I.

SAFEGUARDING ENVIRONMENT
-it is to prolong the life of the Mother Earth and to keep people free from harmful effects of all
kinds of pollution and the global changes.
Jean Louis Radolphe Agassiz (May 28, 1807 – December 14, 1873) was a Swiss, paleontologist,
glaciologist and a Prominent innovator in the study of the Earth’s natural history.
WHAT IS ENVIRONMENTAL EDUCATION?
-it is a process by which people develop awareness, concern and knowledge of the environment
and learn to use this understanding to preserve, conserve and utilize the environment in a
sustainable manner for the benefit of the present and future generations.
GOALS:
 To improve the quality of Environment
 To create awareness among the people on environmental problems.
 To create an atmosphere so that people participate in decision-making and develop
capabilities to evaluate the developmental programs.

QUOTATION: “We depend on the Earth, the Earth depends on us. Let’s all care for it.”

II. BECOMING AN EXEMPLARY INSTRUCTIONAL LEADER

INSTRUCTIONAL LEADERSHIP-is one of the useful tools in creating a forward-looking and
student-centered school environment.
CONCEPTS AND VIEWS
Instructional leadership
...refers to specific branch of educational leadership that addresses curriculum instruction. Bird
and Little (2008)
...as imperative to improved instruction and student achievement. MacElwain (1992)
...is not exercised by one person but one person creates a condition through which all teachers
and administrators become more responsible for their professional learning and important role in
sustaining school improvement. Barth (2001)
INSTRUCTIONAL LEADER: BEST PRACTICES
 Share leadership
 Tap expertise of teachers
 Leads a learning community
 Acts as learners
 Collaborates in leading
 Visits classroom
 Monitor curriculum and instruction
 Uses data to make instruction
INSTRUCTIONAL LEADER: TRAITS AND BEHAVIOUR
 Super visionary
 Culture builder
 Facilitative leader
 Heroic leader
 Practicing teacher
 Direction setter
 Chief learning officer
INSTRUCTIONAL LEADER: Their Roles and Functions
The functions of instructional leadership involve all the beliefs, decisions, strategies and
tactics that the principal uses to generate instructional effectiveness in classroom. (Moorthy,
1992)
 making students and adults learning the priority
 setting high expectations for performance
 gearing content and instructions to standards
 creating a culture of continuous learning
 using multiple sources of data to assess learning
 activating the communities support for school success
 making suggestions, giving feedbacks and modeling effective instruction
  soliciting opinion and supporting collaboration
 providing professional development opportunities and giving praise for effective teaching
3 WAYS TO BECOME AN EFFECTIVE INSTRUCTIONAL LEADER
 Talk the talk
 Walk the walk
 Be the caddy

III. JOURNEYING THE TEACHING PROFESSION

HISTORICAL PERSPECTIVE OF CAREER PLANNING
The idea of career can be traced back in the beginning in 20th century. It’s etymology comes
from the French word “carrier” which means a road or a race course, which in turn comes from
the Latin word “car aria” which refers to track for wheeled vehicles.
TABULAR PRESENTATION OF THE HISTORY OF CAREER PLANNING YEAR
HIGHLIGHTS
 1950’s - In the Philippines, parents hope their children to become professionals
regardless of the socio-economic status, parents wanted their children to earn a degree.
Engaging in careers served as means for self-expression, satisfaction of personal interest,
or the development of talents. Being a teacher was highly regarded in the community.
 1970’s - The National College Entrance Examination (NCEE) was introduced in order to
distinguish those who were eligible to take a degree course from those who should take a
vocational- technical course
 1990’s - During the early 1990s, education nursing and secretarial courses were
associated with women. When men enrolled in these courses during this period, their
sexual orientation was a bit in question.
WHAT IS CAREER PLANNING?
Planning a career can be defined as choosing life’s important paths. It is a lifelong process,
which includes choosing an occupation, getting a job, growing in our job, possibly changing
careers, and eventually retiring.
THE CAREER PLANNING PROCESS IS COMPRISED OF FOUR STEPS
1. Self - Gather information about yourself (self-assessment) Interest, Values, Roles,
Skills/Aptitude, Preferred Environments, Developmental Needs, Your realities
2. Options • Explore the occupations in which you are interested • Get more specific information
after you narrow down your options
3. Match During this phase of the process, you will: Identify possible occupations
Choose both a short term and a long term option
4. Action You will develop the steps you need to take in order to reach your goal, for example: •
Investigating sources of additional training and education, if needed • Developing a job search
strategy • Writing your resume • Preparing for a job interviews
REMEMBER TO SET YOUR GOALS THE SMART WAY: Specific (well-defined and
detailed) Measurable (can evaluate progress) Attainable (within reach) Realistic (practical)
Time-bound (within a time frame)

Stages of the Career ladder or path of a Teacher (Bilbao)

1. Cadet- is a college student - a prospective teacher - or a student teacher - nearly about to
complete the required academic requirements including student teaching or practicum for a
teacher education degree.
2. Rookie- is a degree holder who passed the Licensure Examination for Teachers (LET). -
certified teacher from the Professional Regulation - a new teacher experiencing a fire of a lot of
adjustments. from cadet to an independent teacher.
3. Young Professional- had at least two to three years of teaching experience. Expected to be
enrolled in a gradu-ate programs of education. - keeps connected with the other teachers.
4. Full- pledge professional- a master’s degree holder.
5. Mentor or Molder- must have taught at least five years in any educational level - has provided
evidence of some best practices in the teaching career. - offers professional advice to teachers
with lesser experience.
6. Artist- a professional teacher who has been in teaching profession for at least ten years.
IV. ARE MEN DIFFERENT FROM WOMEN?
Terms
 Role: A part that one plays; expected patterns of behavior.
 Gender Roles: Behaviors/tasks that indicate a person’s gender, (male/female).
 Nontraditional Roles: Behaviors/tasks not usually “assigned” to a specific sex or
gender.
Traditional Roles

 Look back in history and think about how gender roles have always been perceived:
 Mom: stays home to take care of children. She cooks, cleans, does
laundry, etc.
 Dad: Goes to work, does not do housework, takes care of the yard and
car, etc.
 World War II changed everything!
  Women HAD to be sent to work. They started out in the factories
doing hard labor.

Non-Traditional Roles

 What are some non-traditional roles for women?

 Doctors, lawyers, construction, mechanics, coaches, architects, truck
drivers
 What are some non-traditional roles for men?
 Nurses, secretaries, designers, stay at home dad, librarians

V. 21st Century Skills of Teacher

What skills do you need for the 21st century skills? Are you ready?
 Andrew Churches
- He is teacher and ICT enthusiastic. He teaches Kristin School on Auckland’s North
Shore, a school with a mobile computing program that sees students with personal
mobile devices and laptop. He is an edublogger, wiki author, and Innovator. He
believes that to prepare our students for the future we must prepare them to change
and teach them to question, think, adapt, and modify.
- Illustrates a detailed picture of the new breed of educators.

According to the Partnership for 21st Century skills, these are the teaching skills we need to
include:
 Information, media literacy and communication skills
 Thinking and problem-solving
 Interpersonal, collaborative and self-direction skills
 Global awareness
 Civic literacy
Tony Wagner
- A former high school teacher and principal, he is an author of Change Leadership,
Making the Grade, and How Schools change. He lives in Cambridge Massachusetts.
-As 21st century educators, Tony Wagner in his book, The Global Achievement Gap
stresses the seven survival skills:
 With the changes in the educational system, education must be structured to meet the
needs of students in the 21st century. The terms school, teacher, learner, and the curriculum have
evolved to have different meanings.

The 21st century learning proponents advocate an expanded set of educational goals as
indicated by the Partnership for 21st century skills.
VI. EFFECTIVE INSTRUCTIONAL STRATEGIES IN INCLUSIVE EDUCATION
MAINSTREAMING OF EDUCATION
-Mainstreaming, in the context is the practice of educating students with special needs in regular
classes during specific time period based on their skills.
INCLUSION
-to be included
INCLUSIVE EDUCATION

Inclusive education means that students with disabilities are supported members of
chronologically age-appropriate general education classes receiving the specialized
instruction delineated by the Individualized Education Programs (IEPs) within the
context of the core curriculum and general activities (Halvorsen and Ncary)
CHARACTERISTICS OF EFFECTIVE TEACHERS (WESTWOOD, 2003)
 Have a well managed classroom.
 Provide students with the maximum oppurtunity to learn.
 Maintain an academic focus.
 Have high expectations of what students can achieve.
 Use strategies to keep students on task motivate and productive.
 Monitor closely what students are doing.
 Use clear instructions ad explanations.
  Use variety of resources.
 Do scaffolded instuction.
 Do colloborative learning.
INSTUCTONAL STRATEGIES FOR TYPES OF LEARNING
1. Discrimination
-Present examples and non-examples
2. Factual
-Repetition, rehearsal, practice using drill procedures, chunking pieces of information
together, elaborating on information to enhance meaningfulness, using mnemonic
strategies
3. Rule
-practice using rules, repetition, making up meaningful “saying” using the rules, drill and
practice with the rules and modelling application of the rules.
4. Procedural
-Model use of procedures, cue card, with steps of procedures written out as reminders,
drill and practice and etc.
5. Conceptual
-Use procedures for teaching rules and discrimination, examples and non-examples and
etc.
6. Problem solving
-Use modelling, coaching, prompting, demonstrates examples of successful problem
solving.
INSTRUCTIONAL STRATEGIES FOR SPECIFIC LEVELS OF LEARNING
1. Acquisition
- Slower pace of instruction, model, demonstrations, lots of reinforcement for accurate
responding, show examples and non-examples, direct questions.
2. Fluency
-faster pace of instruction, reinforce more rapid, accurate responding, graphing
performance and goal setting, and vary types of reinforces.
3. Application
-Several instances and application problems, model procedures and directions, provide
demonstrations; make examples concrete and meaningful and etc.
4. Generalization
-Ensure students have mastered relevant skills, train and retain in “real-world” settings
and situations and etc.
GENERAL GUIDELINES IN CONSIDERING INSTRUCTIONAL STRATEGIES FOR
INCLUSIVE SETTING
1. Employ frequent practice to ensure that skills will be reinforced throughout the day by all
staff, students and parents.
2. Provide no-stigmatizing instructional prompts and consequences
3. Select instructional strategies that are natural, yet still effective.
4. Ensure that all staff members have the information and skill to instruct systematically.
5. Establish regular opportunities to review their effectiveness.

VII. TEACHING NEW LITERACY IN A DIGITAL ENVIRONMENT

Digital Teaching-and-Learning
The advent of ICT appears to have created a big problem in our schools today. The problem is
the rapidly growing gap between young people in the classroom and the adult teachers who teach
them.
Discovering the Digital World
a. Open various search engines and use them for looking at information you wish to know
b. Open social network sites
c. Open blog sites for writings of so many interest –art, politics, religion, etc.
d. Look for music and download free music
e. Look for current news and historical events
Digital Literacies
 - Refer to reading and writing, using electronic extensions-reading through monitor screen
and internet surfing and writing through texting, keyboarding, emailing, blogging,
editing, photo-video postings. (Anderson, 2010)
More specifically forming part of digital literacies are:
1. Use of skills to create and share information
2. Searching, sifting, scanning and sorting information
3. Navigating screens of information
4. Locating and evaluating information
5. Using ICT for research and problem-solving
6. Making power point and other multimedia presentations
7. Retrieving, organizing, managing and creating information
8. Sending and receiving messages
Literacy to Fluency
Information Fluency This is the ability to access digital information
with the use of searching and surfing skills.
Solution Fluency This is about whole-brain creative and problem
solving thinking.
Collaboration Fluency This is proficiency in working as a team with
virtual or real partners using social networking
sites.
Media Proficiency This is the ability for analytic interpretation of
the message of communication media.
Creativity Fluency This is the artistic proficiency through design,
art, and storytelling.

VIII. Are You Creative and Imaginative?

Duffy (2006)
Creativity – is about connecting the previously unconnected in ways that are new and meaningful
to the individual;
Imagination – is about internalizing perceptions and ascribing objects and events with new
meanings.
CREATIVITY
Ability to see things in fresh ways;
Learning from past experiences and relating this learning to new situation;
Thinking along unorthodox lines and breaking barriers;
Using non-traditional approaches to solving problems
Going further than information given
Creating something unique
“Creativity is an imaginative activity fashioned so as to produces outcomes that are both original
and of value” (NACCCE, 1999)
4 KEY CONCEPT OF CREATIVITY
1.Using Imagination – to image is to create a mental image, picture, sound or even a feeling in
the mind
2. A fashioning process – sometimes problems, solutions or novel ideas may come unexpectedly
or casually, but work must be made of them to turn thought or ideas into creative action.
3.Pursuing purposes – creative activity aims to produce tangible outcomes in relation to the
purpose.
4.Being original
NACCCE distinguishes categories of originality:
Historic – their ideas are completely new and original to mankind.
Relative – relative originality is displayed when one’s work is original in relation to that of a
particular group or peer.
Judging value – judging the value of creative outcomes need critical thinking.
Through creative and imaginative endeavors, the learners can:
Communicate their feelings in non-verbal and pre-verbal ways.
Express their thoughts
Gain self-esteem.
SPECIAL
TOPICS
GROUP#1

MEMBERS:
Mikaela Petit P. Manuel
Mary Kryss DG. Sangle
Jann Mark C. Marcelino
Rafael M. Castro
Angelica C. Sta Cruz
Jennylyn N. Galang
Trizia Mae A. Reyes
Ranellee A. Coronado

BSEd Major in English 4A ♥