MANDATORY AREA Instruction
NARRATIVE PROFILE Level IV Phase II Survey Visit Bachelor of Secondary Education Majors in: MATHEMATICS, SCIENCE Bachelor of Technology and Livelihood Education Majors in: Home Economics & Industrial Arts December 4-6, 2023
Page | 1 INSTRUCTION (Level IV Phase II) 1. WELL-DEFINED OBJECTIVES 1.1 Introduction The Bachelor of Secondary Education and Bachelor of Technology and Livelihood Education (BTLEd) Programs were implemented to adhere to the CHED Memo Order No. 75 & 78 s. 2017 which mandated all Higher Education Institutions (HEIs) offering bachelor's programs in Education to shift to outcomesbased programs and the changes brought about by the K-12 Curriculum. Brief History: 1. Mathematics – this was opened in 2003 and remains at ease up to the present. 2. Science – it started as General Science and changed to Physical Science until it was reverted to Science. 3. Filipino – which remains at ease together with mathematics. It was opened on the SY 2010-2011. For the BTLEd program, the College of Education formerly offered the following: (from the most recent up to the oldest) • Bachelor of Secondary Education major in Technology and Livelihood Education • Business Technology, Home Technology, Industrial Technology • Business Technology, Home Economics, and Industrial Arts • Technopreneur ship • Business Distributive Arts The program offered in the Institute was backed by the Board of Trustee Resolution No. 198-2018, approving the revision of the curriculum, and Board Resolution No. 199-2018 approving the change of nomenclature from BSE-TLE to BTLED with two majors, Home Economics, and Industrial Arts, following the CMO No. 78 s. 2017 and BSE – Physical Science to Science. In pursuit of quality tertiary education, the administration of the Institute, together with its Dean, Head of the program, the last survey Visit of the AACCUP awarded the program with its Level IV Phase I status, and subsequently, the Commission on Higher Education awarded the Certificate of Program Compliance as an assurance to the stakeholders that the Institute, through this program, adheres to quality and free higher education that the state gives to the Aspiring professionals that will build our country in the coming generations.
Page | 2 INSTRUCTION (Level IV Phase II) 1.2 CMO 78 s. 2017
Page | 3 INSTRUCTION (Level IV Phase II) 1.3 EARIST VMGOP, College and Program VMGO. As per CHED CMO No. 78 s. 2017, the Bachelor of Technology and Livelihood Education aims to:
Page | 4 INSTRUCTION (Level IV Phase II) The Bachelor of Technology and Livelihood Education (BTLED) program is dedicated to cultivating future educators with a unique blend of technological expertise and leadership skills, aiming to prepare them for innovative teaching practices and impactful roles within the educational landscape.
Page | 5 INSTRUCTION (Level IV Phase II) Bachelor of Secondary Education major in Mathematics The Bachelor of Secondary Education major in Mathematics (BSE Math) program aims to equip students with a comprehensive understanding of mathematical principles, fostering analytical thinking, problem-solving skills, and mathematical applications across various disciplines.
Page | 6 INSTRUCTION (Level IV Phase II) Bachelor of Secondary Education major in Science The Bachelor of Secondary Education major in Science (BSE Science) program is designed to provide students with a broad and interdisciplinary foundation in scientific knowledge, critical thinking, and research skills, preparing them for diverse career paths and advanced studies in the sciences.
Page | 7 INSTRUCTION (Level IV Phase II) EARIST plays a crucial role in providing accessible and quality education in science and technology to a diverse student population. By offering specialized programs, it contributes to the development of skilled professionals in key sectors that drive technological advancements and economic growth. The institute's commitment to science and technology education aligns with the national agenda for innovation and progress, making it an important institution in the educational landscape of the Philippines, as evidenced by the Institute’s Vision, Mission, Goals, Core Values, Philosophy, and Quality Policy:
Page | 8 INSTRUCTION (Level IV Phase II) Quality Policy (ISO)9001:2015 EARIST is committed to providing quality education and service through continual improvement of its quality management system with compliance to statutory and regulatory requirements that meet a higher level of customer satisfaction.
Page | 9 INSTRUCTION (Level IV Phase II) The EARIST College of Education (CED) was established by Republic Act 6595 which was signed by President E. Marcos on September 30, 1972. Originally known as the Vocational Technical Teacher Education Department, the College opened on July 10, 1972, by Section 1 RA. 4072 as amended by Section 2, R.A, 5088 and Section 2 R.A. 6593, which states that the institute is hereby authorized to establish a trade technical education, vocational-technical teacher education department, technology department, science and technology department, science and arts department, graduate education department and offer such similar other opportunity and technical course to meet the needs of Manila and other metropolitan area. Since its founding, the college has provided its services to stakeholders through its VISION, MISSION, GOALS, and OBJECTIVES:
Page | 10 INSTRUCTION (Level IV Phase II)
Page | 11 INSTRUCTION (Level IV Phase II)
Page | 12 INSTRUCTION (Level IV Phase II) Strategic Planning for Realization of EARIST Vision, Mission, and Goals:
Page | 13 INSTRUCTION (Level IV Phase II) Documentation (Strategic Planning) The strategic planning for the realization of EARIST's vision, mission, and goals involves a comprehensive and forward-looking approach aimed at aligning institutional objectives, optimizing resources, and implementing strategic initiatives to ensure the fulfillment of the university's overarching vision and mission.
Page | 14 INSTRUCTION (Level IV Phase II) 2. ADEQUATE AND RELEVANT PROJECTS/ACTIVITIES TO ACHIEVE THE OBJECTIVES 2.1 Issuance of Certificate of Program Compliance from Commission on Higher Education. (COPC-CHED) The presentation of Certificate of Program Compliance is a testament to our commitment to excellence, ensuring the delivery of quality education, highest standards in academic programs, and the continuity of FREE HIGHER EDUCATION on par with the standards set up by proper authorities."
Page | 15 INSTRUCTION (Level IV Phase II)
Page | 16 INSTRUCTION (Level IV Phase II)
Page | 17 INSTRUCTION (Level IV Phase II) 2.2 Awarding of Level IV Phase I Certification from AACCUP. The Awarding of Level IV Phase I Certification from AACCUP (Accrediting Agency of Chartered Colleges and Universities in the Philippines) marks a significant milestone and a profound recognition of our institution's unwavering commitment to providing a standard of education that exemplifies excellence. This prestigious certification is a powerful assurance of the quality of education we consistently deliver. Attaining Level IV Phase I Certification reflects the culmination of a rigorous evaluation process by AACCUP, an esteemed accrediting body known for its stringent standards in assessing educational institutions. The certification affirms that our academic programs, facilities, faculty, and overall educational environment meet or exceed the benchmarks set forth by AACCUP.
Page | 18 INSTRUCTION (Level IV Phase II)
Page | 19 INSTRUCTION (Level IV Phase II)
Page | 20 INSTRUCTION (Level IV Phase II)
Page | 21 INSTRUCTION (Level IV Phase II) 2.3 Utilizing the BSE and BTLEd Curriculum to keep abreast with the present demand. The BSE and BTLEd Curriculum is a strategic and forward-thinking initiative undertaken by our institution to align our educational offerings with the contemporary demands of the ever-evolving landscape. This comprehensive curriculum update is designed not only to reflect the current educational trends but also to equip our students with the skills, knowledge, and competencies needed to thrive in today's dynamic professional environment. 2.3.1 Comparison (Old and New Curriculum) based on Number of Units. Bachelor of Secondary Education major in Mathematics COURSES CMO 78. 2017 APPROVED CURRICULUM (COPC) General Education (CMO No. 20 s. 2013) • Core • Elective • Mandated 24 9 3 24 9 3 Professional Education • Foundation/Theories and Concepts • Methods and Strategies • Experiential Learning 12 18 12 12 18 12 Major Courses • Mathematics 63 66 Mandated Courses • Physical Education • National Service Training Program 8 6 8 6 Institutional Mandated Course 0 12 TOTAL (MATH MAJOR) 155 units 170 units
Page | 22 INSTRUCTION (Level IV Phase II) Bachelor of Secondary Education major in Science COURSES CMO 78. 2017 APPROVED CURRICULUM (COPC) General Education (CMO No. 20 s. 2013) • Core • Elective • Mandated 24 9 3 24 9 3 Professional Education • Foundation/Theories and Concepts • Pedagogical/Content Courses • Experiential Learning 12 18 12 12 18 12 Major Courses • Science 73 73 Mandated Courses • Physical Education • National Service Training Program 8 6 8 6 Institutional Mandated Course 0 12 TOTAL (SCIENCE MAJOR) 165 units 177 units
Page | 23 INSTRUCTION (Level IV Phase II) Bachelor of Technology and Livelihood Education (Home Economics and Industrial Arts) COURSES CMO 78. 2017 APPROVED CURRICULUM (COPC) General Education (CMO No. 20 s. 2013) • Core • Elective • Mandated 24 9 3 24 9 3 Professional Education • Foundation/Theories and Concepts • Pedagogical/Content Courses • Experiential Learning 12 18 12 12 18 12 Research 6 6 Major Courses • Industrial Arts • Home Economics • Exploratory 36 36 36 39 42 36 Mandated Courses • Physical Education • National Service Training Program 8 6 8 6 Institutional Mandated Course 0 12 TOTAL (HE MAJOR) 164 units 182 units TOTAL (IA MAJOR) 164 units 179 units
Page | 24 INSTRUCTION (Level IV Phase II) 2.3.2 Basis of Change Excerpts from CHED CMO no. 75 s. 2017 page 1. (FOR BSE) Excerpts from CHED CMO no. 78 s. 2017 page 2. (FOR BTLED) 2.3.3 Curriculum Mapping Curriculum Map (Based on the Curriculum Revision Submitted to CHED for the Issuance of Certificate of Program Compliance) Legends: I – Introduced Concepts/Principle P – Practiced with Supervision D – Demonstrated across different clinical settings with minimal supervision
Page | 25 INSTRUCTION (Level IV Phase II) Alternative Legends: L – Facilitates learning of the competencies (input is provided and competency is evaluated). P – Allows students to practice competencies (no input but competency is evaluated). O – Opportunity for development (no input or evaluation, but there is opportunity to practice the competencies) Bachelor of Technology and Livelihood Education major in Home Economics COURSES P.O 1 P.O 2 P.O 3 P.O 4 P.O 5 P.O 6 P.O 7 P.O 8 Home Economics Literacy I P P P D D D D Family and Consumer Life Skills I P P P D D D D Entrepreneurship I P P P D D D D Introduction to Information and Communications Technology I I P P P D D D D Introduction to Information and Communications Technology II I P P P D D D D Introduction to Agri-Fishery Arts I I P P P D D D D Introduction to Agri-Fishery Arts II I P P P D D D D Introduction to Industrial Arts I I P P P D D D D Introduction to Industrial Arts II I P P P D D D D Technology for Teaching and Learning 2 in TLE I P P P D D D D Graphic Arts I P P P D D D D Civil Technology I I P P P D D D D Civil Technology II I P P P D D D D Fundamentals of Automotive Technology I P P P D D D D Applied Automotive Technology I P P P D D D D Fundamentals of Electronics Technology I P P P D D D D Fundamentals of Electrical Technology I P P P D D D D Metal Works I P P P D D D D Domestic Refrigeration and AirConditioning I P P P D D D D Digital Electronics Technology I P P P D D D D Applied Electrical Technology I P P P D D D D Commercial Refrigeration and AirConditioning I P P P D D D D Crafts Design (Handicrafts) I P P P D D D D
Page | 26 INSTRUCTION (Level IV Phase II) Bachelor of Technology and Livelihood Education major in Industrial Arts COURSES P.O 1 P.O 2 P.O 3 P.O 4 P.O 5 P.O 6 P.O 7 P.O 8 Home Economics Literacy I P P P D D D D Family and Consumer Life Skills I P P P D D D D Entrepreneurship I P P P D D D D Introduction to Information and Communications Technology I I P P P D D D D Introduction to Information and Communications Technology II I P P P D D D D Introduction to Agri-Fishery Arts I I P P P D D D D Introduction to Agri-Fishery Arts II I P P P D D D D Introduction to Industrial Arts I I P P P D D D D Introduction to Industrial Arts II I P P P D D D D Technology for Teaching and Learning 2 in TLE I P P P D D D D Graphic Arts I P P P D D D D Household Resource Management I P P P D D D D Principles of Food Preparation I P P P D D D D School Food Canteen Management w/ 150 hours of Practicum Component I P P P D D D D Food and Nutrition I P P P D D D D Bread and Pastry Arts I P P P D D D D Fundamentals of Food Technology I P P P D D D D Arts in Daily Living I P P P D D D D Child and Adolescent Development I P P P D D D D Clothing Selection, Purchase & Care I P P P D D D D Marriage and Family Relationships I P P P D D D D Clothing Construction I P P P D D D D Crafts Design (Handicrafts) I P P P D D D D Beauty Care with Health & Wellness I P P P D D D D Bachelor of Secondary Education major in Mathematics COURSES A B C D E F G History of Math P P P P P P P College and Advanced Algebra O O O O O O O Trigonometry P P P P P P P Plane and Solid Geometry P P P P P P P Logic and Set Theory P P P P P P P Elementary Statistics and Probability P P P P P P P Calculus 1 with Analytic Geometry L L L L L L L Calculus 2 L L L L L L L Calculus 3 O O O O O O O Modern Geometry P P P P P P P Mathematics of Investment P P P P P P P Number Theory L L L L L L L Linear Algebra P P P P P P P Advanced Statistics P P P P P P P Problem Solving, Mathematical Investigation & Modeling L L L L L L L Principle & Strategies in Teaching Mathematics O O O O O O O Abstract Algebra P P P P P P P Research in Mathematics P P P P P P P Technology for Teaching and Learning 2 (Instrumentation & Technology in Mathematics) L L L L L L L Assessment & Evaluation in Mathematics P P P P P P P
Page | 27 INSTRUCTION (Level IV Phase II) Bachelor of Secondary Education major in Science COURSES Demonstrates deep understanding of scientific concepts principles Apply scientific inquiry in teaching and learning Utilize effective science teaching and assessment methods Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences Genetics (lecture and laboratory) L P O L Cell and Molecular Biology (lecture and laboratory) L P O L Microbiology and Parasitology (lecture and laboratory) L P O L Anatomy and Physiology (lecture and laboratory) L P O L Inorganic Chemistry (lecture and 2 units laboratory) L P O L Organic Chemistry (lecture and 2 units laboratory) L P O L Biochemistry L P O L Analytical Chemistry (lecture and 2 units laboratory) Thermodynamics (lecture and laboratory) L P O L Modern Physics L P O L Electricity and Magnetism (lecture and laboratory) L P O L Waves and Optics (lecture and laboratory) L P O L Fluid Mechanics L P O L Earth Science L P O L Astronomy L P O L Environmental Science L P L L Meteorology L P O L The Teaching of Science P P P P Technology for Teaching and Learning 2 P P P P Research in Teaching Science 1 P P P P Research in Teaching Science 2 P P P P Curriculum mapping, as a systematic and comprehensive educational planning process, involves the delineation, alignment, and assessment of learning objectives, instructional methods, and assessment strategies across various courses and educational levels, facilitating a cohesive and transparent framework that not only ensures the seamless progression of skills and knowledge but also allows educators to critically evaluate and enhance the effectiveness of the curriculum, ultimately aiming to provide students with a well-rounded and interconnected educational experience.
Page | 28 INSTRUCTION (Level IV Phase II) 2.4 Orientation of students and faculty members The orientation of students and faculty members is a pivotal and dynamic process that serves as the foundational bridge between academic institutions and their stakeholders. Orientation programs are meticulously designed to ensure a seamless and positive integration for both students embarking on their educational journey and faculty members who play a crucial role in shaping that journey. Also, the orientation of students and faculty members signifies a crucial juncture in the academic journey, offering a comprehensive introduction to the institutional landscape, educational resources, and collaborative opportunities, underscoring the importance of laying a strong foundation for a shared commitment to the pursuit of knowledge, innovation, and excellence, thereby emphasizing the long road ahead of academics and the collective dedication required for sustained growth and success within the academic community. 2.4.1 Sample Programs
Page | 29 INSTRUCTION (Level IV Phase II) 2.4.2 Flow
Page | 30 INSTRUCTION (Level IV Phase II) 2.4.3 Pictures The attendance of both faculty and students in orientation sessions is pivotal, as it not only signifies a collective commitment to the institutional ethos but also underscores the institution's dedication to fostering a supportive academic community where the welfare of all stakeholders is prioritized, ensuring that faculty members and students alike are equipped with essential information, resources, and a sense of belonging that not only enhances their overall experience but also establishes a foundation for sustained well-being and success within the academic environment.
Page | 31 INSTRUCTION (Level IV Phase II) 2.4.4 Receipts of handouts (Syllabi to faculty and students) The distribution of handouts, including syllabi, marks a crucial phase in fostering effective communication and establishing a foundation for a successful academic experience. This process ensures that both faculty and students are well-informed, setting the stage for a collaborative and productive learning environment. Since the Institution implements a Learning Management System (LMS) via Google, we tend to distribute hands-out to our students electronically, so that we are following the ISO Requirement of Paperless documents and EASE OF DOING BUSINESS for the materials were always available via the Cloud Drive of Google. This practice is applicable to all programs under the Survey visit.
Page | 32 INSTRUCTION (Level IV Phase II) 2.5 Learning activities and outcomes-based assessment. The integration of learning activities and outcomes-based assessment is fundamental to a dynamic and student-centered educational framework, prioritizing not just what students are taught but also what they are expected to achieve. Learning activities employ diverse pedagogical approaches, incorporating real-world applications, technology integration, active learning, and collaborative projects. Outcomes-based assessment begins with clear learning objectives and employs aligned assessments, continuous feedback, and holistic evaluation, fostering data-informed decision-making. The synergy between learning activities and assessment creates a powerful educational ecosystem with a continuous feedback loop, a student-centric focus, and a focus on preparing students for future challenges. This symbiotic relationship reflects a commitment to excellence, innovation, and holistic development, ensuring students acquire not only knowledge but also critical skills for success in a dynamic global landscape. Since EARIST adheres to the Hybrid Learning Modality set by CHED, the availability of the Learning Management System via Google, and the newly procured LMS which is the CLASS-IN, the whole academic community can meet the teaching and learning process with the use of technology that promotes accessibility and inclusivity. 2.5.1 Program outcomes and performance indicators. FROM CMO No. 78 s. 2017 (BTLED) Program Outcomes Performance Indicators 1. Demonstrate the competencies required of the Philippine TVET Trainers-Assessors Qualifications Framework (PTTQF). • Conduct technical training and competency assessment. • Design and develop curriculum courses and Instructional materials. • Supervise and mentor technical students. • Extend the body of knowledge in the field of technical-vocational education and training
Page | 33 INSTRUCTION (Level IV Phase II) 2. Demonstrate broad, meaningful and coherent knowledge and skills in any of the specific fields in technical and vocational education • Demonstrate competence/ and mastery in meaningfully teaching EPP/TLE. • Facilitate the teaching-learning of EPP/TLE. • Relate Lesson with other lessons in the course and with other disciplines. 3. Apply with minimal supervision specialized knowledge and skills in any of the specific fields in the technical teacher education. • Demonstrate competence in applying specialized knowledge and skills with confidence. • Demonstrate mastery in teaching EPP/TLE. 4. Demonstrate higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning • Develop one’s own teaching strategies to attain a learning outcome. • Reflect on teaching strategies and skills to continuously improve on them. • Communicate ideas clearly and accurately in oral and written form. • Make sound judgment and decision after critical evaluation of ideas. 5. Manifest a deep and principles understanding of how educational processes relate to larger historical, social, cultural, and political processes. • Facilitate learning by applying time-tested principles of learning. • Employ interactive, collaborative, integrative, and reflective teaching-learning activities. • Teach based on sound principles and philosophies of education. 6. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes. • Relate teaching-learning to the historical, social, cultural and political context. • Show how historical, social, cultural and political processes impact on teaching-learning.
Page | 34 INSTRUCTION (Level IV Phase II) 7. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment, and teaching approaches. • Use varied teaching approaches and strategies relevant to EPP/TLE. • Implement effectively the curriculum and assess its relevance and responsiveness to the needs of the clientele. • Observe alignment of outcomes, teaching-learning activities and assessment tasks in lesson planning. • Use appropriate traditional and authentic assessment tools to assess learning and to inform instruction. • Utilize varied and appropriate instructional technology to facilitate and enrich instruction. 8. Reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter, and other factors affective educational processes in order to constantly improve their teaching knowledge, skills, and practices. • Integrate principles of teaching and learning, theories on human development and social context of the learner for relevant and effective teaching. • Practice reflective teaching. • Adapt innovative learning practices. Bachelor of Secondary Education major in MATHEMATICS From CMO No. 75 s. 2015 (BSE) Program Outcomes Performance Indicators a. Exhibit competence in mathematical concepts and procedures. • Explain and Illustrate clearly, accurately and comprehensively the basic mathematical concepts, using relevant examples as needed • Demonstrate in detail basic mathematical procedures
Page | 35 INSTRUCTION (Level IV Phase II) • Show the connections between mathematical concepts that are related to one another • Provide examples to illustrate the application of mathematical concepts and procedures b. Exhibit proficiency in relating mathematics to other curricular areas. • Creates a curriculum guide that shows how mathematics can be integrated with other curricular areas • Identify teaching activities which support the implementation of the curriculum guide. • Develop and utilize instructional materials that support the integration of mathematics with other curricular areas. • Utilize appropriate technologies to achieve the learning outcomes. c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of mathematics • Demonstrate skills in various methods of learning in mathematics such as, conducting investigations, modeling and doing research • Create and utilize learning experience in the classroom which develop the learner’s skills in discovery learning problem solving and critical thinking d. Demonstrate competence in designing constructing and utilizing different forms of assessment in mathematics • Design and utilize varied assessment tools in mathematics, including alternative forms of assessment • Analyze assessment results and use these to improve learning and teaching • Provide timely feed back of assessment results to students
Page | 36 INSTRUCTION (Level IV Phase II) e. Demonstrate proficiency in problem- solving by solving and creating routine and non- routine problems with different levels of complexity • Demonstrate skills in various problem-solving heuristics • Select suitable examples to explain the various problemsolving heuristics • Manifest creativity and critical thinking when selecting examples and problems to be used in the classroom and in the assessment of students learning • Used varied resources for selecting and creating problems to develop the student’s problem solving skills f. Use effectively appropriate approaches methods and techniques in teaching mathematics • Demonstrate knowledge and skills in varied approaches and methods of teaching mathematics • Manifest discretion when selecting approaches or methods that would be effective in teaching particular lessons • Utilizes a variety of studentcentered approaches and methods in the classroom g. Appreciate mathematics as an opportunity for creative work moments of discovery and gaining insights of the world • Model in class such mathematical attitudes as delight after having found the solution to a problem or a sense of wonder at how certain mathematical concepts evolved • Develop lessons that can help students appreciate the use mathematical in daily life
Page | 37 INSTRUCTION (Level IV Phase II) Bachelor of Secondary Education major in SCIENCE From CMO No. 75 s. 2015 (BSE) Program Outcomes Performance Indicators h. Demonstrate deep understanding of scientific concepts and principles • Display basic and comprehensive understanding of knowledge, principles of the subject matter in the science. i. Apply scientific inquiry in teaching and learning • Apply the scientific principle in solving current problems. • Uses scientific inquiry in understanding and explaining natural phenomena. j. Utilize effective science teaching and assessment methods • Design and utilize appropriate instructional materials in science. • Employ effect teaching techniques for diverse types of learners in varied learning conditions. • Design and utilized a variety of appropriate assessment techniques to monitor and evaluate learning. • Provide regular feedback to student. k. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the science • Utilize appropriate pedagogy and use of technology for the different science content areas. • Demonstrate skills in various methods of teaching- learning in the science to include conducting science investigations, making models and prototype, and doing science research. • Create and utilize learning experiences in the classrooms to develop learner’s skills in discovery learning problem learning and critical thinking .
Page | 38 INSTRUCTION (Level IV Phase II) 2.6 Conduct micro-teaching activities as a requirement in various courses. Conducting micro-teaching activities as a requirement in various courses is a pedagogical innovation with profound implications for the professional development of educators. This approach involves simulated teaching sessions, allowing educators to refine their instructional techniques, receive constructive feedback, and enhance their overall teaching proficiency. The integration of micro-teaching into diverse courses underscores its universal applicability, fostering continuous improvement and adaptability across educational levels. In the context of teacher preparation, micro-teaching serves as a crucial element for skill development, confidence-building, adaptability, and innovation. It bridges the gap between theory and practice, preparing educators to navigate the dynamic challenges of real classrooms. By providing a safe space for practice and feedback, micro-teaching contributes to the confidence-building process, especially for novice educators.
Page | 39 INSTRUCTION (Level IV Phase II) 2.7 Adopt blended-learning strategies. The adoption of blended learning strategies represents a transformative shift in education, merging traditional teaching with innovative technology. Blended learning combines face-to-face instruction and online components to create a flexible and personalized learning environment. Key components include in-person instruction, online modules, flexibility, interactive multimedia, continuous assessment, and adaptive learning technologies. Implementation strategies involve professional development, strategic course design, technology infrastructure, engagement strategies, and continuous evaluation. Blended learning offers a personalized learning experience, prepares students for the digital age, enhances accessibility, and inclusivity, and proves costeffective for institutions. 2.7.1 CHED CMO NO. 04 S. 2023 For Flexible Learning
Page | 40 INSTRUCTION (Level IV Phase II) with these guidelines from the Commission on Higher Education, the EARIST Administration has formulated its internal policy to adhere to the memorandum from the commission. Hence, the policy will be localized following the existing rules and regulations applicable to the situation.
Page | 41 INSTRUCTION (Level IV Phase II) 2.7.2 EARIST Guidelines (President’s Academic Year Memorandum)
Page | 42 INSTRUCTION (Level IV Phase II) Vice President for Academic Affairs
Page | 43 INSTRUCTION (Level IV Phase II) 2.7.3 Proofs CLASS-IN/LMS TRAINING
Page | 44 INSTRUCTION (Level IV Phase II) Documentation The CLASS-IN training for faculty is a comprehensive professional development initiative designed to empower educators with innovative pedagogical methodologies, advanced technological integration strategies, and effective communication skills, fostering a dynamic and inclusive learning environment that directly translates into enhanced student engagement, improved academic outcomes, and a more enriching educational experience, thereby contributing to the overall holistic development and success of students within the academic institution.
Page | 45 INSTRUCTION (Level IV Phase II) 2.8 Require pre-service education students to undergo field study for teaching-learning process observation.
Page | 46 INSTRUCTION (Level IV Phase II) 2.8.1 MOA and Endorsements The memorandum of Agreement is legally binding between the DEPED and EARIST, as required by DEPED-CHED Joint Memorandum No.1 s: 2021 or the Revised Policies in Teaching Internship. This MOA is valid every 2 years and renewable upon request of the party concerned.
Page | 47 INSTRUCTION (Level IV Phase II)
Page | 48 INSTRUCTION (Level IV Phase II) 2.8.2 NARRATIVE REPORTS FOR TEACHING INTERNSHIP To fulfill the requirements of the Pre-service in their off-campus Teaching Internship, student teachers are required to submit their Teaching Internship Portfolio to their respective Supervisors, and then be kept in the College of Education Library for future reference. Also, the portfolio is subject to clearance of the College Library Coordinator to ensure that every graduate is compliant with the submission.