| Domain 1 |
Think and Learn |
Domain 3 |
Social-Emotional Learning |
| Principle 1 |
Contextualized learning should be framed in terms of core concepts, skills and transferable ideas. |
Principle 13 |
Interpersonal relationships and communication are critical to both the teaching and learning process as well as the social and emotional development of students. |
| Principle 2 |
Learners find the purpose in their learning and can relate it to real life situations. |
Principle 14 |
Social and emotional well-being influence educational performance, learning and development of learners. |
| Principle 3 |
Prior knowledge should be stimulated as it assists learners in constructing meaning as they learn. |
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| Principle 4 |
Clear, well-understood goals and timely feedback are vital to learners’ learning and academic growth. |
Domain 4 |
Classroom Management |
| Principle 5 |
Learning should foster well-rounded and proactive learners with a sense of agency, who take ownership of their own learning. |
Principle 15 |
To provide the optimal environment for learners to excel, essential agreements, coupled with effective classroom instruction and based on principles of behavior that represent a social curriculum are required. |
| Principle 6 |
Fostering creativity and innovation in learners, in addition to problem-solving skills are all key in the learning process. |
Principle 16 |
Structure and support are the basis of successful classroom management and developing an effective learning climate. |
| Principle 7 |
Reasoning, analysis, synthesis and metacognition should be applied to deepen the learning process. |
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| Principle 8 |
Differentiated learning should be applied to address learners’ various learning styles. |
Domain 5 |
Assessment |
| Principle 9 |
Learning and language are intertwined. |
Principle 17 |
Formative and summative assessments are both important and useful but require different approaches and interpretations |
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Principle 18 |
Guiding and developing learners’ learning process is done through varied formative and summative assessments. |
| Domain 2 |
Motivation |
Principle 19 |
Learners’ skills, knowledge and abilities are measured with assessment processes that are criterion-based, standardized and fairly applied. |
| Principle 10 |
When learners are fundamentally motivated, they enjoy the learning process and perform better. |
Principle 20 |
Learners’ achievement is developed using assessment data to inform decisions and create remedial action plans. |
| Principle 11 |
Resilience in the face of challenging tasks and learning to process information more intricately to overcome the challenges students face should be a key goal. |
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| Principle 12 |
Motivation to learn, the process and their learning outcomes are all affected by the teachers’ expectations of the learners. |
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