Fe A. Hidalgo Ph.D*Fe A. Hidalgo Ph.D*

NCBTS and UBD: Redefining NCBTS and UBD: Redefining Effective Teaching for the Effective Teaching for the

21st Century21st Century

““there is no point teaching to an there is no point teaching to an ambitious standard if your ambitious standard if your

assessment misses the mark – assessment misses the mark – today’s emphasis on standards is today’s emphasis on standards is moving performance assessment moving performance assessment from a trendy innovation to an from a trendy innovation to an

accepted element of good teaching accepted element of good teaching and learning.”and learning.”

Brandt (2002)Brandt (2002)

Understanding By Design(UBD)

A Conceptual Framework for understanding and improving teacher effectiveness

National CompetencyBased Teacher’s

Standards

Learning•Student Engagement

in learning•Academic Work

Teaching•Delivering the lesson•Interacting with students6 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

DOMAIN 1: SOCIAL REGARD FORLEARNING

DOMAIN 1: THE LEARNINGENVIRONMENT

DOMAIN 3: THE DIVERSITYOF LEARNERS

DOMAIN 4: THE CURRICULUM

DOMAIN 5: PLANNING, ASSESSING& REORTING

DOMAIN 6: COMMUNITY LINKAGES

DOMAIN 7: PERSONAL GROWTH &PROFESSIONAL DEVELOPMENT

CurriculumCurriculum

In this domain of the Curriculum, the In this domain of the Curriculum, the prospective teacher will learn all the prospective teacher will learn all the elements of the teaching-learning process elements of the teaching-learning process that work in convergence to help students that work in convergence to help students understand the curricular , goals and understand the curricular , goals and objectives and to attain high standards of objectives and to attain high standards of learning defined in the curriculum. These learning defined in the curriculum. These elements include the teacher’s knowledge elements include the teacher’s knowledge of subject matter and the learning of subject matter and the learning process, teaching-learning approaches process, teaching-learning approaches and activities, instructional materials and and activities, instructional materials and learning resources.learning resources.

Strands of Desired Teaching Strands of Desired Teaching PerformancePerformance

Performance IndicatorsPerformance Indicators

Demonstrates mastery of the Demonstrates mastery of the subjectsubject

1.1. Delivers accurate and updated Delivers accurate and updated content knowledge using content knowledge using appropriate methodologies, appropriate methodologies, approaches and strategiesapproaches and strategies

2.2. Integrates language, literacy Integrates language, literacy and quantitative skill and quantitative skill development and values in development and values in his/her subject areahis/her subject area

3.3. Explains learning goals, Explains learning goals, instructional procedures and instructional procedures and content clearly and accurately content clearly and accurately to studentsto students

4.4. Links the current content with Links the current content with past and future lessonspast and future lessons

5.5. Aligns with lesson objectives Aligns with lesson objectives the teaching methods, the teaching methods, learning activities and learning activities and instructional materials or instructional materials or resources appropriate to resources appropriate to learnerslearners

6.6. Creates situations that Creates situations that encourage learners to use high encourage learners to use high order thinking skillsorder thinking skills

Performance RatingPerformance Rating

Assessment of Assessment of Understanding in Light of Understanding in Light of

the Six Facetsthe Six Facets Facet 1 – ExplanationFacet 1 – Explanation

Use dialogue or interaction to assessUse dialogue or interaction to assess Facet 2 – InterpretationFacet 2 – Interpretation

Assess the students’ ability to weave Assess the students’ ability to weave together a coherent, illuminating and together a coherent, illuminating and subordinated storysubordinated story

Facet 3 – ApplicationFacet 3 – ApplicationUse simulations or real applications that Use simulations or real applications that require students to use knowledge with require students to use knowledge with over arching purpose, audience, and over arching purpose, audience, and setting (context) in mind.setting (context) in mind.

Facet 4 – PerspectiveFacet 4 – Perspective

Require the students to ask “what if” Require the students to ask “what if” questions or what of it?questions or what of it?

Facet 5 – EmpathyFacet 5 – Empathy

Assess the students’ ability to walk Assess the students’ ability to walk in someone’s showsin someone’s shows

Facet 6 – Self-knowledgeFacet 6 – Self-knowledge

Require students to self-assess their Require students to self-assess their past as well as their present workpast as well as their present work

Irish BlessingIrish Blessing

May the road rise up to meet youMay the road rise up to meet you

May the wind be always at your backMay the wind be always at your back

May the sun fall warm upon your faceMay the sun fall warm upon your face

And the rains fall soft upon your faceAnd the rains fall soft upon your face

And until we meet againAnd until we meet again

May God hold you in the palm of His May God hold you in the palm of His handhand