Country Presentation: The Philippines - UNESCO · PDF fileCountry Presentation: The Philippines ... ICT-CFT NCBTS PROPOSED IMPROVED PI ... Domain 2: Curriculum and Assessment

Country Presentation:

The PhilippinesSupporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration

Dr. Purita P. Bi lbao, Presentor

Chair, Technical Panel For Teacher Education, CHED Phil ippines

Outline1. Background on Implementation

2. Tools and Project Outputs

3. Plans for Curriculum Roll-out

4. Next Steps

Background on ImplementationThe Phil ippines - Supporting Competency-Based Teacher Training

Reforms to Facil itate ICT-Pedagogy Integration

Background on Implementation Trifocalization of the Administration of Philippine Education

Background on Implementation Composition of the National Task Force

1. Director, CHED Office of Program Standards and Development (OPSD)

2. Chair, Technical Panel for Teacher Education (TPTE)

3. Chair, Technical Panel for Information Technology Education (TPITE)

4. One member each, TPTE and TPITE

Background on Implementation Key agencies

AGENCY ROLE

CHED LEAD GOVERNMENT AGENCY

Teacher Education Institutions

(TEIs)

TECHNICAL EXPERTISE and LEAD FOR TRAINING AND

COURSE ROLL-OUT

Department of Education

(DepEd), UNESCO NATCOM,

other education stakeholders

SUPPORT AGENCIES

UNESCO Bangkok TECHNICAL and FUNDING SUPPORT

SEAMEO INNOTECH PROJECT MANAGEMENT and TECHNICAL SUPPORT

Background on Implementation Target Beneficiaries

1. TEIs starting academic year (AY) 2018-19

2. Students enrolled in undergraduate teacher education programs starting AY 2018-19

3. Philippine Basic Education Institutions (BEIs) starting AY 2022-23

4. Students enrolled in BEIs starting academic year (AY) 2022-23

Background on Implementation Project Activities

MAIN PROJECT ACTIVITIES TIMELINE

Rapid survey on the ICT readiness of basic education teachers

in 13 regions

June-Aug 2015

National workshop on supporting competency-based teacher-

training reforms to facilitate ICT-pedagogy integration

July 2015

Follow-up writeshop to draft enhanced ICT competency

standards for pre-service teachers

Sept 2015

2015 Regional Project Meeting Oct 2015

Background on Implementation Project Activities


Project TF endorsement + CHED TPTE deliberation of proposed

enhanced ICT competency standards, and additional program

and course outcomes

Feb-Mar 2016

Prep work + Public hearings/consultations on the proposed

PSGs for undergraduate teacher education programs with ICT-

pedagogy integration

Jun-Nov 2016

Orientation for Sample TTL 1 and 2 Syllabi Writers June 2016

National Workshop to Finalize Sample TTL 1 and 2 Syllabi July 2016

2016 Regional Project Meeting Dec 2016

Background on Implementation Future Activities (beyond the scope of the project)


Interface with DepEd on the proposed enhanced ICT

competency standards for pre-service teachers and TTL 1 and 2

TBD

Finalization of revised PSGs TBD

Official endorsement of the enhanced ICT teaching standards

for pre-service teachers

TBD

Faculty training for Teacher Educators teaching TTL 1 and 2 TBD

Tools and Project OutputsThe Phil ippines - Supporting Competency-Based Teacher Training


Tools and Project Outputs

ICT Competency Domains, Standards and Performance Indicators

Starting Point:

Review THE NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) vis-à-vis other existing frameworks.



ICT-CFT NCBTS PROPOSED

IMPROVED PI

RECOMMENDATIONS

(aspect of a

teacher’s

work)

(performance

indicator in the TSNA

tool)

(outcomes-based) (based on gaps in

teacher education after

reviewing NCBTS and

other frameworks)



ICT-CFT NCBTS PROPOSED

IMPROVED PI

RECOMMENDATIONS

Curriculum &

Assessment

use ICT resources for

planning and

designing teaching-

learning activities

use ICT tools to

process assessment

and evaluation data

and report results

Apply appropriate

ICT tools in

assessing, evaluating

and reporting

students’ learning.

Faculty in service

training on how to

construct ICT based

assessment

Ensure that ICT expertise

will be part of the

teachers’ evaluation

Domain 2: Curriculum and Assessment

2.1 Demonstrate understanding of concepts, principles,

and theories of ICT systems as they apply to teaching-

learning

2.1.1 Discuss ICT concepts, principles and theories in

various teaching-learning processes

2.1.2 Use technology tools in the assessment process

2.2.1 Evaluate digital and non-digital learning resources in

response to student’s diverse needs

2.2.1.1 Select digital and non-digital learning resources in

reference to the student learning preferences

2.2.1.2 Revise digital learning resources in response to

varied needs of students

2.2.2 Develop digital learning resources to enhance

teaching-learning

2.2.2.1 Produce digital learning material designed to

enhance teaching-learning

2.3 Use ICT as a tool to develop 21st century skills:

Information, Media and Technology Skills, Learning and

Innovation Skills, Life and Career Skills, and Effective

Communications Skills

2.3.1 Integrate ICT in teaching plans that require learners

to connect the content of the lesson to society




Drafting Program and Course Outcomes based on New Standards

Teacher Education Program Outcomes with Inclusion of ICT: 1. Articulate the relationship of education to larger historical, social, cultural and political

processes.

2. Facilitate learning using a wide range of teaching methodologies in various types of environment.

3. Develop alternative teaching approaches for diverse learners.

4. Apply skills in curriculum development, lesson planning, materials development, instructional delivery and educational assessment.

5. Demonstrate proficiency in the development and utilization of ICT resources in promoting quality (pedagogy) teaching-learning process.

6. Demonstrate basic and higher levels of thinking skills in planning, assessing and reporting.

7. Practice professional and ethical teaching standards.

8. Pursue lifelong learning for personal and professional growth.



Proposed Course Outcomes

Technology for Teaching and Learning 1 (3 units)◦ Explain ICT policies and safety issues as they impact on the teaching-learning process;

◦ Identify learning theories and principles applied in the design and development of lessons through appropriate media and technologies for teaching learning;

◦ Integrate media and technology in various content areas;

◦ Formulate teaching-learning experiences and assessment tasks using appropriate and innovative technologies; and

◦ Demonstrate social, ethical, and legal responsibility in the use of technology tools and resources.



Proposed Course Outcomes

Technology for Teaching and Learning 2 (3 units)◦ Use ICT to develop effective communication skills - viewing, listening, speaking, reading and

writing skills;

◦ Develop project/problem-based/inquiry-based collaborative plans and activities using technology tools;

◦ Use open-ended tools to support the development of the project-based collaborative activities in subject specific application;

◦ Produce learning resources using technology tools in various subject areas;

◦ Evaluate the relevance and appropriateness of ICT tools and resources based on the learning context, and

◦ Use technology tools to collaborate and share resources among communities of practice.


Mapping Enhanced Standards against Proposed Courses TTL 1/2

Follow-through:

Determine which between TTL 1 and 2 will cover each proposed performance indicator to ensure that all PIs will be covered by the proposed courses.


Mapping Enhanced Standards against Proposed Courses TTL 1/2

Follow-through:

Map proposed enhanced competency standards against course outcomes for TTL 1 and 2 to determine which course will cover which competency/PI.


Drafting Sample Syllabi for TTL 1 and 2


Drafting Sample Syllabi for TTL 1 and 2


Endorsement Status

Passed scrutiny during zonal public consultations

Submission to CHED CEB and MANCOM for approval and promulgation still pending, but will follow after interface with DepEd on the Proposed Enhanced Competency Standards for Pre-Service Teachers and the Proposed TTL 1 and 2 courses for to be part of the undergraduate teacher education program

Plans for Curriculum Roll-outThe Phil ippines - Supporting Competency-Based Teacher Training


Plans for Curriculum Roll-outMaster Document:

The Policies, Standards and Guidelines serve as the main reference document for HEIs as they roll out their degree programs.

Plans for Curriculum Roll-out CMO: Policies, Standards and Guidelines for Teacher Education

◦ Main implementing agency: CHED

◦ Flexibility: TEIs must meet minimum requirements, but allowed flexibility.

◦ Roll-out modalities: TEIs have latitude in terms of curriculum delivery, provided program outcomes are attained and program objectives are satisfied.

◦ Schedule, Target No of Trainees: AY 2018-19 onwards, students enrolled in TEIs

◦ QA / Monitoring Mechanism: CHED Accreditation, CHED Recognition of TEIs as Center of Excellence/Development, nongovernmental accreditation bodies

Next StepsThe Phil ippines - Supporting Competency-Based Teacher Training


Next Steps Further procedures for endorsement:


Interface with DepEd on the proposed enhanced ICT

competency standards for pre-service teachers and TTL 1 and 2

TBD

Finalization of revised PSGs TBD

Official endorsement of the enhanced ICT teaching standards

for pre-service teachers

TBD

Faculty training for Teacher Educators teaching TTL 1 and 2 TBD

Next Steps Expected Challenges

◦ Coordination given trifocalization of Philippine education

◦ Implementation amid other massive reforms in the country’s education system

◦ Varying degrees of ICT readiness of teachers and schools in the Philippines

Country Presentation:

The PhilippinesSupporting Competency-Based Teacher Training Reforms to Facilitate ICT-Pedagogy Integration

Thank you for your t ime and attention .

Documents

Country Presentation: The Philippines - UNESCO · PDF fileCountry Presentation: The Philippines ... ICT-CFT NCBTS PROPOSED IMPROVED PI ... Domain 2: Curriculum and Assessment