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Professional Networking in Teaching.pptx

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JeoffreyCasipong1

1. The document discusses professional networks and their benefits for teachers. It describes professional networks as connected communities of educators that provide opportunities for knowledge development. 2. Learning Action Cells (LACs) are mentioned as a type of professional network where teachers collaboratively solve challenges. The document uses the example of a teacher who participates in an LAC to discuss challenges and develop new activities. 3. Participating in professional networks, sharing knowledge through discussions and lesson planning, and enhancing teaching practices through collaborative teaching are described as ways for teachers to improve. Benefits include sharing resources, gaining different perspectives, and developing professionally.

1 of 39
Professional Networking in Teaching.pptx
Pre-Test Choose the best answer from the box. 1. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge and/or practice. 2. Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated lac leader. 3. Sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. 4. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. A. Participation B. Professional Network C. Learning Action Cell (LAC) D. Collaborative Teaching E. Focus Group Discussion (FGD)
Professional Networking in Teaching: Its benefits to enhance practice. PPST 7.3.2 KRA 4(Personal Growth and Professional Development), Indicator 13 Ronald G. Gabasa Master Teacher I
Professional Networking in Teaching.pptx
Professional Networking in Teaching.pptx
20XX Pitch deck title 6 PARTICIPATION. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. PROFESSIONAL NETWORK. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge SHARING OF KNOWLEDGE. This refers to an activity through which information, skills, or expertise is selflessly imparted to colleagues and other stakeholders to enrich the teaching-learning practice. ENHANCEMENT OF PRACTICE. This is the enrichment of teachers’ manner or habit in the delivery of instruction. it reflects the teachers’ actions to improve knowledge, skills, values and attitudes as they perform their
Professional Networking in Teaching.pptx
participates in the sessions, meetings, conferences and training held by the department, school or division. She documents her participation in professional networks by signing the attendance sheet, noting important details, and receiving a certificate of participation as means of verification (MOV). During this particular session, Teacher Charie worked collaboratively with her colleagues by sharing the insights she gained from the session. She did this by participating in the lac session with her colleagues.
She discussed some classroom concerns to address and resolve similar problems that she and her co-teachers experienced in teaching. One of teacher Charie’s co-teachers complained about the misbehavior of her learners. Through the LAC, where they shared knowledge acquired from the session, teacher Charie and her co-teachers decided to develop together interactive activities to engage the learners in the lesson and minimize misbehavior.
LET’S PROBE IT! 1. As a proficient teacher, what was the role of Teacher Charie in joining the LAC? 2. What did Teacher Charie get from the LAC so she could use them as Means of Verification (MOV)? 3. What specific knowledge did she learn from the LAC session? Do you think this could help her in enhancing her teaching practice? 4. If you were the one who participated in the session/meeting, how would you share knowledge and enhance practice?
 EXPLORE OTHER PROFESSIONAL NETWORKS  CREATE PROFESSIONAL NETWORKS AMONG PEERS  ADHERE TO NORMS WHILE SHARING KNOWLEDGE  SET OBJECTIVES FOR ENHANCEMENT OF PRACTICE
1. PARTICIPATING IN VARIOUS PROFESSIONAL NETWORKS A professional network is a connected community of educators. as part of curriculum and planning, proficient teachers should participate in collegial discussions that use teacher and learner feedback to enrich teaching practice. PARTICIPATING IN LEARNING ACTION CELL (LAC) SESSIONS LEARNING ACTION CELL (LAC) Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated lac leader. lacs will become school-based communities of practice that are positive, caring, and safe spaces (DepEd order no. 35, s. 2016).
Professional Networking in Teaching.pptx
PARTICIPATING IN ONLINE TEACHER COMMUNITIES ONLINE TEACHER COMMUNITIES Offer ways for new and veteran educators to keep up with industry trends. These communities encourage teachers to collaborate and share resources with colleagues, discuss teaching strategies and connect with experts in the education field. Joining a teacher community can also help teachers find resources to chart a professional- development plan (Klindt, 2013).
Professional Networking in Teaching.pptx
Professional Networking in Teaching.pptx
Professional Networking in Teaching.pptx
Proficient teachers are expected to participate not only in the professional networks stated above but also in other sessions, meetings, conferences and training held by the department, school or division, including professional development programs sponsored by professional teacher organizations. other professional networks are described as follows:
• IN-SERVICE TRAINING FOR TEACHERS (INSET) – This is defined as the relevant courses and activities in which a serving teacher may participate to upgrade his/her professional knowledge, skills, and competence in the teaching profession. therefore, it encompasses all forms of education and training given to a teacher who is already on the job of teaching and learning (Osamwonyi, 2016). • PROFESSIONAL TEACHER ORGANIZATIONS – They offer knowledge and membership benefits to students, graduates and teachers. there are professional teacher organizations for nearly every subject matter and educational specialty, and the majority offer publications, newsletters and expert information relating to their association’s specific focus (Campbellsville University Online Programs, 2018).
2. SHARING KNOWLEDGE THROUGH PROFESSIONAL NETWORKS Sharing what you know, or asking someone else to share what they know, may not seem like such a big deal, but peer knowledge sharing can be a powerful tool to help educators teach more effectively in the blended classroom. This often overlooked strategy is one of the best ways to uncover problems, discover best practices, and find new or better resources for teaching. Different methods of teacher professional development are implemented throughout the department of education (DepEd) to improve teaching-learning process. However, most of these are top-down processes while there are fewer bottom-up teacher professional development programs (DepEd Order no. 35, s. 2016).
TOP-DOWN TEACHER DEVELOPMENT PROGRAMS Are led by distinguished and highly proficient teachers who share or transfer expert knowledge to proficient and beginning teachers. Examples of these are lectures or workshops during cascaded or echoed teacher training and short-term courses. BOTTOM-UP TEACHER DEVELOPMENT PROGRAMS Are where colleagues study content and pedagogies together, plan lessons collaboratively, and conduct action research as a group. Examples of these are school-based learning action cells, teaching circles, communities of practice, and lesson study.
SHARING KNOWLEDGE IN LAC SESSIONS THROUGH FOCUS GROUP DISCUSSION (FGD) HOW TO DO IT 1. Listen attentively and follow carefully the instructions of the FGD facilitator. He or she may discuss the purpose of the FGD, confidentiality of information, ethical considerations, process of the group discussion, and ground rules. Clarifications must be made before the FGD facilitator asks the first question to be discussed. 2. When given the turn to share opinion, make sure to take some time to think before answering the questions. Try to address all the issues without simply repeating what was already said.
3. Remain tactful in asserting strong opinions especially as response to others’ ideas which may be disagreeable to you. 4. Take note of salient points in the discussion as these will be summarized by the FGD facilitator at the end. There may be a need to make clarifications as to whether the summary captured the essence of the discussion or not in order to meet some general agreement. 5. Consider the results of the FGD session to guide your future action especially in the enhancement of teaching practice.
SHARING KNOWLEDGE BY CO-PLANNING LESSONS Lesson planning is sometimes difficult to do by just one teacher. The subject matter may be too difficult or the teacher is new to the curriculum, standards or grade level. This challenging situation may be seen as an opportunity to collaborate with colleagues instead. One effective way of sharing knowledge and experiences with colleagues is through co-planning lessons. Co-planning is where two teachers who are going to teach together decide how they will implement instruction to meet the needs of all learners. During the planning process the general goals of the lesson are developed along with ways to meet the academic and/or behavioral needs of individual learners
HOW TO DO IT 1. If planning lessons as a team, give each member a clearly- defined set of responsibilities according to individual strengths. The idea is for each team member to choose an area where he or she feels knowledgeable and has valuable ideas to contribute. 2. Keep co-planning meeting on track with a planning template and an effective leader. A planning template may be given by the grade level leader prior to the meeting. Each member brainstorms a number of effective strategies/activities for teaching each skill in the coming week or unit, and comes to the meeting with the template completed.
3. Collaborate more effectively with the use of cloud storage data. Your team may use lesson planning website or application like planbook.com which offers a collaborative planning option. You can also use the free tool google drive where you can create google docs or google spreadsheets for your lessons. Colleagues can add comments or make edits if you allow them to, which means each person can offer input on lesson plans at a time that is convenient for him or her. 4. Make the best of whatever your co-planners can offer and consider their lessons a framework for your own. Accept the lesson plans your team members provide and simply leave out the parts you don’t want to implement, inserting your own ideas instead.
5. Create your own separate co-planning strategies apart from your grade level team. Co-planning with just one or two colleagues you respect is also an effective strategy. Partner up with a colleague whose teaching style is similar to yours and split the work of fine- tuning the final lesson plans. 6. You can also look for someone outside your school to team up with like another teacher in your division. Even if you don’t currently know another great local teacher in your grade or subject area, you can seek them out online through platforms like Facebook groups for teachers, twitter chats, Instagram hashtags, etc. That will allow you to find like-minded teachers and collaborate with tools like google drive, skype, facetime, Voxer, and so on.
3. ENHANCING PRACTICE THROUGH PROFESSIONAL NETWORKS ENHANCING PRACTICE THROUGH COLLABORATIVE TEACHING One of the ways to enhance practice is through collaborative teaching. Collaborative teaching, sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. Teachers together set goals fora subject, prepare individual lesson plans, teach learners, and evaluate the results. They share insights, argue with one another, and perhaps even challenge learners to decide which approach is better. HOW TO DO IT 1. RESPECT EACH OTHER Mutual respect is critical to co-teaching relationship. Share ideas openly and do much of your work facing learners together. It is fine to disagree with someone’s ideas, but don’t make the disagreement deals about the person. 2. CLEARLY DEFINE ROLES AND RESPONSIBILITIES. Co-teaching works better when the partners agree on who does what, when. Clearly defined roles and responsibilities prevent either partner from feeling the other has overstepped a boundary or avoided responsibilities.
3. BE FLEXIBLE Innovation is difficult. That is why so many teachers find themselves falling back on comfortable activities and strategies. Co-teaching allows you to gain another person’s perspective on how instruction might be improved, how learners might be best addressed, what resources to use, and so much more. Below are other co-teaching structures described by friend and cook (1996, in peery, 2017). • PARALLEL TEACHING The class is divided in two groups and the same material is presented simultaneously by both teachers. The teachers plan the two groups deliberately to maximize the success of all learners; this is not simply a “pull-out” or intervention group sitting in the same room.
• STATION TEACHING Both teachers are actively involved in instruction as learners are divided into groups and rotate from one station to the next. There may be stations where learners work independently or with a paraprofessional in addition to the two stations the co-teachers facilitate. • ALTERNATIVE TEACHING One teacher takes a small group of learners and provides them more intensive or specialized instruction that is different than what the large group receives from the other teacher. • TEAM TEACHING Both teachers teach the content at the same time in tandem or “tag team” fashion.
4. PLAN TOGETHER The co-teaching relationship brings together two people with wonderfully rich expertise and experiences. Co-teaching teams need ample planning time to work through how to best utilize their strengths. 5. LEARN FROM YOUR TEACHING EXPERIENCE Innovation requires failure. Many times, teachers feel they have failed somehow during instruction, and in reality, the learners haven’t even noticed. We are often our own worst critics. Revisiting or correcting something later in the day (or the next day) doesn’t mean you failed earlier. It means you’ve learned something since. This is the kind of ongoing learning we want to model for our learners.
6. COMMUNICATE CONSTANTLY Planning time is one thing; constant communication is another. Not only should co-teachers frequently plan for what standards will be covered, how material will be taught, and how learners will be assessed, they should also regularly communicate in less formal ways. 7. SEEK ADMINISTRATIVE SUPPORT. Sometimes, teachers have been scheduled to co-teach by administrators but didn’t have much advance notice. If you and your partner don’t have a common planning time when you can frequently collaborate, ask for it. Go to your principal with a couple of proposals about how this can work without too much disruption to the rest of the schedule.
BENEFITS 1.Sharing resources 2.Asking questions 3.Providing emotional support 4.Reflecting on professional experience 5.Finding new opportunities
Professional Networking in Teaching.pptx
Professional Networking in Teaching.pptx
Post Test Choose the best answer from the box. 1. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge and/or practice. 2. Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated lac leader. 3. Sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. 4. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. A. Participation B. Professional Network C. Learning Action Cell (LAC) D. Collaborative Teaching E. Focus Group Discussion (FGD)
Post Test Choose the best answer from the box. 1. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge and/or practice. 2. Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated LAC leader. 3. Sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. 4. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. 4. Participation 1. Professional Network 2. Learning Action Cell (LAC) 3. Collaborative Teaching
“Your NETWORK is your NET WORTH.”
THANK YOU Ronald G. Gabasa ronald.gabasa@deped.gov.ph

More Related Content

Professional Networking in Teaching.pptx

  • 2. Pre-Test Choose the best answer from the box. 1. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge and/or practice. 2. Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated lac leader. 3. Sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. 4. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. A. Participation B. Professional Network C. Learning Action Cell (LAC) D. Collaborative Teaching E. Focus Group Discussion (FGD)
  • 3. Professional Networking in Teaching: Its benefits to enhance practice. PPST 7.3.2 KRA 4(Personal Growth and Professional Development), Indicator 13 Ronald G. Gabasa Master Teacher I
  • 6. 20XX Pitch deck title 6 PARTICIPATION. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. PROFESSIONAL NETWORK. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge SHARING OF KNOWLEDGE. This refers to an activity through which information, skills, or expertise is selflessly imparted to colleagues and other stakeholders to enrich the teaching-learning practice. ENHANCEMENT OF PRACTICE. This is the enrichment of teachers’ manner or habit in the delivery of instruction. it reflects the teachers’ actions to improve knowledge, skills, values and attitudes as they perform their
  • 8. participates in the sessions, meetings, conferences and training held by the department, school or division. She documents her participation in professional networks by signing the attendance sheet, noting important details, and receiving a certificate of participation as means of verification (MOV). During this particular session, Teacher Charie worked collaboratively with her colleagues by sharing the insights she gained from the session. She did this by participating in the lac session with her colleagues.
  • 9. She discussed some classroom concerns to address and resolve similar problems that she and her co-teachers experienced in teaching. One of teacher Charie’s co-teachers complained about the misbehavior of her learners. Through the LAC, where they shared knowledge acquired from the session, teacher Charie and her co-teachers decided to develop together interactive activities to engage the learners in the lesson and minimize misbehavior.
  • 10. LET’S PROBE IT! 1. As a proficient teacher, what was the role of Teacher Charie in joining the LAC? 2. What did Teacher Charie get from the LAC so she could use them as Means of Verification (MOV)? 3. What specific knowledge did she learn from the LAC session? Do you think this could help her in enhancing her teaching practice? 4. If you were the one who participated in the session/meeting, how would you share knowledge and enhance practice?
  • 11.  EXPLORE OTHER PROFESSIONAL NETWORKS  CREATE PROFESSIONAL NETWORKS AMONG PEERS  ADHERE TO NORMS WHILE SHARING KNOWLEDGE  SET OBJECTIVES FOR ENHANCEMENT OF PRACTICE
  • 12. 1. PARTICIPATING IN VARIOUS PROFESSIONAL NETWORKS A professional network is a connected community of educators. as part of curriculum and planning, proficient teachers should participate in collegial discussions that use teacher and learner feedback to enrich teaching practice. PARTICIPATING IN LEARNING ACTION CELL (LAC) SESSIONS LEARNING ACTION CELL (LAC) Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated lac leader. lacs will become school-based communities of practice that are positive, caring, and safe spaces (DepEd order no. 35, s. 2016).
  • 14. PARTICIPATING IN ONLINE TEACHER COMMUNITIES ONLINE TEACHER COMMUNITIES Offer ways for new and veteran educators to keep up with industry trends. These communities encourage teachers to collaborate and share resources with colleagues, discuss teaching strategies and connect with experts in the education field. Joining a teacher community can also help teachers find resources to chart a professional- development plan (Klindt, 2013).
  • 18. Proficient teachers are expected to participate not only in the professional networks stated above but also in other sessions, meetings, conferences and training held by the department, school or division, including professional development programs sponsored by professional teacher organizations. other professional networks are described as follows:
  • 19. • IN-SERVICE TRAINING FOR TEACHERS (INSET) – This is defined as the relevant courses and activities in which a serving teacher may participate to upgrade his/her professional knowledge, skills, and competence in the teaching profession. therefore, it encompasses all forms of education and training given to a teacher who is already on the job of teaching and learning (Osamwonyi, 2016). • PROFESSIONAL TEACHER ORGANIZATIONS – They offer knowledge and membership benefits to students, graduates and teachers. there are professional teacher organizations for nearly every subject matter and educational specialty, and the majority offer publications, newsletters and expert information relating to their association’s specific focus (Campbellsville University Online Programs, 2018).
  • 20. 2. SHARING KNOWLEDGE THROUGH PROFESSIONAL NETWORKS Sharing what you know, or asking someone else to share what they know, may not seem like such a big deal, but peer knowledge sharing can be a powerful tool to help educators teach more effectively in the blended classroom. This often overlooked strategy is one of the best ways to uncover problems, discover best practices, and find new or better resources for teaching. Different methods of teacher professional development are implemented throughout the department of education (DepEd) to improve teaching-learning process. However, most of these are top-down processes while there are fewer bottom-up teacher professional development programs (DepEd Order no. 35, s. 2016).
  • 21. TOP-DOWN TEACHER DEVELOPMENT PROGRAMS Are led by distinguished and highly proficient teachers who share or transfer expert knowledge to proficient and beginning teachers. Examples of these are lectures or workshops during cascaded or echoed teacher training and short-term courses. BOTTOM-UP TEACHER DEVELOPMENT PROGRAMS Are where colleagues study content and pedagogies together, plan lessons collaboratively, and conduct action research as a group. Examples of these are school-based learning action cells, teaching circles, communities of practice, and lesson study.
  • 22. SHARING KNOWLEDGE IN LAC SESSIONS THROUGH FOCUS GROUP DISCUSSION (FGD) HOW TO DO IT 1. Listen attentively and follow carefully the instructions of the FGD facilitator. He or she may discuss the purpose of the FGD, confidentiality of information, ethical considerations, process of the group discussion, and ground rules. Clarifications must be made before the FGD facilitator asks the first question to be discussed. 2. When given the turn to share opinion, make sure to take some time to think before answering the questions. Try to address all the issues without simply repeating what was already said.
  • 23. 3. Remain tactful in asserting strong opinions especially as response to others’ ideas which may be disagreeable to you. 4. Take note of salient points in the discussion as these will be summarized by the FGD facilitator at the end. There may be a need to make clarifications as to whether the summary captured the essence of the discussion or not in order to meet some general agreement. 5. Consider the results of the FGD session to guide your future action especially in the enhancement of teaching practice.
  • 24. SHARING KNOWLEDGE BY CO-PLANNING LESSONS Lesson planning is sometimes difficult to do by just one teacher. The subject matter may be too difficult or the teacher is new to the curriculum, standards or grade level. This challenging situation may be seen as an opportunity to collaborate with colleagues instead. One effective way of sharing knowledge and experiences with colleagues is through co-planning lessons. Co-planning is where two teachers who are going to teach together decide how they will implement instruction to meet the needs of all learners. During the planning process the general goals of the lesson are developed along with ways to meet the academic and/or behavioral needs of individual learners
  • 25. HOW TO DO IT 1. If planning lessons as a team, give each member a clearly- defined set of responsibilities according to individual strengths. The idea is for each team member to choose an area where he or she feels knowledgeable and has valuable ideas to contribute. 2. Keep co-planning meeting on track with a planning template and an effective leader. A planning template may be given by the grade level leader prior to the meeting. Each member brainstorms a number of effective strategies/activities for teaching each skill in the coming week or unit, and comes to the meeting with the template completed.
  • 26. 3. Collaborate more effectively with the use of cloud storage data. Your team may use lesson planning website or application like planbook.com which offers a collaborative planning option. You can also use the free tool google drive where you can create google docs or google spreadsheets for your lessons. Colleagues can add comments or make edits if you allow them to, which means each person can offer input on lesson plans at a time that is convenient for him or her. 4. Make the best of whatever your co-planners can offer and consider their lessons a framework for your own. Accept the lesson plans your team members provide and simply leave out the parts you don’t want to implement, inserting your own ideas instead.
  • 27. 5. Create your own separate co-planning strategies apart from your grade level team. Co-planning with just one or two colleagues you respect is also an effective strategy. Partner up with a colleague whose teaching style is similar to yours and split the work of fine- tuning the final lesson plans. 6. You can also look for someone outside your school to team up with like another teacher in your division. Even if you don’t currently know another great local teacher in your grade or subject area, you can seek them out online through platforms like Facebook groups for teachers, twitter chats, Instagram hashtags, etc. That will allow you to find like-minded teachers and collaborate with tools like google drive, skype, facetime, Voxer, and so on.
  • 28. 3. ENHANCING PRACTICE THROUGH PROFESSIONAL NETWORKS ENHANCING PRACTICE THROUGH COLLABORATIVE TEACHING One of the ways to enhance practice is through collaborative teaching. Collaborative teaching, sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. Teachers together set goals fora subject, prepare individual lesson plans, teach learners, and evaluate the results. They share insights, argue with one another, and perhaps even challenge learners to decide which approach is better. HOW TO DO IT 1. RESPECT EACH OTHER Mutual respect is critical to co-teaching relationship. Share ideas openly and do much of your work facing learners together. It is fine to disagree with someone’s ideas, but don’t make the disagreement deals about the person. 2. CLEARLY DEFINE ROLES AND RESPONSIBILITIES. Co-teaching works better when the partners agree on who does what, when. Clearly defined roles and responsibilities prevent either partner from feeling the other has overstepped a boundary or avoided responsibilities.
  • 29. 3. BE FLEXIBLE Innovation is difficult. That is why so many teachers find themselves falling back on comfortable activities and strategies. Co-teaching allows you to gain another person’s perspective on how instruction might be improved, how learners might be best addressed, what resources to use, and so much more. Below are other co-teaching structures described by friend and cook (1996, in peery, 2017). • PARALLEL TEACHING The class is divided in two groups and the same material is presented simultaneously by both teachers. The teachers plan the two groups deliberately to maximize the success of all learners; this is not simply a “pull-out” or intervention group sitting in the same room.
  • 30. • STATION TEACHING Both teachers are actively involved in instruction as learners are divided into groups and rotate from one station to the next. There may be stations where learners work independently or with a paraprofessional in addition to the two stations the co-teachers facilitate. • ALTERNATIVE TEACHING One teacher takes a small group of learners and provides them more intensive or specialized instruction that is different than what the large group receives from the other teacher. • TEAM TEACHING Both teachers teach the content at the same time in tandem or “tag team” fashion.
  • 31. 4. PLAN TOGETHER The co-teaching relationship brings together two people with wonderfully rich expertise and experiences. Co-teaching teams need ample planning time to work through how to best utilize their strengths. 5. LEARN FROM YOUR TEACHING EXPERIENCE Innovation requires failure. Many times, teachers feel they have failed somehow during instruction, and in reality, the learners haven’t even noticed. We are often our own worst critics. Revisiting or correcting something later in the day (or the next day) doesn’t mean you failed earlier. It means you’ve learned something since. This is the kind of ongoing learning we want to model for our learners.
  • 32. 6. COMMUNICATE CONSTANTLY Planning time is one thing; constant communication is another. Not only should co-teachers frequently plan for what standards will be covered, how material will be taught, and how learners will be assessed, they should also regularly communicate in less formal ways. 7. SEEK ADMINISTRATIVE SUPPORT. Sometimes, teachers have been scheduled to co-teach by administrators but didn’t have much advance notice. If you and your partner don’t have a common planning time when you can frequently collaborate, ask for it. Go to your principal with a couple of proposals about how this can work without too much disruption to the rest of the schedule.
  • 33. BENEFITS 1.Sharing resources 2.Asking questions 3.Providing emotional support 4.Reflecting on professional experience 5.Finding new opportunities
  • 36. Post Test Choose the best answer from the box. 1. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge and/or practice. 2. Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated lac leader. 3. Sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. 4. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. A. Participation B. Professional Network C. Learning Action Cell (LAC) D. Collaborative Teaching E. Focus Group Discussion (FGD)
  • 37. Post Test Choose the best answer from the box. 1. This is a connected community of educators, which may also exist online, e.g., LinkedIn, that provides teachers with opportunities to develop professional knowledge and/or practice. 2. Is a group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in the school facilitated by the school head or a designated LAC leader. 3. Sometimes called cooperative teaching or team teaching, involves educators working in tandem to lead, instruct and mentor groups of learners. 4. This refers to teachers’ involvement in a professional networks that will help them enhance their knowledge and improve their teaching skills. 4. Participation 1. Professional Network 2. Learning Action Cell (LAC) 3. Collaborative Teaching
  • 38. “Your NETWORK is your NET WORTH.”
  • 39. THANK YOU Ronald G. Gabasa ronald.gabasa@deped.gov.ph

Editor's Notes

  1. If there is 4 pics 1 word, I have 5 pics 1 word
  2. Video entitled “This Is Why We All Need Teacher Networks”
  3. Understanding the following key concepts facilitates deeper appreciation of the indicator and helps us effectively participate in professional networks to share knowledge and to enhance practice.
  4. What do you think will be the result of their LAC session? The enhancement of Teacher Charie’s and her colleagues’ teaching practices was validated by the positive and active response of the learners to their lessons.
  5. Looking closely at the given scenario, let’s answer and reflect on the following questions.
  6. We are glad that Teacher Charie shared with us on how she uses professional networks, LAC sessions and focus groups, as opportunities to share her knowledge and work together with her colleagues to enhance practice. For Proficient Teachers to develop professionally, you may take note of the following suggestions:
  7. Sharing of premade materials or resources Gives space to reflect and ask for advices. We are not superheroes but we can have super communities. Having someone to talk to is a good way to stay positive. Teaching networks often act as a mirror of our own professional experiences. (posts in facebook etc.)