The seasoned professors of the Notre Dame of Marbel University’s College of Education (CED) conducted the five-day Course in College Teaching on October 24-30, 2019 at the Audiovisual Room-3 on October 24-30.

Emerging mentors of the institution absorbed inputs necessary to their teaching experience and executed teaching practices which the resource speakers modeled, such as constructing learning objectives and test questions, micro-teaching, and managing classes through digital means.

After the five-day course, participants are expected to demonstrate their learning during the Revalida in February 2020. In this period, they are to submit requirements and undergo consultations and classroom observations.

The workshop featured Lynou Zacal, Ph.D., Victoria Janeo, MA, Susan Joji Rolluqui, Ph.D., Analyn Cabatingan, Ph.D., and Corazon Fuentes, MAT.

Teaching: profession, mission, vocation

CED Dean Lynou Zacal opened the five-day course presenting the NDMU teaching and learning framework, with emphasis on Marist pedagogy as a brand of teaching the faculty must imbibe.

He explained how teaching can both be appreciated as a profession, mission, and a vocation. Looking at teaching from many perspectives would allow one to prosper in the field.

Related to the framework of the school and the significance of the teaching, Dean Zacal also lectured on the different educational philosophies. Such strains of the philosophy of educators would start from their belief systems and would be translated into their teaching behavior.

Lastly, he reminded the participants of the teachers’ professional standards and the classroom protocols to be followed in their sections.

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Crucial assessments

Prof. Victoria Janeo conducted the second day to train the teachers about assessment.

According to her, there are several processes the teacher may utilize to monitor the learning of the students, such as oral questioning, observation, projects, performance, and portfolio.

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Prof. Janeo stressed that teachers must take assessments very seriously to make student learning equitable, transparent, and dynamic.

She also presented samples and guidelines on creating tests and table of specifications.

What OBE means

In the context of education, the term outcomes-based education or OBE has become a household name and a preferred approach among learning institutions. Prof. Susan Joji Rolluqui, Ph.D. used William Spady’s definition of OBE as a framework that starts with “a clear picture of what is important for students to be able to do, then organizing the curriculum, instruction, and assessment to make sure this learning ultimately happens.”

OBE, according to Prof. Rolluqui, is a national reaction in addressing crucial and detrimental issues in education, in ensuring seamlessness of learning, and in responding to the global standards enshrined in the statement of the Association of Southeast Asian Nations or ASEAN.

She introduced and instructed the guidelines of the important tools to achieve an OBE-compliant classroom: OBE curriculum map, syllabus, and lesson guide.

A 21st-century classroom

Keeping abreast with the modern way of life must also be a prime consideration in teaching 21st-century learning. With this, Prof. Analyn Cabatingan conducted a workshop on educational technologies.

They started with a relatable topic on the nine elements of digital citizenship: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights, digital health and wellness, and digital security.

They also explored the World Wide Web and learned to employ Google classroom and other applications. The idea of digitizing the class makes teaching-learning experience innovative and convenient.

Managing classes

The course closed in on an endearing topic on principles of teaching and learning facilitated by Prof. Corazon Fuentes. They examined the roles of teaching and the factors of learning, implying that a lot of situations are happening inside the class which may not be controlled by a lesson plan or syllabi, like a learner’s opportunities, status, learning styles, and cognition. Commitment is key.

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Prof. Fuentes also talked about classroom management as the serious challenge all teachers, emerging or seasoned, are confronting on a daily basis.

According to her, one must manage the students by “striking a balance between compassion and authority.”

After the discussions, one group of the teachers demonstrated a micro-teaching, proving that they all have learned significantly for five short days.