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The NCBTS Framework is devided in 7 Domains: 1. Social Regard for Learning (SRFL) 2. Learning Environment (LE) 3. Diversity of Learners (DOL) 4. Curriculum (Curr.) 5. Planning, Assessing Reporting (PAR) 6. Community Linkages (CL) 7. Personal Growth & Professional Development (PGPD)
According to the Framework “This will allow teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more effectively as facilitators of learning.”
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by recognizing and respecting individual differences and by using knowledge about their differences to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals.
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and
According to the Framework “This will allow teachers to self-assess their own performance against the Competency Standards in order to identify areas of strength as well as areas that need to be developed further in order for them to function more effectively as facilitators of learning.”
Domain 1. Social Regard for Learning (SRFL)
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types of social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
This domain focuses on importance of providing a social, psychological and physical environment within which all students, regardless of their individual differences in learning, can engage in the different learning activities and work towards attaining high standards of learning
Domain 3. Diversity of Learners (DOL)
The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse learners, by recognizing and respecting individual differences and by using knowledge about their differences to design diverse sets of learning activities to ensure that all learners can attain the desired learning goals.
Domain 4. Curriculum (Curr.)
The curriculum domain refers to all elements of the teaching-learning process that work in convergence to help students understand the curricular goals and objectives, and to attain high standards of learning defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the learning process, teaching-learning approaches and