relationship or
association between similar items.
TRUE OR FALSE
Lesson 3 Guidelines for Written Test
◈Used to measure learners’ ability to identify
Multiple Choice – STEM whether a statement proposition is correct/true or
1. Write the directions in the stem in a clear and incorrect/false.
understandable manner. ◈Best used when learners’ ability to judge or
2. Write stems that are consistent in form and evaluate is one of the desired learning outcomes.
structure, that is, present all items either in question T-F Correction or Modified True-or-False
form or in Question
descriptive or declarative form. ◈Statement is presented with a key word or phrase
3. Word the stem positively and avoid double that is underlined and the learner has to supply the
negatives such as NOT and EXCEPT in a stem. If a correct word or phrase.
negative word is Yes-No Variation
necessary, underline or capitalize the words for ◈Learner has to choose yes or no, rather than true or
emphasis. false.
4. Refrain from making the stem too wordy or A-B Variation
containing too much information unless the
problem/question requires the facts presented to ◈Learner has to choose A or B, rather than true or
solve the problem. false.
Multiple Choicd - OPTIONS SHORT-ANSWER TEST ITEMS
1. Provide three (3) to five (5) options ◈Requires the learner to answer a question or to
finish an incomplete statement by filling in the blank
per item, with only one being the with the correct word or phrase
correct or best answer/alternative. ◈Most appropriate when you only intend to assess
2. Write options that are parallel or similar in form learners’ lower level thinking.
and length to avoid giving clues about the correct
ESSAY TEST
answer.
◈Require learners to create a response rather than to
3. Place options in a logical order (ex. alphabetical,
simply select a response from among alternatives.
from shortest to longest)
◈Measure learners’ higher order thinking skills
4. Place correct response randomly to avoid a
discernable pattern of correct answers.
5. Use None-of-the-above carefully and only when 2 TYPES OF ESSAY TEST
there is one absolutely correct answer, such as in
spelling or math items. 1. Extended Response – requires

6. Avoid All of the Above as an option, especially if much longer and complex responses
it is intended to be the correct answer. 2. Restricted Response – much more
focused and restrained education teacher Children with Learning
Disabilities
PROBLEM-SOLVING TESTS - Learning disorder- describe a wide variety of
learning problems
◈Used to measure learners’ ability
- Not a problem with intelligence or motivation
to solve problems that require quantitative - Arent lazy or dumb but brains are simply wired
knowledge and competencies and/or critical differently, has trouble with learning new
informations and skills.
thinking skills.
PRESCHOOL SIGNS AND SYMPTOMS
AGES 5-9
One answer choice - Problems pronouncing, trouble finding right
◈ type of question contains four or five options, and - Trouble learning connection between letters
students are words,difficulty rhyming, trouble learning
and sounds/math concept, unable to blend
required to choose the best answer. alphabet/with buttons,zippers, difficulty ff.
sounds, confuses basic words, consistently
All possible answer choices
directions/controlling crayons
◈ type of question contains four or five options, and misspells words,difficulty telling time and slow
students are to learn new skills

required to choose all of the options that are correct.

Type-In answer Children with Visual Impairment-
- decreased visual acuity and field of visions
◈type of question does not provide options to choose
from. Instead learners are asked to supply the correct - Covers a range of eye conditions from individuals
with total congenital blindness
answer.
- Provide good support and counselling,
EDUC24- acceptance of parties, provide brailing
machine and adequate arrangements for the
Inclusive Education in The Philippines VI’s
Legal Mandates Hearing Impaired
Magna Carta for Disabled Persons (R.A 7277, 1997) - - someone who is hard of hearing or has no hearing
provides for the rehabilitation, self development and self - SIGNS- delayed in learning to talk, difficulty in
reliance of disabled person and their integration to understanding what people say, asks to repeat
mainstream society. yourself, talks very loudly, complain of
Salamanca Statement- the fundamental principle of earaches, speaks differently from other children
inclusive school is that all children should learn on his age
together, wherever possible, regardless of any Autism Spectrum Disorders
difficulties or differences they may have. - complex developmental disorders that affect
DECS Order no. 26 s. 1997- Institutionalization of children by disrupting their disability to
SPED programs in all schools. communicate and interact socially.
DepEd Order no. 72 s. 2009- Inclusive Education As - difficulties with communication, repetitive interests
Strategy for Increasing Participation Rate of Children and acts., unusual attachments to objects - SIGNS-
(address and guarantee the right of children with special disinterested in sharing enjoyment, does not
needs) speak/uses few words, understand very little, may
INCLUSION IN THE PHILIPPINES seem deaf, unusual sensitivity
- schools attempt to respond to all pupils as individuals Attention Deficit Hyperactivity Disorder (ADHD)
-schools build capacity to accept all pupils from local - Impulsiveness- being unable to wait for a turn,
communities acting without thinking, interrupting
conversations, little or no sense of danger
-education of students with disabilities in regular
setting under the responsibility of regular
- Hyperactivity- being unable to sit still, fidgeting, education services as of 2011. - 40%
unable to settle to tasks, excessive physical (2.2 million) are students with specific
movement and talking learning disabilities
- Inattentiveness- short attention span, easily
distracted, careless mistakes, unable to stick at IDEA (INDIVIDUALS WITH DISABILITIES
tasks, unable to listen to and concentrate. EDUCATION ACT)- nations federal special education
Changing activity/task, difficulty organizing tasks. law that ensures public schools serve the educational
PROCESS OF INCLUSION needs of students with disabilities and is originally
known as EDUCATION OF HANDICAPPED
ASSESSMENT (Multidisciplinary/Assessment CHILDREN ACT (1975)
Team)➡️ PLACEMENT(Regular w/ special
instruction and Support System) ➡️ - originally enacted by Congress in 1975 and has
INSTRUCTIONAL DESIGNS/MODELS four distinct sections:
A B CD
ASSESSMENT (Multidisciplinary/Assessment Team)
Cognitive functioning, academic readiness, emotional
lay out the lay out the recognizes the
maturity, social adaptability
basic educational need for
PLACEMENT (Regular w/ special instruction and foundation guidelines national activities
Support System) for school to be
Full inclusion with reg. teachers only, Full inclusion children 3- identifying and
with reg. teachers and SPED teacher, Inclusion pull 21 years of reaching
out program, combinations of all these. Support age. undertaken to
System- SPED teacher, Allied Medical Prof improve the
(Physical & Occupational Therapist, Speech very young
Pathologist), Parents, Volunteers children with
INSTRUCTIONAL DESIGNS/MODELS education of
Team teaching by reg and SPED teachers, children with
supplementary/complementary instruction by SPED disabilities.
teachers, provisions of specific support services. disabilities.

INCLUSIVE EDUCATION IN OTHER COUNTRIES

OTHER COUNTRIES SUPPORTING SPECIAL AND
INCLUSIVE EDUCATION - new approach towards
INCLUSIVE EDUCATION
educating the children with disability and learning
difficulties with that of normal ones. It seeks to address Austria, Czech Republic, Germany, Switzerland, United
the learning needs of all children with a specific focus Kingdom, International,USA, Netherlands
on those who are vulnerable to marginalization and
exclusion. EUROPEAN POLICY - inclusion of the children
and youth with or without disabilities into
148 countries ratified the UNITED
NATIONS CONVENTION ON THE RIGHTS OF mainstream and inclusive systems of education,
UNESCO SALAMANCA STATEMENT (1994)
PERSONS WITH DISABILITIES (UNCRP)
and UNCRP (2006).
including European Union; 158 adopted the
convention. IN AFRICA- acknowledging that all youth and
Inclusion and inclusive education is one of the key children can learn; acknowledging that all youth and
provision of the UNCRPD children need support, enabling the education system
to meet all the students’ need; acknowledging that
BARRIERS: lack of adequately trained learning is more than just formal schooling;
acknowledging and respecting differences in learners
teachers, accessible buildings, peer while building on similarities; uncovering and
minimizing barriers to learning.
support, challenging bullying IDEA-US IMPLEMENTING OF WHITE PAPER 6-
important shift in South African Policy toward
education of children with disabilities and effective
- more than 6 million school age
children in the US received special implementation of all aspects of policy is needed to
be ensured by 2021.
SIX PRINCIPLES OF IDEA process of acquiring knowledge and understanding
through thought, experience and senses. SCHEMA-
FREE APPROPRIATE PUBLIC EDUCATION internal representation of the world that helps humans
(FAPE)- no cost to the parents, public expense under understand the world they inhabit. ●
public supervision, meeting the standards of Dept. of ASSIMILATION- using an existing schema to deal
Education, designed to meet the unique needs of with a new object or situation.
each eligible student. ● ACCOMMODATION- happens when an existing
schema does not work and needs to be changed to
APPROPRIATE EVALUATION- parents must give
deal with a new object or situation.
informed consent for evaluation and for services,
students must be evaluated in all areas of suspected ● EQUILIBRATION- explains
disability, evaluation should not be based on a single how children are able to move from
measure or assessment. one stage to another. FOUR
STAGES OF DEVELOPMENT
INDIVIDUALIZED EDUCATION PROGRAM- SensoriMotor - birth to 2 years; construct an
written statement for each child with disability that is understanding of the world by coordinating sensory
developed, reviewed and revised by a team including experiences (seeing,hearing) and motor actions
educators, parents, the students whenever appropriate (reaching, touching)
and others who have knowledge and expertise, key PreOperational Stage- 2 to 7 years ; Pre Conceptual
word is INDIVIDUALIZED (PROGRAM FIRST< (2-4; child uses symbols to stand for actions ), Intuitive
PLACEMENT SECOND) (4-7; speech becomes more social, less egocentric)
● EGOCENTRISM - inability to see the world from
LEAST RESTRICTIVE ENVIRONMENT- special anyone else’s eyes.
education is not a place, students must have
meaningful access to same age peers without ● ANIMISM- treating inanimate objects as living
disabilities, any placement outside the general ones
education classroom must be justified by the child’s ● CONCENTRATION- concentrating on one
disability related need. limited aspect of stimulus and ignoring other
aspects ● CONSERVATION- knowledge that
PARENT AND STUDENT PARTICIPATION IN quantity is unrelated to the arrangement and
DECISION MAKING- educational placement physical appearance of objects .
decisions, the development, review and revision of the Concrete Operational Stage- 7-12 years old
IEP, reviewing evaluation data, transition planning and
services starting age of 14. ● SERIATION- ability to sort objects according to
size, shape, etc.
PROCEDURAL SAFEGUARDS- parental rights ● TRANSITIVITY- ability to recognize local
notice, written notice of meetings, access to students relationships among elements in serial order. ●
record (review, obtain copies, place statement of CLASSIFICATION- ability to group objects together on
correction in record. the basis of common features. Formal Operational
Stage- 12 years and above, has an ability to
RESOLUTION FACILITATOR- specific to lowa
systematically solve a problem in a logical and
and involves using a Resolution Facilitator
methodological way, understands that nothing is
(impartial person) who is trained in mediation.
absolute, the child’s way of thinking is at its advance.
PRE APPEAL CONFERENCE- mediation conference
held to resolve issues between educators and parents
BANDURA'S SOCIAL LEARNING THEORY
about idea services.
COMPLAINT- any individual or organization may file a - also called observational learning (process of learning
signed, written complaint that includes a statement that through watching others, retaining the information
an agency has violated special education rules. and then later replicating the behaviors that were
DUE PROCESS HEARING- formal administrative observed.)
hearing before an administrative law judge to decide TRIADIC RECIPROCAL DETERMINISM
disputes between parents and educators that relate to the
provision of special education.

PIAGET'S COGNITIVE DEVELOPMENT

COGNITION- comes from the Latin word
“cognoscere” meaning to
know/recognize/conceptualize. - mental action or
 ● PRIVATE SPEECH- person directs to
themselves (3 yrs old)
● SILENT INNER SPEECH- self
regulating function (7 yrs old)
2. MORE KNOWLEDGEABLE OTHER (MKO) -
person who has a higher level of ability or
understanding than the learner in a certain topic.
3. ZONE OF PROXIMAL DEVELOPMENT (ZPD)-
area of learning that MKO assists the student in
developing a higher level of learning and the goal is
that the MKO will be less involved as the students
BOBO DOLL EXPERIMENT develop necessary skills.
- young children would imitate the violent and WHAT I CAN’T DO (current
aggressive actions of an adult model. achievement)
- children were more likely to imitate the adults’ WHAT I CAN DO WITH HELP
violent actions (ZPD)
OBSERVATIONAL LEARNING EFFECTS
WHAT I CAN DO (beyond reach)
● INHIBITION- learn not to do something that we
already know 4. SCAFFOLDING- role of teachers and others in
supporting the learners development and providing
● DISINHIBITION- learn to support structures to get to the next level.
exhibit a behavior that is usually
disapproved by most people ●
FACILITATION- be prompted to Major Philosophies
do something that is not ordinarily
done
● OBSERVATIONAL LEARNING- learn a new
behavior pattern by watching and imitating someone 1. Progressivism is a student centered philosophy
else’s performance. that believes that ideas should be tested by
ELEMENTS OF OBSERVATIONAL LEARNING experimentation, and learning comes from
finding answers from questions. This philosophy
● ATTENTION- mental focus or concentration values the scientific method of teaching, allows
● RETENTION- to encode the behavior in the individuals to have their own beliefs, and
memory promotes the interaction of students as valuable
● PRODUCTION- actually perform the behavior to the learning process.
observed
2. Essentialism is a teacher centered philosophy
● MOTIVATION/REINFORCEMENT- force that
that believes there is a common set of skills and
drives one to act
knowledge that educated people should have. It
DIRECT REINFORCEMENT- occurs when focuses on respect for authority, developing
an individual watches a model perform and sound habits of the mind, and training in
imitate the behavior VICARIOUS fundamentals. Essentialism is similar to
REINFORCEMENT- observer anticipates perennialism
receiving a reward
SELF REINFORCEMENT- individual strives to
meet personal standards 3. Existentialism is another student-centered
VYGOTSKY’s SOCIAL DEVELOPMENT philosophy. “Existentialism places the highest degree of
THEORY importance on student perceptions, decisions, and
- Social interaction plays an important role in the actions” and individuals are responsible for determining
development of cognition. for themselves what is true or false, right or wrong,
beautiful or ugly (Sadker and Zittleman, 2007). To sum
1. IN COGNITIVE it up, students make choices and then take the time to
DEVELOPMENT- language is the
evaluate those choices. “The teacher’s role is to help
most important tool that humans can
students define their own essence by exposing them to
utilize. ● SOCIAL SPEECH- used to
various paths they may take in life and by creating an
talk to other people (2 yrs old)
environment in which they can freely choose their way” • Enhance the skill of special education teachers and
(Sadker and Zittleman, 2007). encourages people to pursue careers in the field of
intellectual and developmental disabilities
• 24 February 1922
4. Reconstructionism is another student centered ⚫ Council for Exceptional Children in formed
philosophy that promotes world social progress, focuses • Association of educators
on world events, controversial issues, and developing a • Advancing student success through advocacy,
vision for a new better world. This philosophy is standards, and professional development
associated with pragmatism and essentialism. • Core Values:
• Visionary
• Integrity
5. Perennialism is a teacher centered philosophy • Inclusiveness
that focuses on the values associated with reason. It • Advocates for government mandates and laws
considers knowledge as enduring, seeks everlasting concerning the education of exceptional students
truths, and views principles of existence as constant or • 17 May 1954
unchanging. ⚫ Brown v. Board of Education
Separate is NOT equal
• Desegregation of schools based upon race
6. Student Centered Philosophy • Catalyst for parents of children with disabilities
• Students with disabilities were being segregated as
Student-centered learning is just what is says. It well.
is basically learning by doing. Teachers believe • 26 September 1973
that education should be child-centered. • Section 504 of the Rehabilitation Act of 1973
According to Julie K. Brown, she basically says • Protects individuals from discrimination based upon
that “student-centered instruction is when the disability
planning, teaching, and assessment revolve Applies to any organization that received financial
around the needs and abilities of the students” assistance from the Federal Government
(2008). This is quite the opposite from what you • Provides an appropriate educational environment for
have just read. “Regardless of variations in students with disabilities
developmental levels, all children are exposed to • Requires that public schools provide students with
the same content in the same time period and the disabilities with a free appropriate public education
teacher’s role is to facilitate growth by utilizing (FAPE).
the interests and unique needs of students as a • 1 January 1975
guide for meaningful instruction” (Teacher • Public Law No. 94-142 - The Education for All
Vision). Handicapped Children Act of 1975
• Established a process in which state and local agencies
The 8 important events and how they shaped Special are held accountable for providing educational services
Education to special needs children
• 15 April 1817 • Ensured students with special needs had access to an
The first school for the deaf was established education as well as due process of law
Named: American School for the Deaf Safeguards in place to protect the rights of special needs
Founded by Thomas Hopkins Gallaudet students as well as their parents.
Located in Hartford, Connecticut • Council for Exceptional Children was a huge supporter
First school to provide specialized instruction for • 26 July 1990
students with a special need • Americans with Disabilities Act (ADA)
Has provided an exemplary model education program
⚫ Broad civil rights act that does not specifically
for teaching deaf students
address education
• 1876
• Protects parents with disabilities as well as students
American Association on Mental Retardation was
with disabilities
formed is now named the American Association on
Intellectual and Developmental Disabilities (AAIDD) ⚫ Schools are considered "public entities" in the Act
• Advocates for quality of life for those with disabilities • Must provide: program access and integrated settings
• Promotes a society that fully includes individuals with unless separate programs are necessary
disabilities • Not limited to classroom activities
• 3 December 2004
• Most recent amendment of the Individuals with
Disabilities Educational Improvement Act (IDEA).
• Increased focus on accountability In 2004, known as The Newborn Screening Act of
• Two purposes: 2004."
• Provide an education that meets the child's specific • Republic Act No. 9288
needs and prepares them for life In 2004, known as The Newborn Screening Act of
• Protect the rights of disabled children and their parents 2004."
Requires states to set goals for disabled student • Magna Carta for Disabled Persons (Republic
performance Act No. 7277)
⚫ Schools have to report progress of disabled students LEARNING DISABILITIES

WHAT IS DISABILITY?
• Conclusion • A physical or mental condition that limits a
Special education in the United States school system has person’s movements, senses or activities
come a long way since the early 1800s; however, many
argue that there is still room for improvement. The WHAT IS LEARNING DISABILITY?
language associated with special education has changed • Professionals has not come up yet with the
quite a bit and become more in line with political specific definition of LD. All that they agreed is
correctness. It can be argued that the next step in the that a group does not acquire learning variety of
special education journey is a total revamping of the reasons.
educational system to ensure that teachers are adequately • LD was identified as a group neurological
trained and compensated for the important work they disorder/condition that results from the problem
perform. of storing, processing, and producing
information.
The 10 Important Laws in Special Education • Difficulty acquiring school skills or academic
• Republic Act No. 5250 skills
An Act Establishing a ten year Teaching training
programs for teachers of special and exceptional They have the imperfect ability to:
children.
→ Presidential Decree No. 603 • Listen
In 1975 known as the Child and Youth Welfare Code • Think/reason out
was enacted. • Speak
→ Presidential Decree No. 1509 • Write
In 1978, created the National Commission Concerning • Spell
Disable Persons (NCCDP). It was renamed as National • Calculate
Council for the welfare of Disable Person (NCWDP). Characteristics of learning disability
• Batas Pambansa Bilang 232
Also known as Education Act of 1982. The State shall • Trouble learning time
promote the right of every individual to relevant quality • Difficulty learning facts
education regardless of sex, age, breed, socio- • Confusing basic words
economics status, physical and mental condition, social • Poor coordination
and ethnic origin, political and other affiliations. • Problems with planning
→ Batas Pambansa Bilang 344 • Impulsive behavior
In 1983, The Accessibility Law. An Act to Enhance the • Difficulty acquiring knowledge
Mobility of Disabled Persons. • Having hard time learning phonetics
• Republic Act No. 6759
CASUAL PROBLEM
In 1989, The Law declared August 1 of each year as
"White Cane Safety Day" in the Philippines. • Neurological cause
• Republic Act No. 7610 • Genetic links
In 1992, The Law is An act providing for Strong • Tobacco, alcohol, and drug use
Deterrence and Special Protection against Child Abuse, • Problems during pregnancy or delivery
Exploitation and discrimination. • Toxins in child’s environment
• Presidential Proclamation No. 361 • Stress in child’s environment
In 2000, set new dates for the National Disabilty
Prevention and Rehabilitation.\ Neurological Cause
→ Republic Act No. 9288 • A damage to the brain may affect child growth
Genetic links work assignments that are modified
appropriately.
• It is not uncommon to find that several members • Teachers can give taped tests or allow dyslexic
of the same members have condition students to use alternative means of assessment.
Tobacco, alcohol, and drug use • Students can benefit from listening to books on
tape, using texpreading computer programs, and
• Babies would be at risk for learning problems from writing on computers.
• The use of drug may affect the receptor cells
Dysgraphia
Problems during pregnancy or delivery
• Dysgraphia is a learning disability that affects
• Mother’s immune system may attack the fetus writing abilities. It can manifest itself as
• Umbilical cord may be twisted difficulties with spelling, poor handwriting, and
trouble putting thoughts on paper.
Toxins in child’s environment
Common signs of Dysgraphia include:
• Lead and mercury particularly may disrupt the
braincell growth • Tight, awkward pencil grip and body position
• Illegible handwriting =Avoiding writing or
Stress in child’s environment
drawing tasks Tiring quickly while writing
• Corticosteroids release into bloodstream during Difficulty organizing thoughts on paper
stress damage the hippocampus demonstrated through speech
• Saying words out loud while writing Unfinished
Learning Disabilities: Facts and Statistics or omitted words in sentences
• Difficulty with syntax structure and grammar
• Approximately 5% of all students in the public
• Large gap between written ideas and
schools have a LD
• 2.8 million students are currently receiving understanding demonstrated through speech
special education services for learning disabilities Tips to help individuals with dysgraphia:
in the United States
• LD is the most common disability present today • Use paper with raised lines for a sensory
80% of all disabilities guide to staying within the lines. Try
different pens and pencils to find one that's
Five common learning disability most comfortable.
• Practice writing letters and numbers in the air
• Dyslexia
• Dysgraphia with big arm movements to improve motor
• Dyscalculia memory of these important shapes. Also
• Visual processing disorder practice letters and numbers with smaller
• Non-Verbal learning disability hand or finger motions.

Dyslexia
Tips to help individuals with dysgraphia:
• A language-based learning disability
• Encourage proper grip, posture and paper
• Involves a cluster of symptoms resulting in
difficulty with specific language skills, positioning for writing. It's important to
particularly reading. reinforce this early as it's difficult for students
• The core difficulty is with word recognition and to unlearn bad habits later on.
• Be patient and positive, encourage practice
reading fluency, spelling, and writing.
• Dyslexia is diagnosed in people of all levels of and praise effort becoming a good writer
intelligence. takes time and practice.
• There are no known causes of dyslexia. Dyscalculia
• Most people with dyslexia need help from a
teacher, tutor, or therapist specially trained in • Dyscalculia is a term referring to a wide range of
using a multisensors, structured language lifelong learning disabilities involving math and
approach. numbers.. Some warning signs for dyscalculia
include: Good at speaking, reading, and writing,
Tips to help individuals with dyslexia: but slow to develop counting
• difficulty reading numbers, or recalling numbers
• A student with dyslexia can be given extra time
to complete tasks, help with taking notes, and in sequence and order
Dyscalculia
• Trouble reading the clock and understanding time • Early speech and vocabulary development
• Difficulty remembering schedules Remarkable rote memory skills
• trouble estimating how long something may take • Attention to detail
• poor sense of direction trouble counting days • Early reading skills development Excellent
before vacation spelling skills
Tips for children with Dyscalculia • Also, these individuals have the verbal ability
to express themselves eloquently.
• Introduce new skills beginning with concrete • motoric (lack of coordination, severe balance
examples and later moving to more abstract problems, and difficulties with graph motor
applications. skills).
• For Language difficulties, explain ideas and
Problems clearly and encourage students to
ask questions as they work.
• Use a step-by-step approach • Motoric (lack of coordination, severe balance
• Build on children's strength problems, and difficulties with graph motor
• Encourage children to avoid fear with skills).
numbers
Visual Closure
• Visual-spatial-organizational (lack of
• The ability to identify or recognize a symbol image, poor visual recall, faulty spatial
or object when the entire object is not visible perceptions, and problems with spatial
relations). social (lack of ability to
Object recognition
comprehend nonverbal communication,
• The ability to consistently recognize letters, difficulties adjusting to transitions and novel
numbers, symbols, words, or pictures situations, and deficits in social judgment and
social interaction).
Tips: • Sensory (sensitivity in any of the sensory
For reading: modes: visual, auditory, tactile, taste or
olfactory)
• Enlarge print for books, paper, and
worksheets. Create a "window" using an Other disability associating LD.
index card which can be used to block out • Dyspraxia (sensory integration disorder):
peripheral material which can be distracting difficulties with motor coordination; fine
while reading. motor skills.
• Central Auditory Processing Disorder
For writing: (CAP): difficulties Interpreting auditory
information, a disorder where the
• Use paper that structured (dark, bold lines) information is taken in through the ears but is
Paper that is divided into large sections can not accurately processed by the brain (the
be used for writing math problems brain does not process what is actually
heard/said)
• Dysnomia: Difficulty in using words;
Teaching Style problems between storage in the brain and
• Try to avoid the student's weakness For retrieval from the brain when words are
example, if you write something on the, required
board, verbalize what is being written. • Attention Deficit Hyperactivity Disorder:
difficulties with concentration and focus;
impulsivity
Non-verbal Learning Disabilities
General Strategies that are useful...
• A non-verbal learning disorder (NLD) is a
neurological syndrome consisting of specific • Slow down instruction
ASSETS AND deficits. • Use eye contact to make sure student is engaged
• Write rules and instructions on the board with
bold lettering
 • Have students reiterate instructions or rules of Multiple sclerosis
games
• Modify equipment to fit the specific LD • In this disease, the immune system eats away at
• Practice small games before playing on larger the protective covering of the nerves, disrupting
scale Be visual communication between the brain and the body.
• Provide many opportunities of differentiated Symptoms of MS include vision loss pain, fatigue
instruction and impaired coordination. Physical therapy and
• Have students model the skill being learned medication can help with symptoms and slow
• Humor will lighten anyone's anxiety progression.
• Have a student act out position in a game before Celebral palsy
hand
• Peer partners can be effective - CP is a permanent disorder resulting from brain injuries
• Maintain consistent class routines that occur during fetal development, birth or shortly
• Know your student and build rapport! thereafter. With CP, motor skills are disrupted, and the
• Be Patient! individual sometimes experiences paralysis or seizures.
Gait and posture can worsen over time if not properly
managed. It cannot be cured, but with the right education
TYPOLOGY OF LEARNERS and treatment, a person with CP can live a full life.
Epilepsy
CATEGORIES OF SPECIAL NEEDS
• Those with epilepsy have a tendency to have
recurring seizures. Seizures are caused by a
sudden burst of electrical brain activity and thus
1. Physical needs cause a temporary disruption in the messages
Allergies and asthma passing between brain cells. Affecting people of
all ages, epilepsy is largely unpredictable but can
• Allergies are common and often come from be managed by a range of therapies, from
environmental factors, like pollen count or food medication to a service animal.
sensitivities. Acute allergies may produce a
hypersensitive reaction known as anaphylaxis.
Asthma is a condition where the airways become 2. Developmental Needs
inflamed. swelling, constricting and producing • Delays in development are typically apparent.
excess mucus, making breathing difficult. very early in life, but some aren't obvious until a
Inhalers and oral steroids can help manage person reaches a certain level in their education.
varying intensities of asthma. Early intervention is key for managing a
developmental special need.
Limb differences
Down syndrome:
• Someone may be born with a differently
developed limb or they may lose a limb later in • presence of an extra chromosome in a person's
life, and both require adapting to the world DNA
around them. An individual without arms may • visual or auditory problems, thyroid disease,
learn to do more with their legs and feet. decreased muscle tone or cardiac conditions early
Someone who loses mobility in their legs may intervention is available, as children with
find more independence in an efficient prosthesis. • Down syndrome will experience delays in
mobility and educational development.
Juvenile and chronic arthritis
Autism spectrum disorder
• This condition is much more unbearable during
periods of time known as "flare-ups," where the • verbal and nonverbal communication can be
patient experiences a great deal of joint affected, evident before age 3
inflammation and pain, accompanied by a loss of • repetitive activities and resistance to change in
strength, endurance and stamina. A child may routines. Autism may also fall under sensory-
outgrow juvenile arthritis, but chronic arthritis impaired special needs.
throughout life can be managed with countless
methods, including home care, massage, Dyslexia
exercise, steroids and other medications or
surgery.
 • alters the way the brain processes the written • A person with this disorder has difficulty
word have difficulty reading. writing and receiving and responding to information from the
spelling. Treatment for dyslexia is more senses: vision, hearing, touch, smell and taste.
successful when started at a young age. rather They may have a heightened or lower sensitivity
than waiting until middle or high school to to stimuli like tolerating light, being touched,
address. maintaining eye contact and loud noises.
3. Behavioral/ Emotional Needs
Teaching strategies
Dissociation
• Provide an outline of what will be taught -
• lack of connection in someone's thoughts, highlight key concepts and provide opportunities
memory or sense of identity resulting in multiple to practice new skills and concepts.
personality disorders or other dissociative • Provide reading lists well before the start of a
mistrust authority and keep secrets, making it course that reading can begin early.
difficult to treat them. • Whenever you are introducing procedures or
processes or giving directions, for example in a
Obsessive compulsive disorder laboratory or computing exercise, ensure that
• have obsessions or excessive thoughts that lead to stages or sequences are made clear and are
repetitive behaviors. affects people of all ages and explained in verbal as well as written form.
results in unwanted, intrusive thoughts and • Students may benefit from using assistive
urges. technology.
• Use clear, succinct, straightforward language.
Reinforce learning by using real-life examples
Attention-deficit (hyperactivity) disorder and environments.
• Use a variety of teaching methods so that students
• a disorder marked by an ongoing pattern of
are not constrained by needing to acquire
inattention and/or hyperactivity-Impulsivity that
information by reading only. Where possible,
interferes with functioning or development.
present material diagrammatically - in lists, flow
Attention-deficit (hyperactivity) disorder charts, concept maps etc.
• Keep diagrams uncluttered and use color
• a disorder marked by an ongoing pattern of wherever appropriate to distinguish and
inattention and/or hyperactivity-impulsivity that highlight.
interferes with functioning or development. • Wherever possible, ensure that key statements
and instructions are repeated or highlighted in
Eating disorders:
some way.
• with abnormal eating habits-be they insufficient • One-to-one tutoring in subjects may be
or excessive-can be categorized as having an important; this can include peer tutoring.
eating disorder. • Students may benefit from having oral rather than
• like anorexia and bulimia, can affect someone's written feedback on their written assignments. It
physical and emotional health. may be helpful for students with intellectual
disability to have an individual orientation to
laboratory equipment or computers to minimize
anxiety.
4. Sensory Impaired Special Needs
Sight-impaired TIPS FOR EDUCATORS
• Blindness and loss of sight can be managed and • Teach empathy.
diagnosed by an eye doctor. • Teach responsibility by encouraging
Hearing-impaired contributions.
• Teach decision-making and problem-solving
• Deafness and loss of hearing can affect the way skills that reinforce self-discipline.
an individual learns and processes. An ear, nose • Offer encouragement and positive feedback.
and throat specialist and assistive technologist • Help children learn to deal with mistakes.
can help.
GIFTED AND TALENTED LEARNERS
Sensory processing disorder
Qualities of the gifted and talented
 • They learn more quickly and independently than enrichment material or is otherwise unable to
most stunts their own age. involve herself in the material fully.
• They often have well-developed vocabulary, as
well as advanced reading and writing skills. SOCIAL- EMOTIONAL DEVELOPMENT AND
• They are very motivated, especially on tasks that LDS
are challenging or difficult. Bullying
• They hold themselves to higher than usual
standards of achievement • Being different from their peers can set students
• They are not necessarily awkward socially, less up for targeting by bullies.
healthy, narrow in their interests-in fact, quite the • Students with LDs may feel less competent and
contrary. less confident than their peers and therefore feel
less able and less entitled to stand up for
ACCELERATION themselves. This may be aggravated by their
• involves either a child's skipping a grade, or else difficulty expressing thoughts and feelings.
the teacher's redesigning the curriculum within a • They may have difficulty understanding the
particular grade or classroom so that more verbal or nonverbal communication and the
material is covered faster intentions and expectations of others.
• believes that children who have skipped a grade • They may have difficulty managing their own
usually function well in the higher grade, both behavior and feelings. They may be too loud,
academically and socially hyper, disruptive, talkative etc. Peers may find
this sort of behavior irritating.
Limitations • Some students with LDs are too honest and are
unable to conceal their weaknesses and mistakes,
• skipping grades cannot happen repeatedly unless thus leaving them vulnerable to others.
teacher, parents, and the students themselves are
prepared to live with large age and maturity CHRONIC HEALTH CONDITIONS
differences within single classrooms there is no
guarantee that instruction in the new, higher-
grade classroom will be any more stimulating Common Characteristics of a Student with Chronic
than it was in the former, lower-grade classroom Health Conditions
• Redesigning the curriculum is also beneficial to • Student has difficulty taking notes due to
the student, but impractical to do on widespread fatigue, hand stiffness, or lack of
basis; even if teachers had the time to redesign concentration.
their programs, many non-gifted students would • Student experiences lack of concentration,
be left behind as a result 'memory fog,' severe pain, physical
ENRICHMENT limitation, frequent absences, or other
physical symptoms.
• involves providing additional or different • Student experiences physical symptoms that
instruction added on to the usual curriculum goals require immediate or frequent interventions
and activities. such as going to the washroom, getting a
• Instead of moving ahead to more difficult kinds drink, or moving to relieve stiffness of pain.
of math programs, the student might work on • Student is easily fatigued or exhausted.
unusual logic problems not assigned to the rest of • Students is easily distracted due to symptoms
the class. such as reduced concentration, pain, or other
• exists to help classroom teachers working with physical symptoms.
gifted students (and save teachers the time and • Students has reduced overall health and is
work of creating enrichment materials unable to meet the usual deadlines for
themselves) assignments, tests, and exams.
Limitation Commonly Suggested accommodation/ classroom
adaptions
• Since enrichment is not part of the normal,
officially sanctioned curriculum, however, there • Permit the use of assistive technology (e.g., computer.
is a risk that it will be perceived as busywork digital voice recorder). Provide the support of a tutor
rather than as intellectual stimulation, particularly • Allow extra time for assignments, tests and
if the teacher herself is not familiar with the examinations. Allow breaks during classes to go to
the washroom, drink water, and move around.
• Limit or space exams to avoid having too many on the Is in the top ground Is beyond the group
same day or during the same week. Listens with interest Shows strong feelings and
• Allow exams to be written in a separation room. opinions
• Allow some flexibility in course schedules, tests, and Needs 6- repetitions for Needs 1-2 repetitions
exams. mastery
• Perhaps suggest a reduced course load. Understands ideas Constructs abstractions
Enjoys peers Prefer adults
GIFTED CHILDREN Grasps the meaning Draws inferences
Completes assignment Initiates projects
What is giftedness? Is receptive Is intense
Copies accurately Creates new design
• Gifted child, any child who is naturally brilliant with
Learns with ease Already knows
a high degree of general mental ability or
extraordinary ability in a specific sphere of activity or
CAUSES
knowledge.
• There is no broadly accepted definition. It is based on How giftedness evolves?
the situation. Schools generally look at ability and
intelligence tests, but do not all use the same standard. Nature (genetics)
• Talented, which includes all areas of a child's life: • Relates to heritage of an individual.
academic, artistic, athletic, and social.
• Gifted children often means that they develop Nurture (Environment)
asynchronously, which means that their minds grow
ahead of their physical growth, and this explains why • Relates to environmental influences on individuals.
they are in an advanced progress than children of their Culture (Values)
own age.
• Relates to characteristics and attributes a society or
Exceptional Development culture value in an individual.
• ...can be seen in both the intellectually gifted and • Experience
those with intellectual deficits (Klinefelter's
Syndrome, Pervasive Developmental Disorder, • Biological factors
Autistic Disorder and Asperger's Syndrome) • Social factors
• No single factors that “causes” giftedness
Intellectually Gifted
THEORIES OF INTELLIGENCE
• Known as GIFTED or TALENTED.
• Someone who shows, or has the potential for • In the 1950s, researchers and psychologists mainly
showing, an exceptional level of performance in one identified giftedness in terms of a high score on an IQ
or more areas of expression. -About 5% of the student (intelligence Quotient) test testers have used the
population (3 million children) following classifications to describe differing levels
of giftedness.
Intellectually Gifted • Bright: IQ, 115+ (one in six)
• Any child who is naturally endowed with a high • Moderately gifted, IQ, 130+, (1 in 50)
degree of general mental ability or extraordinary • Highly gifted: IQ, 145+ (1 in 1000)
ability in a specific sphere of activity or knowledge. • Exceptionally gifted/genius: IQ, 160+ (1 in 30,000)
• Those who have an intelligence quotient (IQ) of 130 • Profoundly gifted/genius: IQ, 175+ (1 in 3 million)
or above. • In earlier times, the term genius was widely used to
describe gifted children, but it is now limited to the
A BRIGHT CHILD A GIFTED CHILD exceptionally gifted, with an IQ that tests higher than
Knows the answer Asks the question 160. Only a small fraction of the numbers of gifted
are classified as geniuses.
Is interested Is highly curious • Still today gifted children are often classified using
Is attentive Is mentally and physically IQ tests, but developments in theories of intelligence
involved have raised serious questions about the appropriate
Works hard Plays around, yet tests uses and limits of such testing
well
Answers the questions Discusses in detail,
elaborates THEORY OF MULTIPLE INTELLIGENCE
• The Multiple Intelligences hypothesis put forth by • Exhibit independence • Challenge and
Howard Gardner in his 1983 book Frames of Mind and nonconformity question indiscreetly
states there are several types of intelligences, each • Exhibit rebellious
with its own type of genius in his book "The behavior
Disciplined Mind" & based on his work, giftedness
can be defined as a child being exceptionally • Heightened self- • Social isolation
competent in one or more of the following areas. awareness • Low self-esteem due
• Relate more to older to seeing differences
children and adults from peers as bad
• Linguistic intelligence • Seen as a “show off”
• Logical-mathematical intelligence •
• Keen sense of humor Use humor
• Bodily/kinaesthetic inappropriately or to
• Musical intelligence attack others
• Spatial intelligence • Frustration when
• Interpersonal intelligence humor not
• Intrapersonal intelligence understood
• Naturalist intelligence
• Spiritual intelligence • Posses unusual • Seen as “weird”
imagination
CHARACTERISTICS

Educating gifted child...

Characteristics of gifted and talented
• Gifted learners must be given stimulating
• Learn Quickly and • Become bored and educational experiences appropriate to level of
Easily frustrated ability.
• Able to use abstract • Dislike repetition • Only 1/2 of gifted learners receive education
thought and critical • Receive negative appropriate to their needs.
reasoning adult • Gifted education programs fulfill both individual
attitudes to smartness and societal needs.
• Exhibit Verbal • Dominate Some of the Problems Faced by Gifted Child
Proficiency Discussions
• Difficulty in listening • Values, Traditions, and Uniqueness.
skills • Intensity, perfectionism and stress.
• Lack of motivation and Underachievement...
• Have a high energy • Becomes frustrated
level with inactivity and Values, Traditions, and Uniqueness
lack of challenge
• Gifted children may behave in ways that are
• Be extremely • Disrupt class routine inappropriate and rude, such as questioning about
persistent • Resist interruptions age and weight. This is because they are curious
• Concentrates on tasks or schedules but simply still haven't acquired social customs.
of high interest for • Perceived as Gifted children, with their quick and logic minds,
extended periods of stubborn or may become in trouble for challenging traditions
time uncooperative as an expression of their rebellious independence.
Gifted children, particularly those who are more
• Exhibit unusual • Be unusually creative, often challenge traditions and values.
emotion depth and vulnerable Expectations by Others. Gifted children,
intensity • Perceived as particularly the more creative, do not conform.
• Be highly insensitive immature Nonconformists challenge traditions, rituals,
• Be acutely perceptive • Be confused if roles, or expectations. Such behaviors often
thoughts and feelings prompt discomfort in others. The gifted child,
not taken seriously sensitive to others' discomfort, may then try to
hide abilities. "(James T. Webb, 1994, Nurturing
• Aim at perfection • Feel frustrated
Social-Emotional Development of Gifted
• Feel failure
Children)
 • When children choose to break family or societal 2. Help children separate themselves from their
traditions, parents can help them understand the products, particularly their grades.
cost-benefit ratio of their actions. 3. Help them understand that mistakes are a normal
part of learning.
INTENSITY, PERFECTIONISM AND STRESS
Intensity Stress
• Gifted children emotions tend to be intense and • Constant striving to live up to self-expectations or
complex just as their thinking. those of others- to be first, best, or both can be
• Emotional intensity in the gifted is not a matter of very stressful.
feeling more than other people, but a different • Stress occurs even when everything is going well.
way of experiencing the world. Youngsters get tired from their constant efforts
• Emotional intensity can be expressed in many and may secretly fear that next time they will not
different ways, such as emotional ties and be as successful.
attachments to others, empathy and concern for • Vacations may be stressful if students are
others, sensitivity in relationships, attachment to comfortable only when achieving and
animals, difficulty in adjusting to new succeeding. Taking time off may make them feel
environments, loneliness, conflicts with others nervous and lacking control.
over the depth of relationships it can also be • Nature provides healing/respite for those children
expressed as bodily symptoms such as tense in unhealthy life situations
stomach or sinking heart. • "The ability to play is critical not only to being
• Emotionally intense gifted people often feel happy but also to sustaining social relationships
abnormal. "There must be something wrong with and being a creative, innovative person." Stuart
me... maybe I'm crazy... nobody else seems to feel Brown
like this."
• Emotionally intense gifted people often Underachievement (Lack of Motivation / Disabilities)
experience intense inner conflict, self-criticism,
anxiety and feelings of inferiority. • Underachievement: discrepancy between a
• Feeling everything more deeply than others do child's school performance and some ability
can both be painful and frightening. index such as an IQ score. Some children get
really excited before they enter kindergarten but
• It is vitally important that gifted children are when they get into school and start to being
taught to see their heightened sensitivity to things teenagers they would stop being as excited
that happen in the world as a normal response for • Roots of underachievement in middle and high
them. If this is not made clear to them they may school are sometimes planted in the elementary
see their own intense experiences as evidence that grade when a child's curriculum is not
something is wrong with them. appropriately challenging
• We must motivate these children to stay on the
Perfectionism same amount of motivation.
• gifted children are more likely to exhibit FACTORS THAT AFFECT CHILD'S LEVEL OF
perfectionistic tendencies than other MOTIVATION
children.(this can be positive or negative)
• Winner (1996) noted that gifted children are well • Health: poor eating habits, lack of sleep, hearing
known to be perfectionists, "But being a and visual impairment.
perfectionist could well be a good thing if it • Family: because gifted children are sensitive,
means having high standards, for high standards they are heavily influenced by family problems;
ultimately lead to high achievement" (Winner, So, life-style, family roles and Structure can
1996, p. 215). neurotic perfectionists are "unable affect the child's motivation.
to feel satisfaction because in their own eyes they • Relationships: Children want to fit in with their
never seem to do things good enough to warrant peers. they act like they are not as intelligent as
that feeling."(Hamachek (1978)) they really are because their friends will call them
a nerds or teacher's pets. For some students,
underachieving is a way to gain popularity.
How to deal with perfectionism? • Expectation: Setting extreme standards (too high
1. Show children that you value them more for who or too low) will turn students off to school.
they are as people than for what they can do. Researchers have found that students learn best in
 what is labeled their zone of proximal with gifted child who has hearing impairment
development (ZPD). In order learn we must be Speak clearly, not loudly. Shouting distorts
presented with tasks that are just of reach of a the lips and makes lip reading difficult.
presence abilities.
• "we will talk that in next semester you will learn So, they need....
that later">>> like these sentences makes the • Individualized Education
child lose his/her motivation to learn. • Special Classes
• Message that mistakes and failures are • Special Activities
unacceptable • Acceleration/Promotion
Hidden Gifted
• The "hidden gifted" (which includes gifted STRATEGIES FOR TEACHING GIFTED AND
students who have disabilities or learning TALENTED LEARNERS
difficulties) should be identified and • Create alternative activities that go beyond
adequately catered for. the regular curriculum.
• Those whose giftedness and disabilities will • Work with students to design an independent
probably remain unnoticed throughout their project that they would be interested in
school life. completing for credit.
• Unless gifted students are supported to • If possible, involve students in academic
develop their potential, their talents may be competitions in your area.
buried by the weight of their disability. • Create tiered assignments, which have
Gifted students with disabilities require: different expectations for different levels of
learners.
1. adults who believe in them
2. teachers who have high expectations and show
confidence in their ability to succeed Technology and Gifted and Talented Students
3. an environment that facilitates achievement • Computers allow students to move at their
Hidden Gifted own pace.
• Computers can be used to complete
alternative activities and independent
Physical disabilities projects.
• Many computer programs can be used to help
• an inability to give a verbal response limited students learn and master new material not
mobility covered in the regular classroom.
• a lack of fine motor coordination • There are some online educational programs
• They need the special programmes to for gifted and talented students, such as
overcome the obstacles: Assistive EPGY at Stanford University.
equipment: such as pencil grips, special • They need a DEDICATED AND
scissors, computers, communication boards, PASSIONATE TEACHER!
and voice synthesizers.
Myths about IG....
Sensory disabilities • Gifted students need to serve as examples to
others, and they should always assume extra
• Students who are gifted and have a sensory responsibility.
impairment (with visual and hearing • Gifted students are naturally creative and do
impairments) will require teachers to adapt. not need encouragement.
their curriculum and teaching methods.
• suggest programmes need to include:
1. critical thinking
2. creative thought processes
3. social and emotional content
• It is important to focus on the student's
abilities and allow them to have challenging
curricula in addition to receiving help for
their learning disability. For example to deal