THE TEACHING PROFESSION b.

They create experiences that connect students beyond the

classroom and teach them the skills that are necessary to live in this
PROFESSIONAL COMMITMENT IN THE TEACHING PROFESSION day and age.

Professional commitment is an ATTITUDE that someone has toward their job. It is their c. These teachers are committed to making sure their students are
point of view and their active participation in the profession. 21st- century learners

1. Committed teachers put their student first

a. They meet the needs of each individual learner by providing a
variety of unique teaching methods and techniques.
b. They strive to motivate and engage students, and they understand
that not every child will learn in the same way.
c. Above all, they advocate for their students to ensure they are
getting everything that they need in order to be successful.
2. Committed teachers are devoted to their school
a. These committed individuals volunteer their free time to be on
committees and teach.
b. They are the coaches you see on the school grounds and the
chaperones at the school dances and events.
c. They use their free time to help their school out in any way possible.
d. They are dedicated and devoted to their school's success
3. Committed teachers are lifelong learners
a. Committed teachers devote their time to continuing education
and professional development for teachers.
b. They are committed to challenging themselves and take every
opportunity to continue learning all for the success of their students.
4. Committed teachers are contributors to their profession
a. Teaching is not a nine to five type of job where you can just leave
your work behind and pick it back up in the morning.
b. It's a job that requires time and commitment.
c. Dedicated teachers take their work home with them.
5. Committed teachers are 21st Century learners
a. They strive to learn the new technologies and 21st-century tools
that can help students be able to live and succeed in the world.
 THE CHANGING LANDSCAPE OF SCIENCE EDUCATION IN THE 21ST Start today: Practical tips for a 21st century school
CENTURY ● Invite students to contribute to strategy meetings and decision making
● Create adaptable learning environments suited to different sorts of
collaboration and group work
A 21ST CENTURY EDUCATION ● Encourage students to take ownership of community service programs
A 21st century education is about giving students the skills they need to succeed in ● Find ways to connect students to people their age in other parts of the
this new world, and helping them grow the confidence to practice those skills. With world
so much information readily available to them, 21st century skills focus more on ● Review your use of technology in the classroom: how can it be made
more effective?
making sense of that information, sharing and using it in smart ways.
The coalition P21 (Partnership for 21st Century Learning) has identified four ‘Skills for
Today’: This means teachers need to be forward-thinking, curious and flexible.
1. Creativity is about thinking through information in new ways, making new Teachers must be learners: learning new ways of teaching, and learning alongside
connections and coming up with innovative solutions to problems. their students. Simply asking questions like “what will my students need twenty or fifty
2. Critical thinking is about analyzing information and critiquing claims. years from now? How can I help give them those skills?” can change your mindset,
make you a leader, and help you bring about change in your classroom, school
3. Communication is understanding things well enough to share them clearly
and community.
with other people.
4. Collaboration is about teamwork and the collective genius of a group that New technologies for the Education sector
is more than the sum of its parts.
Before considering the market opportunities in emerging world education, it is
appropriate to scan the technologies transforming education in the 21st century.
DIGITAL TECHNOLOGY 1. E-Books and e-book readers - Similarly, audio books or podcasts are gaining
While digital integration is also fundamental to a thorough 21st century education, it popularity as educational tools – allowing greater flexibility for students in
is not enough to simply add technology to existing teaching methods. Technology terms of how they consume teaching content.
must be used strategically to benefit students. Students are increasingly advanced 2. Educational social media – In a similar vein, online chalkboards and social
users of technology even as they enter school for the first time, so this can often networking sites have become legitimate channels for learning, sharing,
mean being open to the possibilities presented rather than attempting to teach and communication between teachers and students.
and prescribe the use of certain programs. 3. Open Learning - - Open and distance learning has increased in Asia.
Students obtain their material online and, in some cases, attend classes
INTERNATIONAL EDUCATION online.

21st century teachers need to serve as a guide or mentor for their students, not as 4. Online Tutorials - English language tutorials, including ESL (English as a
the all-knowing sage providing them with all their information. With so much access Second Language) test preparations, are also available online.
to resources of all kinds, children are invariably going to know more than teachers 5. Mobile Learning (M-learning) - The use of mobile phones to connect with
on different topics, and be a step ahead of the technology in use. Teachers need school systems and engage in learning activities, known as Mobile Learning
to be empowered as facilitators and motivators for learning, so that they can or MLearning, is a major new technology frontier in education
empower their students in turn.
 PEDAGOGY, ANDRAGOGY, AND HEUTAGOGY Integrative Approach
● provides learners with a learning environment that helps them make
PEDAGOGY connections of their learning's across curricula. It focuses on connections
● derived from French and Latin adaptations of the Greek boy + leader, rather than teaching isolated facts
literally means a man having oversight of a child, or an attendant leading a Inquiry Based Approach
boy to school (Mortimore, 1999). ● requires more than simply answering questions or getting a right answer. It
● “Paidagōgos” is an ancient Greek word (παιδαγωγο′ς) meaning “a slave espouses investigation, exploration, search, quest, research, pursuit, and
who takes children to school to learn ( Pritchard & Woollard, 2010) study.
● the heart of teaching. It is the rules and principles that guide effective and Reflective Teaching-Learning Approach
efficient activities which lead to learning (Pritchard & Woollard, 2010) ● looking at what the teacher and learners do in classroom, thinking about
● The field relies heavily on educational psychology, which encompasses why they do it, and analyzing about it if it works. This is a process of
scientific theories of learning, and to some extent on the philosophy of self-evaluation
education, which considers the aims and value of education from a
philosophical perspective (britannica.com)
JEAN PIAGET
● the father of pedagogy, suggested basic pedagogical principles of in the
WHY IS PEDAGOGY IMPORTANT?
classrooms:
● Research on teaching, learning and outcomes shows that quality
1. The first principle drawn from Piaget’s theory is the view that learning has to
pedagogy is identified as a key lever for improving children's outcomes.
be an active process, because knowledge is a construction from within.
● Sound research evidence shows what educators can do to provide
2. A second principle suggests the importance of social interactions .among
foundations for ongoing learning and development in all aspects of life.
children in school.
● This evidence must be reflected in educators’ pedagogy if children’s
3. A third principle points to the priority of intellectual activity based on actual
learning and development is to be optimized.
experiences rather than on language.

REPUBLIC ACT NO. 10533, THE ENHANCED BASIC EDUCATION ACT OF 2013
Constructivist Approach ANDRAGOGY
● This is based on the central notion that learners construct their own ● The term andragogy can be supposedly equivalent to the term pedagogy.
understanding of the world around them based on experience as they live Andragogy in Greek means man-leading in comparison to pedagogy
and grow. They select and transform information from past and current which in Greek means child-leading. However, it should be noticed that the
knowledge and experience into new personal knowledge and term pedagogy is used since the Ancient Greek times while Alexander
understanding Kapp, a German educator, originally used the term andragogy in 1833.
Collaborative Approach
● groups of learners working together to solve a problem, complete a task, or MALCOLM SHEPHERD KNOWLES (1913-1997)
create a product ● Was an American educator well known for the use of the term Andragogy
as synonymous to the adult education.
● According to Malcolm Knowles, andragogy is the art and science of adult
learning, thus andragogy refers to any form of adult learning (Kearsley, 2010)
KNOWLES’ 5 ASSUMPTIONS OF ADULT LEARNERS 3. RELEVANCE
● In 1980, Knowles made 4 assumptions about the characteristics of adult ● Adults are most interested in learning subjects that have immediate
learners (andragogy) that are different from the assumptions about the relevance and impact to their job or personal life.
characteristics of child learners (pedagogy)In 1984, Knowles added the 5th ● Instruction that has immediate relevance and impact to a learner's current
assumption career or social role will have more resonance.

CHARACTERISTICS OF ADULT LEARNERS (ANDRAGOGY): 4. PROBLEM-CENTERED

1. SELF-CONCEPT ● Adult learning is problem-centered rather than content-oriented.

(Kearsley2010)
● As a person matures his/her self concept moves from one of being a
dependent personality toward one of being a self-directed human being ● More than anything else, adult learners want to engage in lessons that
center on a current problem they have.
2. ADULT LEARNER EXPERIENCE
● As a person matures he/she accumulates a growing reservoir of experience
HOW TO MOTIVATE ADULT LEARNERS?
that becomes an increasing resource for learning
1. Create useful and relevant learning experiences
3. READINESS TO LEARN
2. Emphasize on the practical knowledge
● As a person matures his/her readiness to learn becomes oriented
3. Facilitate exploration
increasingly to the developmental tasks of his/her social roles
4. Build community and integrate social media
4. ORIENTATION TO LEARNING 5. Challenge through games
● As a person matures his/her time perspective changes from one of 6. Use humor
postponed application of knowledge to immediacy of application, and 7. Chunk information
accordingly his/her orientation toward learning shifts from one of 8. Add suspense
subject-centeredness to one of problem centeredness.
9. Accommodate individual interests and career goals
5. MOTIVATION TO LEARN 10. Stimulate your learners
● As a person matures the motivation to learn is internal (Knowles 1984:12). 11. Let learning occur through mistakes
12. Make it visually-compelling
KNOWLES’ 4 PRINCIPLES OF ANDRAGOGY 13. Get Emotional
In 1984, Knowles suggested 4 principles that are applied to adult learning: 14. Get examples of their workplace
1. INVOLVEMENT 15. Be respectful to them
16. Ask for feedback
● Adults need to be involved in the planning and evaluation of their
17. Present the benefits of undertaking the course
instruction.
● By allowing students to offer feedback, both the teachers and the students
Andragogy asserts that adults learn best when:
can improve and stay engaged in the instruction
● They feel the need to learn
2. EXPERIENCE
● They have some input into what, why, and how they learn
● Experience (including mistakes) provides the basis for the learning activities.
● The learning’s content and processes have a meaningful relationship to the
● By using past personal experience as the foundation for learning activities,
learner’s past experience.
adult learners have a strong basis for new information.
● Their experience is used as a learning resource. (See Bloom's taxonomy)
 ● What is to be learned relates to the individual’s current life situation and ● Whereas pedagogy is teacher-led learning and andragogy is self-directed
tasks. learning, heutagogy takes an approach that’s different from both. In
● They have as much autonomy as possible pedagogical environments, teachers determine what students will learn
and how they will learn it. Students rely on their teacher and learn topics in
● The learning climate minimizes anxiety and encourages freedom to
the order in which they are presented. In contrast, students in andragogical
experiment.
environments use the teacher as a mentor or guide, but aim to find their
● Their learning styles are taken into account. own solutions to the tasks the teacher sets.
● There is a cooperative learning climate ● Meanwhile, the heutagogical approach encourages students to find their
own problems and questions to answer. Instead of simply completing the
tasks teachers assign, these students seek out areas of uncertainty and
HEUTAGOGY complexity in the subjects they study. Teachers help by providing context to
students' learning and creating opportunities for them to explore subjects
● otherwise known as self-determined learning, is a student-centered
fully.
instructional strategy that emphasizes the development of autonomy,
capacity, and capability.
● The goal of heutagogy is to teach lifelong learning
● According to Graham R. Parslow, Heureskein is the Greek verb to discover
and underlies the etymology of the word heuristic that is defined as a
method of teaching by allowing students to discover for themselves.

THE DIFFERENCES BETWEEN PEDAGOGY, ANDRAGOGY, AND HEUTAGOGY

PEDAGOGY ANDRAGOGY HEUTAGOGY

Dependence Learner is Adults are Interdependent

dependent independent

Learning Resource Teacher Adult & teacher Teacher / learner

provider

Learning Reasons Gaining next level Drive to increase Learning potential

performance unplanned

Focus Subject-centered Task or Problem orientation

problem-centered

Motivation External Internal Self-efficacy

Teaching Role Process designer Collaborator Capability builder

 KEY PLAYERS IN TEACHING-LEARNING PROCESS ● Will
○ The learner's will serves as guiding force and the main integrating
force in his character.
THE FUNDAMENTAL EQUIPMENT OF THE LEARNER
● These fundamental equipment are the learners cognitive as well as the
FACTORS THAT CONTRIBUTE TO THE DIFFERENCES AMONG LEARNERS
learner's appetitive faculties. These faculties will naturally help or guide the
learner as he dealt with the learning process. ● MOTIVATION - Provide feedback on students' learning to help them
maintain their motivation.
● INTELLECTUAL ABILITY - Once you get to know your students, you can help
FIVE SENSES them understand the information you want to get across by teaching to
● SIGHT - Teachers can use visuals in the classroom via infographics that use their strengths.
large images to reinforce key concepts, and colors that stimulate mental ● ATTENTION SPANS - Attention spans vary among both children and adults.
activity. ○ Children have shorter attention span
● HEARING - Hearing teaches right from wrong. and safe from dangerous, ● PRIOR KNOWLEDGE - The same is true for a student who is being asked to
and it is a crucial part of learning throughout life. solve algebraic equations but does not know his multiplication tables a
● TASTE - Teachers can continue this learning through food stations or scenario that is all too common.
communal cooking that not only gives students direct practice, but ● APTITUDE - An aptitude is a component of a competence to do a certain
encourages them to work together to achieve the desired outcome kind of work at a certain level.
● SMELL - Scent can bring up negative connotations, though, so teachers ● INTERESTS - Interest is a powerful motivational process that energizes
should take care to introduce only relevant scents when students are learning, guides academic and career trajectories, and is essential to
engaged in learning. academic success.
● TOUCH - Touch is a powerful sense after all, and it can release a series of
emotions and memories that aid in learning.

EXPERIENCE EDUCATION
● INSTINCTS - ability of every person to respond to environmental stimuli such
as danger signs for survival
● IMAGINATION - the ability of the mind to build mental scenes, objects or
events that do not exist, are not present or have happened in the past.
● MEMORY - responsible for retaining and recalling past experiences
● INTELLECT - ability of the learner to engage in cognitive processes such as
forming ideas or concepts, reasoning out and making judgment.

THE APPETITIVE FACULTIES

● Feelings and emotions
○ Positive feelings and emotions make the teaching- learning process
an exciting, joyful and fruitful affair.
○ Negative feelings and emotions make the same process a burden.