WHAT IS MORALITY?

 Spiritual Values- -grasped in spiritual acts of

 Morality refers to the quality of human acts by preferring, loving, and hating
which we call them right or wrong, good or evil - Values of right C wrong, of pure knowledge
 Human action is right when it conforms with the g. Values Clarification  We must clarify what
norm, rule, or law of morality. we really value.
WHAT IS FOUNDATIONAL MORAL  Value- individual beliefs, attitudes, C activities w/
PRINCIPLE?  the ff. criteria:
Principle- Latin “princeps” meaning “a beginning or a
source” - Freely chosen Chosen among alternatives 
Chosen after due reflection  Prized C cherished
 A principle is that on which something is based,  Publicly affirmed  Incorporated into actual
founded, originated, initiated. behavior  Acted upon repeatedly in one’s life.
 A foundational moral principle is the universal A. TEACHING AS A VOCATIONVocation-
norm upon which all other principles on the “vocare”, “call”
rightness or wrongness of an action are based.
- There is a caller, someone is called
 It is the source of morality- “Do good and avoid
evil ”. - To respond positively to God’s call for one to
teach and that the positive response to this call be
THE TEACHER AS A PERSON OF GOOD
firmer and firmer through the years
MORAL CHARACTER (Cosgrave, William)
Fully human  loving  virtuous  morally B. TEACHING AS A MISSION Mission-
mature “misio”, “to send” –
VALUES FORMATION Task assigned - One is to accomplish an
assigned task
Transcendent values- universal values
- When one is called to be a teacher, he/ she is
- they remain unchanged amidst changing times. -
to accomplish the mission to teach.
beyond changing time, space C people
- One has to prepare for it- one cannot take his/ her
[Link] are taught and caught
studies for granted.
[Link] have cognitive, affective, and behavioral
However, one’s preparation does not culminate at
dimensions.
the end of the four- year pre- service education-
c. Value formation includes formation in the “once a teacher, forever a student”.
cognitive, affective, and behavioral aspects
- A teacher has to contribute to the betterment of
d. Value formation is training of the intellect C the this world in his/ her unique way but the most
will significant is the HUMANIZATION OF LIFE ON
EARTH.
e. Virtuous vs. vicious life and their effect on
the will - To teach is to influence every child entrusted in
your care to become better and happier.
[Link] Scheler’s Hierarchy of Values
[Link] AS A PROFESSION
 Pleasure Values- pleasant against unpleasant
Professional- denotes long and arduous years of
e.g. experiences of pleasure C pain preparation, striving for excellence, dedication to
the public interest and commitment to moral and
 Vital Values - values pertaining to the well-being ethical values
either of an individual or of the community
- When one takes teaching as his/ her
e.g. health, vitality, capability, excellence profession, one must be willing to go through
arduous years of
preparation and a continuing professional ⮚ The universal norm upon which all other
development. Moreover, one must strive for principles on the rightness or wrongness
excellence, commit to moral, ethical, and religious of an action are based.
values and dedicate oneself to public service.
⮚ It is a source of morality
- One should not give in to “striving for excellence”
as it brings the “pwede na” mentality which is an natural law -it is the law “written in the hearts of
indicator of defeatism and a resignation to men
mediocrity. This leads to complacent mentality in
which excellence eludes the teacher. Golden Rule of Christianity (positive form)

THE 21ST CENTURY SKILLS “ act in such a way that your maxim can be the
maxim for all.-- Immanuel Kant
A. COMMUNICATION SKILLS
The Two Great Commandments
1. Teaming 2. Collaboration 3. Interpersonal skills
4. Local, national, and global orientedness 5. “ love God with all your heart, with all your mind,
Interactive communication with all your strength”
B. LEARNING AND INNOVATION SKILLS “ love your neighbor as you love yourself”
1. Creativity 2. Curiosity 3. Critical thinking C Buddhist (Eightfold Path)
problem solving skills 4. Risk taking 1. Strive to know the truth
2. resolve to resist evil
C. INFORMATION, MEDIA, AND
3. say nothing to hurt others
TECHNOLOGY SKILLS
4. respect life, morality and property
1. Visual and information literacies 2. Media 5. engage in a job that does not injure others
literacy 3. Basic scientific, economic and 6. strive to free their mind of evil
technological literacies 4. Multicultural literacy 7. control their feelings and thoughts
8. practice proper forms of concentration
D. LIFE AND CAREER SKILLS
The Islamic Koran
1. Flexibility C adaptability 2. Leadership C
responsibility 3. Social C cross-cultural skills 4. forbids lying, stealing, adultery, and murder
Initiative C self-direction 5. Productivity C Five Pillars of Islam
accountability 6. Ethical, moral C spiritual values 1. Prayer
2. self-purification by fasting
3. fasting
The Foundational Principles of Morality and 4. almsgiving
You 5. pilgrimage to Mecca for those who can
afford
Morality refers to “ the quality of human acts by
which we call them right or wrong, good or evil.”
A man’s action, habit or character is good when it
is not lacking of what is natural to man.
Foundational Moral Principle

Principle

⮚ Is that on which something is based,

founded, originated, initiated.
⮚ it is likened to the foundation of a building
upon which all other parts stand.
Preamble of our Code of Ethics of Domains: a distinctive sphere of the teaching
Professional Teachers learning process, andalsoawell-defined arena for
“ teachers are duly licensed professionals who demonstrating positive teacher practices.
possess dignity and reputation with high moral Strands: specific dimensions of positive teacher
values as well as technical and professional practices under thebroadconceptual domain.
competence. In the practice of their profession,
they strictly adhere to, observe and practice this Performance Indicators: are concrete,
set of ethical and moral principles, standard and observable, and measurableteacherbehaviors,
values.” actions, habits, actions, routines, and practices
known to create, facilitate,and support enhanced
NCBTS student learning.
The Teacher Education and Development Who Should Use the NCBTS?
Program (TEDP) was conceivedfor
theimprovement of both pre-service and in-  Teacher Education Institution: to design and
service teacher education and implement effectivepre- service teacher education
toadvocateagreater format partnership between curricula.
the following:
 PRC: shall refer to this in designing their
 Commission on Higher Education (CHED) licensure exam for teachers

Teacher Education Institutes (TEIs)  Organizations and Agencies: that implement in-
service educationfor teachers (INSET) shall refer to
 Philippine Regulatory Commission (PRC) the NCBTS in developing their interventions.
 Award-giving Bodies: in defining their criteria for
 Department of Education (DepEd)
outstanding teachers.
 Civil Service Commission (CSC)  DepEd: in formulating its hiring, promotion,
supervision, and other policies related to the
One key element of TEDP is the establishment teaching profession.
of NCBTS in order for teachers tohavestandards
in carrying out a satisfactory performance of  Individual Teachers: all over the Philippines shall
their roles andresponsibilities. What is expected use the NCBTS for their professional
of the teacher in the classroom and in the development activities
community is basicallyspelled out in the NCBTS.
NCBTS Framework 7 Domains
The National Competency-Based Teacher
Standards (NCBTS) is an integrated theoretical 1) Social Regard for Learning (SRFL)
framework that defines the different dimensions of
effectiveteaching. 2) Learning Environment (LE)

Where effective teaching means being able to help 3) Diversity of Learners (DOL)
all types of students learn the different learning
goals in the curriculum. 4)Curriculum (Curr.)
The NCBTS is a set of competencies 5) Planning, Assessing, Reporting (PAR)
(behaviors, attitudes, and skills) that each
teache rmust possess to function effectively and 6)Community Linkages (CL)
satisfactorily. These are standards of good
teaching in the Philippines that consist of 7 7) Personal Growth C Professional
domains, 21 strands and 80 performance Development (PGPD)
indicators.
Domain 1. Social Regard for Learning (SRFL) Domain 6. Community Linkages (CL) The LC
The SRFL domain focuses on the ideal that domain refers to the ideal that classroom activities
teachers serve as positive and powerful are meaningfully linkedtotheexperiences and
rolemodelsofthe value in the pursuit of different aspirations of the learners in their homes and
efforts to learn. The teacher 's action, statements, communities. Thus, this domainfocuseson
anddifferenttypes of social interactions with teachers’ efforts directed at strengthening the links
students exemplify this ideal. between schools and communities
Domain 2. Learning Environment (LE) tohelpintheattainment of the curricular goals.
Domain 7. Personal Growth s Professional
This domain focuses on importance of providing Development (PGPD) The PGPD domain
a social, psychological and physical environment emphasizes the ideal that teachers value having a
within which all students, regardless of their high personal regardfor the teaching profession,
individual differences in learning, can engage in the concern for professional development, and
different learning activities and work towards continuous improvementas teachers.
attaining high standards of learning
Domain 3. Diversity of Learners (DOL) The
DOL domain emphasizes the ideal that teachers
can facilitate the learning process even with
diverse learners, by recognizing and respecting
individual differences and by using knowledge
about their differences to design diverse sets of
learning activities to ensure that all learners can
attain the desired learning goals.
Domain 4. Curriculum (Curr.) The curriculum
domain refers to all elements of the teaching-
learning process that workin convergence to help
students understand the curricular goals and
objectives, and to attain high standards of learning
defined in the curriculum. These elements include
the teacher's knowledge of subject matter and the
learning process, teaching-learning approaches
and activities, instructional materials and learning
resources.
Domain 5. Planning, Assessing s Reporting
(PAR) This domain refers to the alignment of
assessment and planning activities. In particular,
thePAR focuses on the (1) use of assessment
data to plan and revise teaching-learning plans;
(2) integration of assessment procedures in the
plan and implementation of teaching-
learningactivities, and (3) reporting of the learners
' actual achievement and behavior.
Language and the Brain - Right hemisphere does better in
pattern- matching tasks, recognizing
Neurolinguistics- The study of the relationship
faces, and spatial orientation.
between language and the brain.
- Localization: Different human cognitive
The human brain
abilities and behaviors are
localized in specific parts of the brain.
 Composed of +/- 10 billion
- e.g., speech comprehension is
nerve cells (neurons) controlled by the Wernicke’s area
 The highest level of the brain is the - Lateralization: Any cognitive function that is
cerebral cortex (found only in mammals, localized primarily in one side of the
and human has the greatest proportion of brain
cortex).
- e.g., language is lateralized to the
Language representation and processing left hemisphere
occurs in the cortex
- Split-brain patients: evidence for
The brain is composed of cerebral hemispheres: lateralization
 Right hemisphere: supervises left side - In the past, some cases of
of body severe epilepsy were treated
by cutting the corpus
 Left hemisphere: supervises right side of callosum, severing the
body connection between the two
hemispheres.
“Contralateral brain function”/ “Contralateral
neural control” - Messages sent to the hemispheres
cause different responses in split-
The corpus callosum connects the left and
brain patients.
right hemispheres.
 Network of two million fibers - Object placed in the left hand
(right hemisphere): object can be
 Location: Above the thalamus, under used but not named
the cortex - Object placed in the right hand
 Function: Allows the left and right (left hemisphere): object can be
hemispheres to communicate by named and described
transmitting neural messages between immediately
them LANGUAGE AREAS OF THE BRAIN
Modularity of the brain
1. Broca’s area or anterior speech cortex
The brain is divided into distinct anatomical -Located in the frontal part of the left
faculties that are directly responsible for specific hemisphere of the brain
cognitive functions. -Discovered in 1861 by French surgeon
Paul Broca, who found that it serves a vital
- Left hemisphere is superior for role in the generation of articulate speech
language, rhythmic perception, -Responsible for speech production
temporal-order judgments, and
mathematical thinking skills
 2. Wernicke’s area (or posterior speech production severely impaired
cortex)
-Trouble with function words (e.g., articles,
- Located in the posterior third of
prepositions, pronouns)
the upper temporal convolution
of the left hemisphere of the brain -Trouble with inflectional morphology (e.g., -ed, -s)
- First described in 1874 by -Difficulties forming grammatical sentences
German neurologist Carl
Wernicke -Difficulties understanding complex sentences
- Contains motor neurons involved (e.g.,
in the comprehension of speech Brain disturbance and speech disorders
3. Motor cortex
1. Broca’s aphasia
1. An area that generally controls
-Example: Eliminates inflections such as -ed or
movement of the muscles
end of the word such as -er (in ‘after’).
2. Initiates impulses that travel
2. Wernicke’s aphasia
through the brain stem to produce
audible sounds -Results from damage to the temporal lobe of the
4. Acuate fasciculus brain
-Individuals with Wernicke aphasia speak in long,
- A bundle of axons (or nerve fibers) garbled sentences (word salad) and have poor
that connects Broca’s area and Wernicke's area in speech comprehension.
the brain
Effects:
Brain disturbance and speech disorders
 Fluent speech
1. Broca’s aphasia
 Good intonation
- Results from damage to the
frontal lobe of the brain  Lexical errors
- Individuals with this form of
 Nonsense words
aphasia are able to comprehend
speech but have great difficulty  “Word salad”
expressing their thoughts.
- People with Broca aphasia  Comprehension
speak in short phrases that impaired (“Language
include only nouns and verbs and the Human Brain,”
(telegraphic speech). n.d.).

2. Broca’s aphasia Wernicke’s aphasia- Example: When

asked to repeat the word glass, he or she
Effects: might say
‘window’ or something related to glass.
-intelligence not necessarily affected Broca’s and Wernicke’s areas
Broca’s area controls syntax.
-understanding not necessarily affected Wernicke’s area controls semantics
  During language development, the right
hemisphere can take over many
3. Global aphasia language functions if necessary.

-Results from extensive brain damage  Child hemispherectomy patients are able
to reacquire a linguistic system, albeit
-Individuals with global aphasia exhibit symptoms delayed.
of both Broca and Wernicke aphasia.
 In adults, the right hemisphere cannot
Speech therapy may be useful to treat aphasia. take over linguistic functions anymore.
In some instances, improvement may be due to
assumption of some language functions by  Plasticity of the brain decreases with age.
other areas of the brain, but recovery is usually
incomplete. Language autonomy

Hemispherectomy: a medical procedure that Children with SLI (Specific Language

involves removing one hemisphere of the brain Impairment):

In adult hemispherectomy patients:  have difficulties in acquiring language,

BUT
 Left cerebral hemisphere removed
 do not have brain lesions responsible
o lose most but not all of their for language difficulties
linguistic competence  have no other cognitive deficits
Therefore: Language ability ≠ General cognition
o lose the ability to speak
Grammatical faculty is separate from other
and process complex
cognitive abilities.
syntactic patterns
Evidence from aphasia, SLI, and the asymmetry of
o retain some language
abilities in linguistic savants strongly supports the
comprehension ability view that language faculty is autonomous,
 Right cerebral hemisphere removed genetically determined, and consists of
multiple brain modules.
o difficulty in understanding jokes
It is not derived from more general intelligence.
and metaphors

o cannot use loudness and “Research shows that people with aphasia can
continue to improve their language even years
intonation as cues to whether a
after their stroke, and that intensive therapy is
speaker is angry, excited, or
essential for making changes in the brain”
merely joking.

Thus: The right hemisphere also has a role in

normal language use
Plasticity

To some extent, the brain may reassign functions

to different areas of the brain. This is due to the
plasticity of the brain.
 Left hemisphere is predisposed to learn
language.