BENLAC LESSON 2

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Cards (78)

  • Teachers

    • Know the needs of all stakeholders
    • Understand the psychology of the learner
    • Are aware about the teaching methods and teaching strategies
    • Play the role as evaluator for the assessment of learning outcomes
  • Qualities teachers must possess
    • Planner
    • Designer
    • Manager
    • Evaluator
    • Researcher
    • Decision maker
    • Administrator
  • Curriculum planning

    1. Analysis of vision, mission, philosophy, social forces, needs, goals and Objectives
    2. Treatment of knowledge, human development, learning process & instruction
    3. Decision
  • Curriculum preparation

    Systematic data, content, selection, collection, assessment, organization
  • Design factors

    • School (levels, types, Structures)
    • Educational technology
    • Systemic vocational
    • Social reconstruction
  • Teacher develops and designs curriculum

    1. Analysis of social needs
    2. Translating the needs into course/general/ learning/terminal objectives
    3. Splitting the objectives into specific objectives
    4. Grouping the specific objectives into subjects
    5. Deriving the subjects from the above classification
    6. Specifying enabling objectives
    7. Unitizing each subject matter
    8. Specification of required time
    9. Syllabus formulation
  • Curriculum development phases

    1. Instructional development
    2. Materials & media development
    3. Methods of teaching & testing
  • Implementation of the Curriculum
    1. Instructional scheme of each subject to be completed in the semester
    2. Planning the lessons as per timetable
    3. Using the transactional strategies
    4. Using the appropriate media
    5. Providing the learning resources
    6. Promoting classroom learning experiences
    7. Progressive testing
  • Curriculum evaluation

    1. Intra-curricular evaluation
    2. Teacher evaluation of students
    3. Student evaluation of teachers
    4. Materials evaluation
    5. Verification of methods
    6. Evaluation of tests and examinations
    7. Checking the learning outcomes while on the field
    8. Curriculum review/ improvement/ change/ modification
    9. System revision
  • After evaluating the prepared curriculum, if it is observed that the curriculum is not satisfactory then developer turns for revising and improving phase
  • Building and Enhancing New Literacies Across the Curriculum
    • Avoid mismatching labor and services to the community counterparts of the institutionalized curriculum
    • Fit and merit the educational qualification, relevant experience and performance
  • Program of Studies

    • The program of studies required and implemented by the school/college/university should meet prescribed standards
    • It should work the Vision, Mission and Goals (VMGs) of the college towards the specific objectives of the institution and of the courses concerned
    • The program of studies should provide for a curriculum with clear-cut goals for human and national development and for practical experience directly related to the professional roles for which the students are being prepared
    • Provisions should be made for a "planned interaction" and periodic reassessment of the curriculum both community counterpart, alumni, parents, administration, faculty and students should be involved
  • Instructional Procedures

    • The Outcomes-Based Teaching Learning Plan (OBTLP) is an effective forerunner approach of the generations
    • The methods used in imparting instruction are employed with a view of guiding the student's self-realization through the development of his/her analytical and critical judgments and the stimulation of his/her social awareness
    • They are adapted to the subject matter, situational needs and individual differences, and are conducted on a collegiate level
    • A variety of instructional procedures is normally to be expected, such as lectures, team-teaching, group techniques, cooperative, collaborative, buzzing, dialectic, panel, video conferencing, computer – aided Instruction, simulation, report, collage making, pictorial, think piece & journal making, analysis, laboratory, field trip, experimentation, and etc.
    • The college should make judicious use of a number of teaching devices, such as audio-visual aids, computer– aided instruction, modern information technology, graphical, etc.
    • The teaching learning plancovers the prescribed CHED/ TESDA/DepEd required minimum Prescribed Standard Guides (PSG) and number of hours needed for the program of studies
  • Classroom Management

    • The rules and practices relating to classroom management should be conducive to effective instruction and should be carefully observed
    • Number of students in the classroom may vary according to the available size of the classroom
    • Standard number of students at least 50 to 65 sets
    • Measures should be undertaken to ensure punctuality of attendance of faculty members in their scheduled classes
    • Student absences should not exceed the number specified by the institution
    • Records of these absences should be kept
    • Teachers will monitor these absences through their respective beadle wherein attendance will be checked and monitored
    • Set plans are made for immediate response and shall report these absences to the office of the dean of student services and development for proper sanction
    • If needed for disciplinary action the dean of student affairs will take charge however, if counselling is needed the guidance counsellor will do the intervention
    • Support program and services to the student must be made available such as: library, canteen, medical and dental clinic, sports and wellness center (auditorium or covered court), student launch, counselling and testing center, laboratories, drinking water, comfort rooms, herbarium and landscape other student delivery services amenities
    • Overcrowding of classrooms should be avoided
    • The number of students should be appropriate to the size and acoustics of the room
    • Ventilation must be the priority if possible, classroom should not have air-conditioning unit so as to afford the natural climate and atmosphere of the classroom learning environment
    • Proper discipline should be maintained
    • The classroom atmosphere should be conducive to learning
    • The hygienic teaching learning environment must be upholded as child friendly and considered as the second home of the child
  • Class size limits

    • For regular lecture classes, the class size shall have a maximum of 50 students
    • For language courses, the class size shall have a maximum of 40 students
    • For laboratory and research classes, the class size shall have a maximum of 25 students
    • For computer laboratory classes, a ratio of one computer per student is recommended
    • For special lectures with class size of more than 50 students may be allowed as long as the appropriate facilities are provided
    • For purely lecture classes, the class size will be considered depending on appropriate physical facilities
  • Assessment of the Academic Performance
    • Students' response to instruction should be evaluated according to procedures which ensure just appraisal of student performance
    • Individual differences (the exceptional, the slow but persevering student) should be considered
    • Graphs should be drawn up showing percentages of promotions and failures
    • Score must be given with the over-all items below
    • If possible, give the equivalent percentage so as to make clear to the child/learner regarding to the performance shown
    • Do not allow the student to check the paper
    • However, if the purpose of checking is to let them know their mistake do it in the class and give the feedback immediately
    • Give the non-traditional assignment as prepared in the OBTLP, outline and the learning plan being the checker of the learner to follow-up their lesson at home and away from home
    • As soon as they comeback to the school they are ask regarding what do they do at home and research
    • Allow the teaching learning student-centered/child centered/learner centered atmosphere free from moral and legal impediments (calling their attention, recitation, immediate call-up the attention, etc)
  • Support for Effective Instruction
    • Supervision of instruction include practical measures such as: requirement of syllabi, outline, Outcomes-Based Teaching Learning Plan (OBTLP) & the Non-Teaching Plan (NTP), visits to classes, informal dialogues with faculty and students, evaluation of tests, and examinations (both of questions and of the manner of correcting papers)
    • The faculty should encourage to join seminars, training, convention, forum, conference, dialogue, workshop, membership of educational associations, research team (group) and experiment where feasible, with new approaches in teaching learning
  • Building and enhancing new literacies across curriculum need an intrinsic motivation
  • Driving factor in "learning" includes the support unit to sustain the viability and feasibility of the conducive teaching learning environment
  • Embracing the WIFI (wireless technology) into PSYFI (action and behavior reader) environment takes time
  • The interest of an individual learner would push the button to oil the education machine to move
  • Equipping one to advance educational qualification is personal
  • To attend seminars, conventions, conferences, seminar and workshop and other educational forum is personal academic development
  • The school is required to send their representative for the institutional and individual participation for faculty development program and services are accounted
  • Support amenities from these units/offices and department for effective instructional services and development
    • Registrar (Manual)
    • Students Affairs (Manual)
    • Guidance Counselling (Manual)
    • Canteen (Manual)
    • Library (Manual)
    • Laboratory (Manual)
    • Audio visual room (Manual)
    • Comfort room (Manual)
    • Finance (Manual)
    • Engineering and maintenance (Manual)
    • Other allied support units directly and indirectly affect the organizational behavior of the school
  • The institution has the responsibility to cooperate with
  • Educational forums for personal academic development
    • Seminars
    • Conventions
    • Conferences
    • Seminars
    • Workshops
  • POSDCORB

    Planning, Organizing, Staffing, Directing, Coordinating, Operating, Reviewing, and Budgeting
  • The institution has the responsibility to cooperate with the family and other social institutions as the counterpart partners of the school to develop the total personality of the student
  • A program of student services, directed and coordinated by a professionally trained staff, is an integral part of institutional planning and operation
  • The institution's program of student services

    • Administration
    • Admission
    • Guidance program and services
    • Student development program and services
    • Student organizations and activities
    • Student assistance program
    • Specialized student services
    • Alumni relations
  • VMGs

    Purposes and objectives of the institution
  • The line of command is directly from the Office of the Student Affairs services and development of which the source of authority is from the Vice President for Academic Affairs because of its nomenclature as support instructional unit
  • The institution's program of student services should be supported by the needed physical facilities (Inventory Lists) and adequate financial resources to meet its objectives (evidence program of works)
  • Lines of administrative relationship and cooperation should be clearly shown (Organizational Structure)
  • The objectives and program of activities and services should be known and accepted by the community counterpart partners, alumni, administration, faculty and students (MOU)
  • Admission program

    Provides proper selection and direction of prospective students
  • Entrance test and classifying exam are given to rank the qualified students for enrolment
  • Policies and practices should clearly reflect the VMGs of the institution (Administrative Manual and Faculty Manual), college (Manual) and the unit department (Manual) of the institution and meet government regulations (Student Handbook)
  • Through established admission criteria (Admission Manual), the institution should be able to select and classify applicants who show reasonable chance for success in the different courses that they have chosen