WELCOMEWELCOMEORIENTATION SEMINARORIENTATION SEMINAR

APCAS OFFICERSAPCAS OFFICERSJune 6-8, 2011June 6-8, 2011

What is an What is an APCAS APCAS

Graduate?Graduate?

An An APCAS GRADUATE APCAS GRADUATE is a is a God-fearingGod-fearing, , knowledgeableknowledgeable and and skilled skilled individual who is ready individual who is ready to face the needs and challenges of to face the needs and challenges of times, excel and become leader of times, excel and become leader of his chosen profession. his chosen profession.

A God- fearing individual is a person who A God- fearing individual is a person who will do his best in discharging his duties and will do his best in discharging his duties and

responsibilities, devoted, dedicated and responsibilities, devoted, dedicated and willing to sacrifice if needed. In the willing to sacrifice if needed. In the

execution of every task, he considers the execution of every task, he considers the good of others and the society as a whole good of others and the society as a whole

and practices good stewardship of the and practices good stewardship of the

environment and natureenvironment and nature

A knowledgeable individual is a person who A knowledgeable individual is a person who does not only meet but even surpasses the does not only meet but even surpasses the

minimum cognitive requirement of his minimum cognitive requirement of his course. He is updated on the latest course. He is updated on the latest

technology and information. He is an technology and information. He is an inquisitive and rational person, a critical inquisitive and rational person, a critical

thinker and a problem solver.thinker and a problem solver.

A skilled individual is a person who exudes A skilled individual is a person who exudes confidence in communicating with and confidence in communicating with and

relating to people. He is competent in doing relating to people. He is competent in doing manipulation needed in the workplace. He manipulation needed in the workplace. He is also healthy, physically fit that he may is also healthy, physically fit that he may

possess the energy and enthusiasm expected possess the energy and enthusiasm expected

of him in the world of work.of him in the world of work.

EFFECTIVE EFFECTIVE CLASSROOM CLASSROOM

MANAGERMANAGER

Common Causes of Misbehaviour Common Causes of Misbehaviour According to Researches:According to Researches:

1.1. failure to attend to class on time.failure to attend to class on time.2.2. employment of long dictation when employment of long dictation when

printed materials can be given.printed materials can be given.3.3. failure to adopt a system of having every failure to adopt a system of having every

member of the class responsible for member of the class responsible for certain routinary activities.certain routinary activities.

4.4. inability to prepare needed materials.inability to prepare needed materials.5.5. very poor planning of activities.very poor planning of activities.

common causes…common causes…

6.6. use particular strategy most of the time.use particular strategy most of the time.7.7. lack of understanding the learner’s lack of understanding the learner’s

personality.personality.8.8. not knowing the names of learners.not knowing the names of learners.9.9. manifesting bossinessmanifesting bossiness10.10. being a habitual nagger.being a habitual nagger.11.11. lacking of sense of humor.lacking of sense of humor.12.12. Lacking of creativenessLacking of creativeness13.13. soft voice not heard by everyonesoft voice not heard by everyone14.14. poor taste in personal appearance.poor taste in personal appearance.

Basic Principles of Successful Basic Principles of Successful Teaching in All Levels (Olsen)Teaching in All Levels (Olsen)

1.1. Capitalize upon learner’s Capitalize upon learner’s interest/individual differences.interest/individual differences.

2.2. Motivation should be intrinsic.Motivation should be intrinsic.

3.3. Make learning experience vivid and Make learning experience vivid and direct/integration.direct/integration.

4.4. Provide for achievement and satisfaction.Provide for achievement and satisfaction.

5.5. Many methods.Many methods.

6.6. Planned lesson.Planned lesson.

7.7. Practice democracy.Practice democracy.

PRINCIPLES OF PRINCIPLES OF TEACHINGTEACHING/LEARNING/LEARNING

1.1.Law of Readiness Law of Readiness (Thorndike, motivation)(Thorndike, motivation)

2. Law of 2. Law of SequenceSequence

(simple to complex)(simple to complex)

3. Law of Exercise3. Law of Exercise

4. Law of 4. Law of Socialization Socialization (Froebel)(Froebel)

5. 5. Stimulus-Stimulus-response/response/

Multiple Multiple ResponsesResponses

WE LEARN THRUWE LEARN THRU

SightSight 80%80% Hearing 14.5%Hearing 14.5% Smell 3%Smell 3% Touch 1.5%Touch 1.5%

Feel 1%Feel 1%

WE RETAINWE RETAIN

10% by reading10% by reading 20% by hearing20% by hearing 30% by seeing30% by seeing 50% seeing and 50% seeing and

hearinghearing 90% doing90% doing

HARVARD SCHOOL OF BUSINESSHARVARD SCHOOL OF BUSINESS

100% TO TEACH100% TO TEACH

VERBAL: VERBAL: 80% was said80% was said60% was heard60% was heard40% remembered 3 hrs.40% remembered 3 hrs.15 % in 3 days15 % in 3 days5% in 3 months5% in 3 months

VERBAL + VISUALVERBAL + VISUAL

60 % in 3 days60 % in 3 days40% in 3 months40% in 3 months

VERBAL + VISUAL+NOTESVERBAL + VISUAL+NOTES

80% in 3 days80% in 3 days60% in 3 months60% in 3 months

6. Law of Learning by Doing 6. Law of Learning by Doing (Rosseau-activity)(Rosseau-activity)

Chinese AdageChinese Adage

I hear and I forgetI hear and I forget

I see and I rememberI see and I remember

I do and I understandI do and I understand

ACADEMIC ACADEMIC SOPsSOPs

TIPS IN CLASSROOM MGMTTIPS IN CLASSROOM MGMT Latecomers should be reminded.Latecomers should be reminded. Attendance shld be checked tactfully.Attendance shld be checked tactfully. Routines shld always be observed,Routines shld always be observed, Prayer should be ecumenical and audible.Prayer should be ecumenical and audible. Boardwork shld be explained by students.Boardwork shld be explained by students. Evaluation shld be a type of the final exam.Evaluation shld be a type of the final exam. Task given should be checked.Task given should be checked. Long quizzes are not practiced.Quizzes/ass. shld Long quizzes are not practiced.Quizzes/ass. shld

be checked at home. be checked at home. Consume time for more relevant activities.Consume time for more relevant activities. Ask students to speak loudly.Ask students to speak loudly.

TIPS IN CLASSROOM MGMTTIPS IN CLASSROOM MGMT

All evaluation documents or students performances All evaluation documents or students performances should be returned to them at once.should be returned to them at once.

All testpapers not used for major exams shld be All testpapers not used for major exams shld be returned to the Curriculum dept.returned to the Curriculum dept.

No project giving for students in order to pass.No project giving for students in order to pass. Observe punctuality and promptness.Observe punctuality and promptness. All instructors must attend all meetings.All instructors must attend all meetings. Academic meetings should be attended as scheduled.Academic meetings should be attended as scheduled. Observe room cleanliness and sanitation.Observe room cleanliness and sanitation.

IMPORTANT REMINDERSIMPORTANT REMINDERSSPECIAL EXAM – given to students who are SPECIAL EXAM – given to students who are

excused. (hospitalized, death of immediate excused. (hospitalized, death of immediate family, hospitalization of minor children…)family, hospitalization of minor children…)

COMPLETION EXAM – given to those who COMPLETION EXAM – given to those who did not take major exam within a semester.did not take major exam within a semester.

ENROLLMENT LIST – from the registrar must be ENROLLMENT LIST – from the registrar must be

returned 2 days after checkingreturned 2 days after checking..

CONSULTATION PERIOD- primarily used CONSULTATION PERIOD- primarily used for assisting low performing students.for assisting low performing students.

In Accepting StudentsIn Accepting Students

Check the attendance through the master’s Check the attendance through the master’s list (OSA)list (OSA)

Verify with the registration cardsVerify with the registration cards

In Starting ClassesIn Starting Classes Students rise up as the teacher enters.Students rise up as the teacher enters. Teacher does the routinary activities.Teacher does the routinary activities. Teacher greets the students.Teacher greets the students. Students take their seats.Students take their seats. Teacher starts the session.Teacher starts the session.

In Dismissing the ClassIn Dismissing the Class The Instructor must say.The Instructor must say.

“ “That’s all for today see you next meeting”That’s all for today see you next meeting”

Students will rise and say “ Thank you, sir!” Students will rise and say “ Thank you, sir!” and start to go out one by one.and start to go out one by one.

The instructor will be the last one to go out.The instructor will be the last one to go out.

Conduct of Make-up ClassesConduct of Make-up Classes

Get the form from the HR.Get the form from the HR. Fill-out needed informationFill-out needed information Let all students sign for agreementLet all students sign for agreement Get the recommending approval from the Get the recommending approval from the

deandean Get the approval from the administratorGet the approval from the administrator Submit to the HRSubmit to the HR Submit attendance report of the conductSubmit attendance report of the conduct

Dropping/changing subjectsDropping/changing subjects

This activities can be done up to midterm This activities can be done up to midterm only.only.

Steps:Steps:– Ask the form from the RegistrarAsk the form from the Registrar– Fill out the needed infoFill out the needed info– Let the instructors signLet the instructors sign– Let it be approved by the DeanLet it be approved by the Dean– Let it be signed by the registrarLet it be signed by the registrar– Submit to the accounting for adjustmentsSubmit to the accounting for adjustments– Submit again to the registrarSubmit again to the registrar

Conduct of Group ActivitiesConduct of Group Activities

1. Grouping of students systematically and 1. Grouping of students systematically and creativelycreatively

2. Defining of mechanisms: time, steps…2. Defining of mechanisms: time, steps…

3. Giving time for clarification.3. Giving time for clarification.

4.4. Conduct of group activity proper.Conduct of group activity proper.

5.5. Presentations.Presentations.

6.6. Further clarifications.Further clarifications.

PERFORMANCE APPRAISALPERFORMANCE APPRAISAL

Grades from the DeansGrades from the Deans -- 25%25% Student’s Opinionaire SurveyStudent’s Opinionaire Survey -- 50%50% Peer GradePeer Grade -- 5% 5% Academic QualificationsAcademic Qualifications -- 10%10% Obedience to Company Policies-Obedience to Company Policies- 10%10% TOTALTOTAL - 100%- 100%

TEST TEST CONSTRUCTIONCONSTRUCTION

EVALUATIONEVALUATION

systematic collection of evidence systematic collection of evidence to determine whether in fact certain to determine whether in fact certain changes are taking place in the changes are taking place in the learner as well as to determine the learner as well as to determine the amount or degree of change in an amount or degree of change in an individual trainee.individual trainee.

TYPES OF EVALUATIONTYPES OF EVALUATION

1.Diagnostic1.Diagnostic

2.2. FormativeFormative

3.3. SummativeSummative

CHARACTERISTICS OF CHARACTERISTICS OF INSTRUMENTINSTRUMENT

1.1. PracticabilityPracticability2.2. UsefulnessUsefulness3.3. ValidityValidity4.4. ReliabilityReliability

PROCESS OF EVALUATION OF PROCESS OF EVALUATION OF INSTRUCTIONINSTRUCTION

1.      Preparation Phase1.      Preparation Phase

                Table of SpecificationsTable of Specifications

  

ADVANTAGES:ADVANTAGES:

A.     Ensures an adequate coverage of A.     Ensures an adequate coverage of objectives.objectives.

B.     Helps in attaining an equitable B.     Helps in attaining an equitable distribution of skills measurement.distribution of skills measurement.

    Categories of Cognitive SkillsCategories of Cognitive Skillsa.Remembering – simply recall of factsa.Remembering – simply recall of facts

b.Comprehending – interpret b.Comprehending – interpret previously learned informationpreviously learned information

c.Thinking – more or less complex c.Thinking – more or less complex intellectual activity such as analysis, intellectual activity such as analysis, synthesis and judgmentsynthesis and judgment

                  Selecting Test Item TypesSelecting Test Item TypesA.     Objective TypeA.     Objective Type

1. Supply Type (Short answer, Fill in the blanks)1. Supply Type (Short answer, Fill in the blanks)

TIPS:TIPS:

1. Prepare the table of specifications.1. Prepare the table of specifications.

2.  Write items in a straightforward 2.  Write items in a straightforward manner.manner.

3.  Be brief as possible.3.  Be brief as possible.

4.  Avoid too many easy items.4.  Avoid too many easy items.

5.  Randomize correct responses5.  Randomize correct responses

6.  Ask a colleague to read items for 6.  Ask a colleague to read items for clarity.clarity.

2.    Selection Type 2.    Selection Type

a.    Constant alternatives a.    Constant alternatives

b.    Analogiesb.    Analogies

c.    Rearrangements (Chronological, c.    Rearrangements (Chronological, ranking)ranking)

d.    Matching Testd.    Matching Test

e. Multiple Choicee. Multiple Choice TIPSTIPS1.1. Provide only one or best answer.Provide only one or best answer.2.2. Write four to five alternative responses.Write four to five alternative responses.3.3. Relate ideas for the stem and responses within Relate ideas for the stem and responses within

the stem.the stem.4.4. make responses brief and clear and of equal make responses brief and clear and of equal

length.length.5.5. Make sure that statements proceed Make sure that statements proceed

grammatically from stem to responses.grammatically from stem to responses.6.6. Underline the word all or except.Underline the word all or except.7.7. Scatter correct responses in random orders.Scatter correct responses in random orders.

B.B. Essay TypeEssay Type TIPS: TIPS: 1.      Shld. be used when telling why, criticize, 1.      Shld. be used when telling why, criticize,

contrast, summarize, compare, explain why, contrast, summarize, compare, explain why, trace development, evaluate…trace development, evaluate…

2.      Should be stated unambiguously. (Use 2.      Should be stated unambiguously. (Use language economically, thinking of likely language economically, thinking of likely responses of students.). responses of students.).

3.      Should call for structured responses of 3.      Should call for structured responses of somewhat limited scope.somewhat limited scope.

4.      Decide for an absolute or relative scale of 4.      Decide for an absolute or relative scale of scoring.scoring.

5.      Don’t give too much essay test.5.      Don’t give too much essay test.

2. Administrative Phase2. Administrative Phase

                Test scheduleTest schedule

                Test conditionsTest conditions

  

3.Utilization Phase3.Utilization Phase

                Checking Test ResultsChecking Test Results

                Interpreting the TestInterpreting the Test

  

4.Reporting Phase4.Reporting Phase