Research is new strategies for the 21st century teachers?

Research is new strategies for 21st century teachers because Twenty-first-century learning
means that students master content while producing, synthesizing, and evaluating information
from a wide variety of subjects and sources with an understanding of and respect for diverse
cultures. A 21st century education is about giving students the skills they need to succeed in
this new world, and helping them grow the confidence to practice those skills. With so much
information readily available to them, 21st century skills focus more on making sense of that
information, sharing and using it in smart ways. Facilitate and inspire student learning and
creativity so that all students achieve in the global society.

Enable students to maximize the potential of their formal and informal learning experiences.

Facilitate learning in multiple modalities

How are you going to handle students with different behaviors? What strategy are you going
to implement?

Offer learning disabled students a multisensory approach to learning. Take advantage of all the
senses in helping these students enjoy, appreciate, and learn. Students who have Higher Ability
Students of high ability, often referred to as gifted students, present a unique challenge to
teachers. They are often the first ones done with an assignment or those who continually ask
for more creative and interesting work. They need exciting activities and energizing projects
that offer a creative curriculum within the framework of the regular classroom program.
Provide oral instruction for students with reading disabilities. Present tests and reading
materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
Provide learning disabled students with frequent progress checks. Let them know how well they
are progressing toward an individual or class goal. Give immediate feedback to learning
disabled students. They need to see quickly the relationship between what was taught and
what was learned.
Describe the breadth 7 domain that are required by teachers to be effective in the 21 st
century in the Philippines.

Teacher quality in the Philippines Professional Standards for Teachers defines teacher quality in
the Philippines. The standards describe the expectations of teachers’ increasing levels of
knowledge, practice and professional engagement. At the same time, the standards allow for
teachers’ growing understanding, applied with increasing sophistication across a broader and
more complex range of teaching/learning situations. The following describes the breadth of 7
Domains that are required by teachers to be effective in the 21st Century in the Philippines.
Quality teachers in the Philippines need to possess the following characteristics: recognize the
importance of mastery of content knowledge and its interconnectedness within and across
curriculum areas, coupled with a sound and critical understanding of the application of theories
and principles of teaching and learning. They apply developmentally appropriate and
meaningful pedagogy grounded on content knowledge and current research. They display
proficiency in Mother Tongue, Filipino and English to facilitate the teaching and learning
process, as well as exhibit the needed skills in the use of communication strategies, teaching
strategies and technologies to promote high-quality learning outcomes. provide learning
environments that are safe, secure, fair and supportive in order to promote learner
responsibility and achievement. They create an environment that is learning-focused and they
efficiently manage learner behavior in a physical and virtual space. They utilize a range of
resources and provide intellectually challenging and stimulating activities to encourage
constructive classroom interactions geared towards the attainment of high standards of
learning. establish learning environments that are responsive to learner diversity. They respect
learners’ diverse characteristics and experiences as inputs to the planning and design of
learning opportunities. They encourage the celebration of diversity in the classroom and the
need for teaching practices that are differentiated to encourage all learners to be successful
citizens in a changing local and global environment. interact with the national and local
curriculum requirements. They translate curriculum content into learning activities that are
relevant to learners and based on the principles of effective teaching and learning. They apply
their professional knowledge to plan and design, individually or in collaboration with
colleagues, well-structured and sequenced lessons that are contextually relevant, responsive to
learners’ needs and incorporate a range of teaching and learning resources. They communicate
learning goals to support learner participation, understanding and achievement. apply a variety
of assessment tools and strategies in monitoring, evaluating, documenting and reporting
learners’ needs, progress and achievement. They use assessment data in a variety of ways to
inform and enhance the teaching and learning process and programs. They provide learners
with the necessary feedback about learning outcomes that informs the reporting cycle and
enables teachers to select, organize and use sound assessment processes. establish school-
community partnerships aimed at enriching the learning environment, as well as the
community’s engagement in the educative process. They identify and respond to opportunities
that link teaching and learning in the classroom to the experiences, interests and aspirations of
the wider school community and other key stakeholders. They understand and fulfill their
obligations in upholding professional ethics, accountability and transparency to promote
professional and harmonious relationships with learners, parents, schools and the wider
community. value personal growth and professional development and exhibit high personal
regard for the profession by maintaining qualities that uphold the dignity of teaching such as
caring attitude, respect and integrity. They value personal and professional reflection and
learning to improve their practice. They assume responsibility for personal growth and
professional development for lifelong learning.

The 7 Domains collectively comprise 37 strands that refer to more specific dimensions of
teacher practices. Domain 1, Content Knowledge and Pedagogy, is composed of seven strands:
Content knowledge and its application within and across curriculum areas Research-based
knowledge and principles of teaching and learning Positive use of ICT Strategies for promoting
literacy and numeracy Strategies for developing critical and creative thinking, as well as other
higher-order thinking skills Mother Tongue, Filipino and English in teaching and learning
Classroom communication strategies Domain 2, Learning Environment, consists of six strands:
Learner safety and security Fair learning environment Management of classroom structure and
activities Support for learner participation Promotion of purposive learning Management of
learner behavior Domain 3, Diversity of Learners, consists of five strands: Learners’ gender,
needs, strengths, interests and experiences Learners’ linguistic, cultural, socio-economic and
religious backgrounds Learners with disabilities, giftedness and talents Learners in difficult
circumstances Learners from indigenous groups Domain 4, Curriculum and Planning, includes
five strands: Planning and management of teaching and learning process Learning outcomes
aligned with learning competencies Relevance and responsiveness of learning programs
Professional collaboration to enrich teaching practice Teaching and learning resources including
ICT Domain 5, Assessment and Reporting, is composed of five strands: Design, selection,
organization and utilization of assessment strategies Monitoring and evaluation of learner
progress and achievement Feedback to improve learning Communication of learner needs,
progress and achievement to key stakeholders Use of assessment data to enhance teaching and
learning practices and programs Domain 6, Community Linkages and Professional Engagement,
consists of four strands: Establishment of learning environments that are responsive to
community contexts Engagement of parents and the wider school community in the educative
process Professional ethics School policies and procedures Domain 7, Personal Growth and
Professional Development, contains five strands: Philosophy of teaching Dignity of teaching as a
profession Professional links with colleagues Professional reflection and learning to improve
practice Professional development goals.

If you are handling children with special attitude? What strategy are you going to apply?

If I will handle children with special attitude the strategy that I will going to apply is something
unique and distinctive challenges will require specialized instructional strategies in a structured
environment that supports and enhances their learning potential. It is important to remember
that learning disabled students are not students who are incapacitated or unable to learn;
rather, they need differentiated instruction tailored to their distinctive learning abilities. Use
these appropriate strategies with learning disabled students:

Provide oral instruction for students with reading disabilities. Present tests and reading
materials in an oral format so the assessment is not unduly influenced by lack of reading ability.
Provide learning disabled students with frequent progress checks. Let them know how well they
are progressing toward an individual or class goal. Give immediate feedback to learning
disabled students. They need to see quickly the relationship between what was taught and
what was learned.

Make activities concise and short, whenever possible. Long, drawn-out projects are particularly
frustrating for a learning disabled child. Learning disabled youngsters have difficulty learning
abstract terms and concepts. Whenever possible, provide them with concrete objects and
events—items they can touch, hear, smell, etc. Learning disabled students need and should get
lots of specific praise. Instead of just saying, “You did well,” or “I like your work,” be sure you
provide specific praising comments that link the activity directly with the recognition; example.
When necessary, plan to repeat instructions or offer information in both written and verbal
formats. Again, it is vitally necessary that learning disabled children utilize as many of their
sensory modalities as possible. Encourage cooperative learning activities (see Teaching with
Cooperative Learning) when possible. Invite students of varying abilities to work together on a
specific project or toward a common goal. Create an atmosphere in which a true “community of
learners” is facilitated and enhanced.

It's Elementary or High School

Offer learning disabled students a multisensory approach to learning. Take advantage of all the
senses in helping these students enjoy, appreciate, and learn. Students who have Higher Ability
Students of high ability, often referred to as gifted students, present a unique challenge to
teachers. They are often the first ones done with an assignment or those who continually ask
for more creative and interesting work. They need exciting activities and energizing projects
that offer a creative curriculum within the framework of the regular classroom program.
Characteristics of Gifted Students

Gifted students exhibit several common characteristics, as outlined in the following list. As in
the case of learning disabled students, giftedness usually means a combination of factors in
varying degrees and amounts.
A gifted student …

*Has a high level of curiosity.

*Has a well-developed imagination.

*Often gives uncommon responses to common queries.

*Can remember and retain a great deal of information.

*Can not only pose original solutions to common problems but can also pose original problems,
too.

*Has the ability to concentrate on a problem or issue for extended periods of time.

*Is capable of comprehending complex concepts.

*Is well organized.

Is excited about learning new facts and concepts.

*Is often an independent learner.

My reflection is:

Teaching Gifted Students

If there's one constant about gifted students it's the fact that they're full of questions (and full
of answers). They're also imbued with a sense of inquisitiveness. Providing for their
instructional needs is not an easy task and will certainly extend you to the full limits of your
own creativity and inventiveness. Keep some of these instructional strategies in mind: Allow
gifted students to design and follow through on self-initiated projects. Have them pursue
questions of their own choosing. Provide gifted students with lots of open-ended activities—
activities for which there are no right or wrong answers or any preconceived notions. Keep the
emphasis on divergent thinking—helping gifted students focus on many possibilities rather than
any set of predetermined answers. Provide opportunities for gifted youngsters to engage in
active problem-solving. Be sure the problems assigned are not those for which you have already
established appropriate answers but rather those that will allow gifted students to arrive at
their own conclusions.

Encourage gifted students to take on leadership roles that enhance portions of the class.