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NCBTS and UBD: Redefining Effective Teaching for the 21st Century

NCBTS and UBD: Redefining Effective Teaching for the 21st Century. Fe A. Hidalgo Ph.D*.

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NCBTS and UBD: Redefining Effective Teaching for the 21st Century

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  1. NCBTS and UBD: Redefining Effective Teaching for the 21st Century Fe A. Hidalgo Ph.D*

  2. “there is no point teaching to an ambitious standard if your assessment misses the mark – today’s emphasis on standards is moving performance assessment from a trendy innovation to an accepted element of good teaching and learning.” Brandt (2002)

  3. A Conceptual Framework for understanding and improving teacher effectiveness Understanding By Design (UBD) • Learning • Student Engagement • in learning • Academic Work National Competency Based Teacher’s Standards • Teaching • Delivering the lesson • Interacting with students • 6 Facet • Explanation • Interpretation • Application • Perspective • Empathy • Self-knowledge • Classroom • Environment, climate, and • culture • Organizational and management Adapted From: International Institute for Educational Planning http://www.unesco.org/iiep

  4. DOMAIN 1: SOCIAL REGARD FOR LEARNING DOMAIN 1: THE LEARNING ENVIRONMENT DOMAIN 3: THE DIVERSITY OF LEARNERS DOMAIN 4: THE CURRICULUM DOMAIN 5: PLANNING, ASSESSING & REORTING DOMAIN 6: COMMUNITY LINKAGES DOMAIN 7: PERSONAL GROWTH & PROFESSIONAL DEVELOPMENT

  5. Curriculum In this domain of the Curriculum, the prospective teacher will learn all the 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 teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and activities, instructional materials and learning resources.

  6. Assessment of Understanding in Light of the Six Facets • Facet 1 – Explanation Use dialogue or interaction to assess • Facet 2 – Interpretation Assess the students’ ability to weave together a coherent, illuminating and subordinated story • Facet 3 – Application Use simulations or real applications that require students to use knowledge with over arching purpose, audience, and setting (context) in mind.

  7. Facet 4 – Perspective Require the students to ask “what if” questions or what of it? • Facet 5 – Empathy Assess the students’ ability to walk in someone’s shows • Facet 6 – Self-knowledge Require students to self-assess their past as well as their present work

  8. Irish Blessing May the road rise up to meet you May the wind be always at your back May the sun fall warm upon your face And the rains fall soft upon your face And until we meet again May God hold you in the palm of His hand

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