History Of The Judicial Depart Of The Philippines

The Paradigm (from Transmissional to Transactional) slip of paper of education in the Philippines is the transfer of teaching concepts from the Traditional bookish and bet nurture approach program line into a twenty-first Century Teaching focused on developing the learners HOTS (higher dedicate thinking skills). These HOTS is the demonstration of the learners faultfinding thinking ability, and to go beyond the four w onlys of the classroom by applying their acquire into the 7 body politics Identified by the part of Education (DepEd).In the traditional room of teaching, the learners be only developing the lower part of the Domain of Learning, which argon identified as LOTS (lower order thinking skills). This is the memorization intensifier class, where the learners are forced to memorize a long list of items, in order to be able to answer in the Objective example quizzes and Exams. Example Using the LOTS, students would solely answer the question, Who is the first astrona ut?,and consequently a selection of a,b,c,d from which the students will choose from.These is the Mechanical type of learning, where students would simply do the as well(p) thing (memorize) and be able to answer the same type of exam or questioning method in a heartbeat without counterbalance knowing the deeper part of it or cant even explain the answer. LOTS (lower order thinking skills) areKnowledge, Application, ComprehensionHowever, in the HOTS intensive teaching, the students would answer the types of questions like, What are the contribution of the Space Program to our reconcile generation? or Compare and Contrast the knowledge and understanding of universe before the space age and during the space age? These types of questions, enables the learners to think critic bothy and explain his/her answer and to demonstrate actively in a mood that their understanding will show the deep knowledge they have larn in the classroom. HOTS (higher order thinking skills) areAnalysis, Synthesis, EvaluationWith all these in mind, the Department of Education realized (at last) that a Paradigm shift is undeniable in order to change the system from thetraditional ways into the so called 21st century globally standard instructor. Education experts most the country, including my wise man and Dean of the College of Education, Dr. June P. Salana, worked tirelessly together with numerous experts nationwide in order to identify the salient points or domains motiveed in line with the deal of transforming the Filipino Teacher into a globally competitive one.Along with the delegacy on Higher education (CHED), Teacher Education Institutes (TEIs), Philippine Regulatory Commission (PRC), Department of Education (DepEd) and the Civil Service Commission (CSC) in federation with the polar academic institution, the National Competency-Based Teacher Standards (NCBTS) was born. Hence, the Curriculum change is the mathematical product of many years of development, this is not the idea of the DepEd Secretary or the thousands of teachers around the country.As mentioned by Dr. Isagani Cruz in 2001, this is the People Power Model of Curricular Change, this is the bequeath of the Social Change that happened to the country and the need for education to be the principal(prenominal) Effort in bringing Competitiveness and innovativeness among the people in the 21st century. As Mentioned in the Curriculum learning book by Dr. June P. Salana and Dr. Rolando A. Bernales, the platform development of today has shifted fromLearner-Artisan relationship into Employment-Oriented (knowledge based) Curriculum.The latest trend is to Empower the teachers, the front-liners in education, the deliverers of knowledge,and facilitators of learning in the process of developing a curriculum, that would reflect the Competencies, teachers and students alike should possess and reflective of the Social Dimension of education. That learning should not be limited to Fraction or Poem wr iting but quite adopting it to the real life applications and experiences that the learner may or has experienced.It is very grievous to note that this is not a Jesli Lapus, Pet project that may or may not go with him after he lives the office, but a result of the societal change, a reflection of what is happening in the guild and adopting our curriculum into the 21st century globally competent education. The NCBTS Framework is devided in 7 Domains1. Social Regard for Learning (SRFL) 2. Learning Environment (LE) 3. miscellanea of Learners ( proletariat) 4. Curriculum (Curr.) 5. Planning, Assessing Reporting (PAR) 6. Community Linkages (CL) 7. Personal Growth & Professional Development (PGPD)According to the Framework This will allow teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more(prenominal) effectively as facilitators of le arning. Domain 1. Social Regard for Learning (SRFL)The SRFL domain focuses on the type that teachers serve as positive and powerful employment models of the value in the pursuit of incompatible efforts to learn. The teachers action, statements, and different types of social interactions with students exemplify this ideal. Domain 2. Learning Environment (LE)This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards handing 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 rough their differences to design diverse sets of learning activities to ensure that all learners can attain the desired learni ng goals. Domain 4. Curriculum (Curr.)The curriculum domain refers to all elements of the teaching-learning process that work in 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 teachers knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources. Domain 5. Planning, Assessing & Reporting (PAR)This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses on the (1) use of assessment data to plan and alteration teaching-learning plans (2) integration of assessment procedures in the plan and implementation of teaching-learning activities, and (3) reporting of the learners real achievement and behavior. Domain 6. Community Linkages (CL)The LC domain refers to the ideal that classroom activities are meaningfully linked to the experience s and aspirations of the learners in their homes and communities. Thus, this domain focuses on teachers efforts directed at strengthening the links between schools and communities to help in the attainment of the curricular goals. Domain 7. Personal Growth & Professional Development (PGPD)The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the teaching profession, upkeep for professional development, and continuous improvement as teachers.