Professional Documents
Culture Documents
006 Let Reviewer, March 2018
006 Let Reviewer, March 2018
Maybe you're one of those people who are currently preparing for the Licensure Examination for
Teacher. I'm glad that you're here because this article is for you. I know that you're trying your best reviewing those past
lessons about your course so, I gathered some information about the Coverage of the LET.
Elementary Level
General Education - 40%
Professional Education - 60 %
Secondary Level
General Education - 20%
Professional Education - 40%
Area of Specialization - 40%
Taken from the upcoming program of LET scheduled on March 2018, here are the detailed areas to study. The list is
courtesy of PRC Board of Professional Teachers.
Fundamentals of Math
Plane Geometry
Elementary Algebra
Statistics and Probability
4. SCIENCE
Introduction to Linguistics
Structure of English
Introduction of Stylistics
Literary Criticism
LITERATURE
METHODOLOGY
2. FILIPINO
NILALAMAN
Wika
Panitikan
Metodolohiya
Pagtataya at Ebalwasyon
Kagamitang Pangturo
3. BIOLOGICAL SCIENCES
Biological Science I
Biological Science II
Inorganic Chemistry
Cell Biology
Ecology
Organic Chemistry
Microbiology
Genetic and Evolution
Biochemistry and Anatomy
Physiology
4. PHYSICAL SCIENCES
INTRODUCTION
Nature of Science
Chemistry
Atomic and Molecular
Chemical Bonds
Conservation of Matter and Stoichichiometry
Gases, Liquids and Solids
Acids and Bases
Solutions
Chemical Thermodynamics
Chemical Kinetics and Equilibrium
Organic and Biochemistry
Nuclear Processes
PHYSICS
5. MATHEMATICS
HISTORY:
ECONOMICS
Micro-Macro Economics
Economic Planning and Strategies
METHODS
ASSESSMENT
7. VALUES EDUCATION
PERSONHOOD DEVELOPMENT
Personhood Development
Dynamics of Intra and Interpersonal Relations
Psycho-Spiritual Development
Management of Behavior Problems
Facilitation
Theory and Practice
Teaching Approaches and Strategies in Transformative Education
Values Integration in the School Setting
Behavioral Statistics
Development of VE Instruction Materials and Assessment Tools
Research in VE
8. MAPEH
Foundations of MAPEH
Methods and Strategies of Teaching MAPEH
Coaching and Officiating of Sports Events, Dance Competitions and Music Activities
Organization and Management, Research, Special Education in MAPEH
PHYSICAL EDUCATION
GYMNASTICS
Philippine Folkdance
Team SPORTS, Aquatics
International Folk Dance and Other Dance Forms
Athletics, Individual, Dual and Combative Sports
HEALTH EDUCATION
Personal Community
Environmental Health
Safety Education and First Aid
Health Practicum
MUSIC
Functional Application of Knowledge
Breeds of Farm Animals and Fish
Pests and Diseases Affecting Animals and Fish Propagation
Marketing Strategies in the Industry/Entrepreneurship
Proper Care and Management of Agricultural and Fishery Products
Basic Drafting
Business Math
Basic Electricity
Basic Plumbing
Cosmetology
Foods
Carpentry and Masonry
Basic Electronics and Entrepreneurship
Actually I only have 3 Basic Tips on How to Pass the Licensure Examination for Teachers and here are they:
#1 Pray to God
God is our Creator so this should be the first thing that you must do. Talk to God through a sincere prayer. Just one
simple prayer is enough as long as it comes from your heart. It doesn't have to be very long, all you have to do is
close your eyes and talk to Him as if He's in front of you. He will never give you the answer keys but He will
surely give you His guidance. Give thanks to God our Creator. Amen?
#2 Believe in Yourself
This is the second thing that you need to do. It's really simple right? You have to believe in yourself. God created
you and gave you talents and skills so you must believe that you can do it. Throw away those "What if..."
questions from your mind! Avoid being pessimist because it will never help you. Trust your self because God has
a plan for you. If you believe in yourself you'll eventually gain some sort of interest or energy to take up the next
step.
There are lots of Famous Filipino Writers in Philippines. All of them are great writers and they contributed a lot of
compositions and writings. Those writers used Pen Names/Pseudonyms and here are they:
Sinaunang Panahon
May sarili nang panitikan ang ating mga ninuno sa panahong ito.
Alibata ang kadalasang ginagamit.
Gumagamit din sila ng mga biyas ng kawayan , talukap ng bunga o niyog at dahon at balat ng punungkahoy bilang
sulatan at matutulis na bagay naman bilang panulat.
1. Alamat
2. Kwentong Bayan
3. Mga Awiting Bayan
4. Epiko
a. Bidasari - Moro
b. Biag ni Lam-ang - Iloko
c. Maragtas - Bisaya
d. Haraya - Bisaya
e. Lagda - Bisaya
f. Kumintang - Tagalog
g. Hari sa Bukid - Bisaya
5. Karunungan Bayan
a. Salawikain - nagsisilbing batas at tuntunin ng kagandahang-asal ng ating mga ninuno.
Halimbawa: Aanhin pa ang damo kung wala na ang kabayo.
b. Sawikain - mga kasabihang walang natatagong kahulugan
Halimbawa: Nasa Diyos ang awa, nasa tao ang gawa.
c. Bugtong - maikling tulang karaniwang naglalarawan ng isang bagay na siyang pahuhulaan.
Halimbawa: Isang tabo , laman ay pako. (langka)
Mga Propagandista:
a. Dr. Jose Rizal/ Laong Laan at Dimasalang (“Noli at El Fili)
b. Marcelo H. Del Pilar (Palridel, Piping Dilat at Dolores Manapat) – Pag-ibig sa Tinubuang Lupa, Kaiigat Kayo at
Tocsohan
c. Graciano Lopez Jaena (Fray Botod, Sa Mga Pilipino atbp)
d. Antonio Luna (Noche Buena, Por Madrid atbp)
Panahon ng Amerikano
1. Maalab ang diwang makabayan na hindi na magawang igupo ng mga Amerikano
2. Pinasok ng mga manunulat na Pilipino ang iba’t ibang larangan ng panitikan tulad ng tula, kwento, dula, sanaysay, nobela
atbp.
3. Pag-ibig sa bayan at pagnanais ng kalayaan ang tema ng mga isinusulat
4. Namayani sa panahong ito ang mga akda sa wikang Kastila, Tagalog at wikang Ingles
5. Pinatigil ang mga dulang may temang makabayan
6. Sa panahong ito nailathala ang babasahing Liwayway
7. Pinauso rin ang balagtasan katumbas ng debate
8. Nagkaroon/Nagsimula ang pelikula sa Pilipinas
Mga Pahayagan:
1. El Nuevo Dia (Ang Bagong Araw) ni Sergio Osmena (1900)
2. El Grito del Pueblo (Ang Sigaw ng Bayan) itinatag ni Pascual Poblete (1900)
3. El Renacimiento (Muling Pagsilang) – itinatag ni Rafael Palma (1900)
Panahon ng Hapon
1. Natigil ang panitikan sa Ingles kasabay ng pagpatigil ng lahat ng pahayagan.
2. Gintong Panahon para sa mga manunulat sa wikang tagalog.
3. Ipinagbawal din ng mga Hapon ang paggamit ng wikang Ingles.
4. Ang paksa ay natutungkol sa buhay lalawigan.
5. Napasara ang mga sinehan at ginawa na lamang tanghalan.
6. Nagkaroon ng krisis ng papel kaya hindi masyadong marami ang akdang naisulat.
1972 idiniklara ang Batas Militar sa Pilipinas sa pamumuno ni Pangulong Ferdinand Marcos.
Paksa ang paghingi ng pagbabago sa pamahalaan at lipunan.
Pagsisimula ng programang Bagong Lipunan noong Setyembre 21, 1972.
Pinahinto ang mga pampahayagan at maging samahang pampaaralan.
Pagpapatatag ng “Ministri ng Kabatirang Pangmadla” (sumubaybay sa mga pahayagan, aklat at mga iba pang
babasahing panlipunan).
Kasalukuyang Panahon
Fernando Canon
Kaklase ni Rizal sa Ateneo. Sumulat siya ng tula ukol kay Rizal. Sa mga tulang pang-Rizal nagsimula ang kanyang
katanyagan. Kapwa pintor naman sina Juan Luna at Felix Resureccion Hidalgo.
Patricio Mariano
Isang mandudula, peryodista, kuwentista, nobelista at makata. Marami siyang nasulat na dula na kinabibilangan ng Anak ng
Dagat, Ang Tulisan, Ang Dalawang Pag-ibigi, Ako’y Iyo Rin, at iba pa. Siya ng tinaguriang Dekano ng mga
Mandudulang Tagalog.
Hermogenes Ilagan
Siya ang masasabing kaagaw ni Severino Reyes sa kasigasigan sa paglikha at pagtatanghal ng sarsuwela. Ang pinakatanyag
niyang dula ay ang Dalagang Bukid.
Julian Cruz Balmaseda
Namumukod ang kanyang aral sa pag-iimpok sa sulang Ang Piso ni Anita. Ito ang dulang nagtamo ng unang gantimpala sa
timpalak ng Kawanihan ng Koreo; sa kanyang Sa Bunganga ng Pating, binaka niya ang sakit na nililikha ng salaping
patubuan.
Juan K. Abad
Nang magsimula ang himagsikan sinunog ng lahat ni Abad ang kanyang mga akdang nanunuligsa sa pamahalaan at sa mga
prayle at pagkaraa ay umanib siya sa Katipunan. Hinarap ni Abad ang pagbaka sa comedia sa paniniwalang ito ay
nakakalason sa isipan ng mga Pilipino.
Sec. 2. Title Definition. This Act shall be known as the "Magna Carta for Public School Teachers" and shall apply to all
public school teachers except those in the professorial staff of state colleges and universities.
As used in this Act, the term "teacher" shall mean all persons engaged in classroom teaching, in any level of instruction, on
full-time basis, including guidance counselors, school librarians, industrial arts or vocational instructors, and all other
persons performing supervisory and/or administrative functions in all schools, colleges and universities operated by the
Government or its political subdivisions; but shall not include school nurses, school physicians, school dentists, and other
school employees.
(a) For teachers in the kindergarten and elementary grades, Bachelor's degree in Elementary Education (B.S.E.ED.);
(b) For teachers of the secondary schools, Bachelor's degree in Education or its equivalent with a major and a minor; or
a Bachelor's degree in Arts or Science with at least eighteen professional units in Education.
(c) For teachers of secondary vocational and two years technical courses, Bachelor's degree in the field of specialization with
at least eighteen professional units in education;
(d) For teachers of courses on the collegiate level, other than vocational, master's degree with a specific area of
specialization;
Provided, further, That in the absence of applicants who possess the minimum educational qualificationsas hereinabove
provided, the school superintendent may appoint, under a temporary status, applicantswho do not meet the
minimum qualifications: Provided, further, That should teacher-applicants, whether they possess the minimum
educational qualifications or not, be required to take competitive examinations, preference in making appointments shall be
in the order of their respective ranks in said competitive examinations: And provided, finally, That the results of the
examinations shall be made public and every applicant shall be furnished with his score and rank in said examinations.
Sec. 4. Probationary Period. When recruitment takes place after adequate training and professional preparation in any school
recognized by the Government, no probationary period preceding regular appointment shall be imposed if the teacher
possesses the appropriate civil service eligibility: Provided, however, That where, due to the exigencies of the service, it is
necessary to employ as teacher a person who possesses the minimum educational qualifications herein above set forth but
lacks the appropriate civil service eligibility, such person shall be appointed on a provisional status and shall undergo a
period of probation for not less than one year from and after the date of his provisional appointment.
Sec. 5. Tenure of Office. Stability on employment and security of tenure shall be assured the teachers as provided under
existing laws.
Subject to the provisions of Section three hereof, teachers appointed on a provisional status for lack of necessary civil
service eligibility shall be extended permanent appointment for the position he is holding after having rendered at least ten
years of continuous, efficient and faithful service in such position.
Sec. 6. Consent for Transfer Transportation Expenses. Except for cause and as herein otherwise provided, no teacher shall be
transferred without his consent from one station to another.
Where the exigencies of the service require the transfer of a teacher from one station to another, such transfer may be
effected by the school superintendent who shall previously notify the teacher concerned of the transfer and the reason or
reasons therefor. If the teacher believes there is no justification for the transfer, he may appeal his case to the Director of
Public Schools or the Director of Vocational Education, as the case may be. Pending his appeal and the decision thereon, his
transfer shall be held in abeyance: Provided, however, That no transfers whatever shall be made three months before any
local or national election.
Necessary transfer expenses of the teacher and his family shall be paid for by the Government if his transfer is finally
approved.
Sec. 7. Code of Professional Conduct for Teachers. Within six months from the approval of this Act, the Secretary of
Education shall formulate and prepare a Code of Professional Conduct for Public School Teachers. A copy of the Code shall
be furnished each teacher: Provided, however, That where this is not possible by reason of inadequate fiscal resources of
the Department of Education, at least three copies of the same Code shall be deposited with the office of the school principal
or head teacher where they may be accessible for use by the teachers.
Sec. 8. Safeguards in Disciplinary Procedure. Every teacher shall enjoy equitable safeguards at each stage of any disciplinary
procedure and shall have:
c. the right to defend himself and to be defended by a representative of his choice and/or by his organization, adequate time
being given to the teacher for the preparation of his defense; and
No publicity shall be given to any disciplinary action being taken against a teacher during the pendency of his case.
Sec. 9. Administrative Charges. Administrative charges against a teacher shall be heard initially by a committee composed of
the corresponding School Superintendent of the Division or a duly authorized representative who should at least have the
rank of a division supervisor, where the teacher belongs, as chairman, a representative of the local or, in its absence, any
existing provincial or national teacher's organization and a supervisor of the Division, the last two to be designated by the
Director of Public Schools. The committee shall submit its findings and recommendations to the Director of Public Schools
within thirty days from the termination of the hearings: Provided, however, That where the school superintendent is the
complainant or an interested party, all the members of the committee shall be appointed by the Secretary of Education.
Sec. 10. No Discrimination. There shall be no discrimination whatsoever in entrance to the teaching profession, or during its
exercise, or in the termination of services, based on other than professional consideration.
Sec. 11. Married Teachers. Whenever possible, the proper authorities shall take all steps to enable married couples, both of
whom are public school teachers, to be employed in the same locality.
Sec. 12. Academic Freedom. Teachers shall enjoy academic freedom in the discharge of their professional duties,
particularly with regard to teaching and classroom methods.
Sec. 14. Additional Compensation. Notwithstanding any provision of existing law to the contrary, co-curricula and out of
school activities and any other activities outside of what is defined as normal duties of any teacher shall be paid an additional
compensation of at least twenty-five per cent of his regular remuneration after the teacher has completed at least six hours of
actual classroom teaching a day.
In the case of other teachers or school officials not engaged in actual classroom instruction, any work performed in excess of
eight hours a day shall be paid an additional compensation of at least twenty-five per cent of their regular remuneration.
The agencies utilizing the services of teachers shall pay the additional compensation required under this section. Education
authorities shall refuse to allow the rendition of services of teachers for other government agencies without the assurance that
the teachers shall be paid the remuneration provided for under this section.
Sec. 15. Criteria for Salaries. Teacher's salaries shall correspond to the following criteria:
(a) they shall compare favorably with those paid in other occupations requiring equivalent or similar qualifications, training
and abilities;
(b) they shall be such as to insure teachers a reasonable standard of life for themselves and their families; and
(c) they shall be properly graded so as to recognize the fact that certain positions require higher qualifications and greater
responsibility than others: Provided, however, That the general salary scale shall be such that the relation between the lowest
and highest salaries paid in the profession will be of reasonable order. Narrowing of the salary scale shall be achieved by
raising the lower end of the salary scales relative to the upper end.
Sec. 16. Salary Scale. Salary scales of teachers shall provide for a gradual progression from a minimum to a maximum salary
by means of regular increments, granted automatically after three years: Provided, That the efficiency rating of the teacher
concerned is at least satisfactory. The progression from the minimum to the maximum of the salary scale shall not extend
over a period of ten years.
Sec. 17. Equality in Salary Scales. The salary scales of teachers whose salaries are appropriated by a city, municipal,
municipal district, or provincial government, shall not be less than those provided for teachers of the National Government.
Sec. 18. Cost of Living Allowance. Teacher's salaries shall, at the very least, keep pace with the rise in the cost of living by
the payment of a cost-of-living allowance which shall automatically follow changes in a cost-of-living index. The Secretary
of Education shall, in consultation with the proper government entities, recommend to Congress, at least annually, the
appropriation of the necessary funds for the cost-of-living allowances of teachers employed by the National Government.
The determination of the cost-of-living allowances by the Secretary of Education shall, upon approval of the President of the
Philippines, be binding on the city, municipal or provincial government, for the purposes of calculating the cost-of-living
allowances of teachers under its employ.
Sec. 19. Special Hardship Allowances. In areas in which teachers are exposed to hardship such as difficulty in commuting to
the place of work or other hazards peculiar to the place of employment, as determined by the Secretary of Education, they
shall be compensated special hardship allowances equivalent to at least twenty-five per cent of their monthly salary.
Sec. 20. Salaries to be Paid in Legal Tender. Salaries of teachers shall be paid in legal tender of the Philippines or its
equivalent in checks or treasury warrants. Provided, however, That such checks or treasury warrants shall be cashable in any
national, provincial, city or municipal treasurer's office or any banking institutions operating under the laws of the Republic
of the Philippines.
Sec. 21. Deductions Prohibited. No person shall make any deduction whatsoever from the salaries of teachers except under
specific authority of law authorizing such deductions: Provided, however, That upon written authority executed by the
teacher concerned, (1) lawful dues and fees owing to the Philippine Public School Teachers Association, and (2) premiums
properly due on insurance policies, shall be considered deductible.
In regions where there is scarcity of medical facilities, teachers may obtain elsewhere the necessary medical care with the
right to be reimbursed for their traveling expenses by the government entity concerned in the first paragraph of this Section.
Sec. 23. Compensation For Injuries. Teachers shall be protected against the consequences of employment injuries in
accordance with existing laws. The effects of the physical and nervous strain on the teacher's health shall be recognized as a
compensable occupational disease in accordance with existing laws.
The compensation allowed for one year study leave as herein provided shall be subject to the condition that the teacher takes
the regular study load and passes at least seventy-five per cent of his courses. Study leave of more than one year may be
permitted by the Secretary of Education but without compensation.
Sec. 25. Indefinite Leave. An indefinite sick leave of absence shall be granted to teachers when the nature of the illness
demands a long treatment that will exceed one year at the least.
Sec. 26. Salary Increase upon Retirement. Public school teachers having fulfilled the age and service requirements of the
applicable retirement laws shall be given one range salary raise upon retirement, which shall be the basis of the computation
of the lump sum of the retirement pay and the monthly benefits thereafter.
Sec. 28. Discrimination Against Teachers Prohibited. The rights established in the immediately preceding Section shall be
exercised without any interference or coercion. It shall be unlawful for any person to commit any acts of discrimination
against teachers which are calculated to (a) make the employment of a teacher subject to the condition that he shall not join
an organization, or shall relinquish membership in an organization,
(b) to cause the dismissal of or otherwise prejudice a teacher by reason of his membership in an organization or because of
participation in organization activities outside school hours, or with the consent of the proper school authorities, within
school hours, and (c) to prevent him from carrying out the duties laid upon him by his position in the organization, or to
penalize him for an action undertaken in that capacity.
Sec. 29. National Teacher's Organizations. National teachers' organizations shall be consulted in the formulation of national
educational policies and professional standards, and in the formulation of national policies governing the social security of
the teachers.
Sec. 32. Penal Provision. A person who shall willfully interfere with, restrain or coerce any teacher in the exercise of his
rights guaranteed by this Act or who shall in any other manner commit any act to defeat any of the provisions of this Act
shall, upon conviction, be punished by a fine of not less than one hundred pesos nor more than one thousand pesos, or by
imprisonment, in the discretion of the court.
If the offender is a public official, the court shall order his dismissal from the Government service.
Sec. 33. Repealing Clause. All Acts or parts of Acts, executive orders and their implementing rules inconsistent with the
provisions of this Act are hereby repealed, amended or modified accordingly.
Sec. 34. Separability Clause. If any provision of this Act is declared invalid, the remainder of this Act or any provisions not
affected thereby shall remain in force and in effect.
Sec. 35. This Act shall take effect upon its approval.
Science
Divisions of Science
Social Science
Political Science
History
Mathematics
Natural science
Scientific Method
Cell Theory
Kinds of Cell
Electromagnetism
Mixtures
Homogeneous mixture
a mixture in which the molecules are thoroughly mixed: a mixture that is uniform throughout.
Solutions are homogeneous mixtures. The components of solution are solute, which is the dissolved particles. and
the solvent. which is the dissolving particles.
Heterogeneous mixture
Suspensions - heterogeneous mixture where particles are too large that they settle at the bottom of the container.
Colloids - heterogeneous mixtures whose particles are not large enough to settle nor small enough to be dissolved,
like the Tyndall Effect. which is the scattering of light by the particles.
b.) Attention Span
Factors that affect how long a learner can attend to one type of task are age, interest and learners’
motivation
d.) Physical Disabilities of Learners (poor vision, hearing, dyslexia, color blindness, etc.)
1.2. Teacher factors- refer to those factors that affect the success of media implementation.
2. Instructional method
The method of instructions dictates or limit our choice of presentation media. Is it self-regulated learning
method or lecture/expository?
3. Practical constraints
Administrative and economic constraints both limit the choice of methods and media.
1.) Objectives 3.) Time
2.) Availability 4.) Resources
Contributions of education technology to education
• Increase students’ motivation, self-esteem, self-confidence and academic achievement.
• Supplies stimulating environment that encourage student involvement in the learning process.
• Promotes higher-level thinking skills and student-centered instruction.
• Offers students diversity, self-paced learning, and opportunities for individuals growth and self
expression.
• Provides students with unique opportunities to apply skills and talent and to interact with other in non-
threatening environments.
• Changes teacher’s and student’s role into positive directions.
• Inspires student and teacher by making learning exciting and interesting.
• Forests the development of leadership abilities and teamwork.
• Support new instructional approaches: cooperative learning, inquiry approach, problem- based learning,
project-based learning and multiple intelligence.
• Provides unique opportunities for student to practice, demonstrate and critique communication skill.
• Supplies information through multi-sensory delivery channels, allowing students with various learning
styles to assimilate and apply knowledge.
• Expand classroom “walls” and links students and teachers in national and international exchanges.
Essential conditions for technology integration in the classroom
For technology to have desired impact on improved teaching and learning, several conditions must be in
place;
• Shared vision for technology integration – this requires coordinated school district planning with teacher
and other personnel at all levels, budgeting yearly amounts for technologies purchases with incremental
funding, emphasizing teacher training, matching technology to curriculum needs, and keeping current and
building flexibility.
• Standard and curriculum support – technology and content area standard are designed to support each
other.
• Required policies – policies are in place to ensure legal/ ethical use, safe, internet use, and equity.
• Access to hardware, software and other resources – there is adequate funding, purchasing procedures are
organized and effective, and procedure are in place to set up and maintain technology resources.
• Trained personnel- staff development that includes hands-on , integration emphasis, training over time;
modeling, mentoring and approaching and post training-access to technology resources.
• Technical assistance- continuing support for diagnostic and maintenance problem for teachers’ and
students’ computer.
• Appropriate teaching and assessment approaches - teaching strategies are matched to needs and
assessment strategies are matches to the type of learning being measured.
Some of the most important benefits of internet and other distances
resources:
• Easy and rapid communication.
• Access to expert resources and information not locally available.
• Access to up-to-date information.
• Easy sharing the information and product.
• Support of a cooperative group work.
• Support for learning information and visual literacy.
Evaluating Instructional Resources
In evaluating instructional resources, several question you should ask yourself are important, regardless of
the type are resources you are considering;
1. Does the content match the curriculum?
2. Is the content accurate, up to date, and appropriate with the students?
3. Do the materials teach and/or reinforce learning effectively?
4. Do these resources enhance instruction?
5. Is the resource easy for the teacher and students to use?
6. Are the materials of high quality technically?
7. Is the use of resource practical of my teaching setting (cost, needed equipment, etc.)?
Ten Commandments in creating learning/presentation materials
1. Don’t overcrowd.
2. Be consistent in formal, layout and conventions.
3. Use appropriate type paces and point uses.
4. Used bold and italics for emphasis, but don’t overuse them.
5. Use titles, headings, and subheadings to clarify and guide.
6. Use numbers through direct sequence.
7. Use graphics and illustration to reinforce ideas.
8. Use symbols and icons as identifying markers.
9. Use color/audio/music to stimulate but not to overpower, the senses.
10. Produce the materials with technical excellence – good quality good audio, clear etc.
According to UNESCO the four pillars of learning are the fundamental principles for reshaping education.
LEARNING TO DO
Emphasizes on the learning of skills necessary to practice a profession or trade.
Applying in practice what has been learned.
Developing vocational / occupational and technical skills.
Developing social skills in building meaningful interpersonal relationships.
Developing competence, social behavior, aptitude for teamwork.
Enhancing the ability to communicate and work with others.
Managing and resolving conflicts.
LEARNING TO BE
Prioritizes the development of the human potential to the fullest.
Tapping the talents hidden with individual.
Developing personal commitment and responsibilty for the common good.
Ang Tayutay ay isang salita o grupo ng mga salita na kadalasang ginagamit upang maipahayag ang isang
emosyon sa paraang hindi karaniwan upang makabuo ng mas malalim na kahulugan. Ito ay
hindi literalkundi isang patalinghaga na minsa'y ginagamit bilang simbolo.
15) PANAWAGAN (Apostrophe) - Ito ay isang panawagan o pakiusap sa isang bagay na tila ito ay isang
tao.
Halimbawa:
a. O tukso! Layuan mo ako!
b. Buhos na ulan, aking mundo’y lunuring tuluyan.
c. Kamatayan nasaan ka na? Wakasan mo na ang aking kapighatian.
17) PAG-UYAM (Irony) - Isang pagpapahayag na may layuning mangutya ngunit itinatago sa paraang
waring nagbibigay-puri.
Halimbawa:
a.Siya ay may magandang mukha na kung saan tanging ina niya lang ang humahanga.
18) PAGTATAMBIS (Oxymoron) - Ito ay ang paglalahad ng mga bagay na magkasalungat upang higit
na mapatingkad ang bisa ng pagpapahayag.
Halimbawa:
a. Kailan nagiging tama ang mali?
20) TANONG RETORIKAL (Rhetorical Question) - Ito ay isang tanong na walang inaasahan sagot na
ang layunin ay maikintal sa isipan ng nakikinig ang mensahe.
Halimbawa:
a. Natutulog ba ang Diyos?
b. Bakit napakalupit ng kapalaran?
FIGURATIVE LANGUAGE
"Figurative Language is a language that uses words or expressions with a meaning that is different from
the literal interpretation. When a writer uses literal language, he or she is simply stating the facts as they
are. Figurative language, in comparison, uses exaggerations or alterations to make a
particular linguisticpoint." - Your Dictionary
5. Metonymy - An association wherein the name of something is substituted by something that represents
it.
Example: Toothpaste is sometimes called Colgate.
6. Irony - The contrast between what was expected and what actually happened.
Example: No smoking sign during a cigarette break.
7. Hyperbole - An exaggeration
Example: Cry me a river.
8. Synecdoche - An association of some important part with the whole it represents.
Example: The face who launched a thousand ships.
Correct you grammar! Here are the 20 rules in subject verb agreement
with examples.
1. Subjects and verbs must agree in number. This is the cornerstone rule
that forms the background of the concept.
· The baby cries when he is hungry.
· The babies cry when they are hungry.
· The dog eats bones.
· The dogs eat bones.
· The apple is sweet.
2. Don’t get confused by the words that come between the subject and
verb; they do not affect agreement.
· The cat, who is chewing on my jeans , is usually very good.
· The plants, which grows in our backyard , are very nice to the see.
· The boy, who pushes the carts is my friend.
· The ants in the ant-hill are working.
· The knight under the trees is the guard.
3. Prepositional phrases between the subject and verb usually do not
affect agreement.
· The colors of the bag are beautiful.
· One of the schools in Pampanga is implementing a new curriculum.
· Bones of the cow are nutritious.
· The computers found in the library are new.
· Schools in this town are very nice.
4. When sentences start with “there” or “here” the subject will always be
placed after the verb, so care needs to be taken to identify it correctly.
· There is a problem with the internet connection.
· Here are the files you requested.
· There are some computers left in the library.
· Here is your ball pen.
· There is an error with the codes.
5. Subjects don't always come before verbs in questions. Make sure you
accurately identify the subject before deciding on the proper verb form
to use.
· Does Doggy usually eat fish ?
· Where are the pieces of this collection?
· Is there something wrong with Lina?
· Who is the president in this institution?
· Where are the songs in this album?
6. If two subjects are joined by and , they typically require a plural verb
form.
· The singer and the actress are from different country.
· My father and I will go to market today.
· The lawyer and the judge will go to the court later.
· The teachers and the principal will have a meeting.
· The police and the detective will have the case.
7. The verb is singular if the two subjects separated by and refer to the
same person or thing.
· Red beans and rice is my favorite dish.
· Ham and bread has been my favorite snack.
· Spoon and fork is used in eating.
· Shoes and socks is the gift that I received.
· Pen and Note is my tool in school.
8. If one of the words each, every, or no comes before the subject, the
verb is singular.
· No eating or drinking is allowed.
· Every man and woman is required to take the survey.
· Every child is special to God.
· No man is an island.
· Every student is required to wear proper uniform.
9. If the subjects are both singular and are connected by the words or,
nor, neither/nor, either/or , and not only/but also the verb is singular.
· Erick or Christian is to blame for the accident.
· Neither Lina nor Cathy was absent yesterday.
· Either apple or grape is sweet.
· Neither Marco nor Vincent is good in class.
· Either Jessy or Daisy is good in singing.
10. The only time when the object of the preposition factors into the
decision of plural or singular verb forms is when noun and pronoun
subjects like some, half, none, more, all, etc. are followed by a
prepositional phrase. In these sentences, the object of the preposition
determines the form of the verb.
· All of the chicken is gone.
· All of the chickens are gone.
· None of the apples are eaten.
· None of the apple is eaten.
· Some of the oranges are eaten.
11. The singular verb form is usually used for units of measurement or
time.
· Four quarts of oil was required to get the car running.
· One half of the members of the cabinet believes that president is responsible for the incident.
· Two third of the spectators of the concert shouts when the show started.
· Eight o’clock is the start of the class.
· One fourth of the class is absent.
12. If the subjects are both plural and are connected by the words or,
nor, neither/nor, either/or , and not only/but also , the verb is plural.
· Dogs and cats are both available at the pet shop.
· The president and the former PNP chief are both responsible for the misencounter.
· Apples and grapes are both sweet.
· Teachers and students are part of the teaching – learning process.
· Scientists and inventors are great people.
13. If one subject is singular and one plural and the words are connected
by the words or, nor, neither/nor, either/or , and not only/but also , you
use the verb form of the subject that is nearest the verb.
· Either the tigers or the lion has escaped from the zoo.
· Neither the lion nor the tigers have escaped from the zoo.
· Either the teacher or the students have participated on the show.
· Neither the principal nor the teachers are the performer.
· Either the police men or the criminals are dead.
14. Indefinite pronouns typically take singular verbs.
· Everybody wants to be loved.
· Nobody has passed for the examination.
· Someone is waiting outside the hall.
· Anybody is the player of the game.
· Somebody starts the drill.
15. Except for the pronouns (few, many, several, both, all, some) that
always take the plural form.
· Few were left in the school after the parade.
· Many people were stranded during the typhoon.
· Some are gathering their data about the experiment.
· Both police and criminal were found dead.
· All are good in the game.
16. If two infinitives are separated by and they take the plural form of
the verb.
· To sing and to play guitar require great skill.
· To sketch and to paint are his talent.
· To dance and to sing are her talent.
· To belt and to sing are difficult.
· To glide and to fly are extraordinary.
17. When gerunds are used as the subject of a sentence, they take the
singular verb form of the verb; but, when they are linked by and, they
take the plural form.
· Standing in the tower was a bad idea.
· Swimming in the river and playing guitar are my hobbies.
· Singing is my hobby.
· Dancing and singing are quite difficult.
· Playing basketball is very tiring.
18. Collective nouns like herd, senate, class, crowd, etc. usually take a
singular verb form.
· The faculty is going to participate in the program.
· The crowd is very thick.
· The senate decides to make the judgement.
· The class is the participant of the meeting.
· The yellow team is the winner.
19. Titles of books, movies, novels, etc. are treated as singular and take a
singular verb.
· The Tomorrow land is a movie starring George Clooney.
· Back to the future is my favorite movie.
· El Filibusterismo is the novel of Dr. Jose Rizal
· Noli Me Tangere is a great novel.
· Assessment of Learning Outcomes is our reference book in this subject.
20. Use the singular form of the verb if the subject is singular, and plural
if the subject is plural except for the word I and You.
· I have two hands.
· You are the best for me.
· You are my last hope.
· I have my money inside the bag.
· You are the shining star.
Educational Philosophies
NATURALISM
Naturalism stands for a democratic and universal way-everyone must be educated in the same
manner.
Education is in accordance to human development and growth.
Emphasis is given more on the physical development-informal exercise-and hygiene of the person
rather of the 3 R’s.
Aims to unfold the child’s potential not to prepare him for a definite vocation or social position-
but to prepare him to adapt to the changing times and needs.
Consequently, one’s conduct is governed by impulse, instincts and experience.
It puts the child at the center of educational process and prepares him to experience life as it is.
IDEALISM
Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere
representation of ideas.
Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that
ideas are the only things worth knowing for.
Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities
pertinent to the human mind such as introspection and intuition and the use of logic.
Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better
position in the society and for him to serve the society better.
Emphasis is given on subjects - philosophy, literature, religion and history - that will develop and
enhance the mind of the child.
Methods used in teaching include lecture, discussion and Socratic dialogue.
Character development is through emulation of examples and heroes.
REALISM
The most effective way to find about reality is to study it through organized, separate and
systematically arranged matter - emphasis is on subject matter concerning Science
and Mathematics.
Methods used in teaching include recitation, experimentation and demonstration.
Character development is through training in the rules of conduct.
EXISTENTIALISM
Subject matter is personal choice.
Learning is based on the willingness of the student to choose and give meaning to the subject.
Emphasis is given on the students rather than on the curriculum content.
Students should not be treated as objects to be measured and standardized.
Methods are geared on giving opportunities for the students for self-actualization and self-
direction.
Character development is through the responsibility of every individual in making a decision.
ESSENTIALISM
Schooling is practical for this will prepare students to become competent and valuable members of
the society.
Focuses on the basic - reading, writing, speaking and the ability to compute (arithmetic).
Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art
and hygiene.
Stresses the values of hard work, perseverance, discipline and respect to authorities.
Students should be taught to think logically and systematically-grasping not just the parts but the
whole.
Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and
evaluation.
PRAGMATISM
Involves students to work in groups.
Methods of teaching include experimentation, project making and problem solving.
Stresses on the application of what have learned rather that the transfer of the organized body of
knowledge.
PERENNIALISM
Some of the ideas in the past are still being taught because they are significant.
Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics and
religious principles. This includes history, language, mathematics, logic, literature, humanities and
science.
Curriculum must be based on recurrent themes of human life for it views education as a recurring
process based on eternal truths.
The teacher must have the mastery of the subject matter and authority in exercising it.
Aims for the education of the rational person—to develop man’s power of thought—the central
aim of this philosophy.
PROGRESSIVISM
Focuses on the child as a whole rather than of the content or the teacher.
Curriculum content comes from the questions and interests of the students.
Emphasis is given on the validation of ideas by the students through active experimentation.
Methods of teaching include discussions, interaction (teacher with students) and group dynamics.
Opposes the extreme reliance on bookish method of instruction, learning through memorization,
the use of fear and punishment and the four walled philosophy of education.
CONSTRUCTIVISM
A philosophy of learning which asserts that reality does not exist outside of human conceptions. It
is the individual who constructs reality by reflecting on his own experience and gives meaning to
it.
Learning is the process of adjusting one’s mental modes to accommodate new experience.
RECONSTRUCTIVISM
Schools should originate policies and progress that will bring social reforms and orders.
Teachers should be an instrument to encourage and lead students in the program or social reforms.
Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience
and taking social actions on real problems.
Method of teaching include the problem-oriented type (students are encouraged to critically
examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-
based learning.
The classroom will serve as a laboratory in experimenting school practices “bringing the world
into the classroom”.
BEHAVIORISM
Asserts that human beings are shaped entirely by their external environment.
The only reality is the physical world.
NATIONALISM
The most important development was the creation of common language.
Stresses on the teaching of the principles of democracy, and duties of citizenship.
Stimulates the development of the state which includes the control and support of public school
system.
Curriculum includes the teaching of grammar, geography and history.
Method of teaching gives emphasis on the content regarding on nature studies,
physical exercisesand play activities.
HUMANISM
Education is a process and should not be taken abruptly. The unfolding of human character
proceeds with unfolding of nature.
The learner should be in control of his destiny.
Concern is more on methods which include theme writing rather than oral discussions, drills
and exercises, playing.
Asserts the importance of playing in the curriculum.
Emphasizes motivations and the use of praise and rewards.
Curriculum includes subjects concerning literary appreciation, physical education, social training
in manners and development.
Higher Education
Colleges with some courses. The new basic education levels are provided in the K to 12 Enhanced
Curriculum of 2013
1. Educators must first identify the students’ needs for the development of the curriculum.
2. Objectives should by specific.
3. The content matches the objectives, as well as demonstrates validity.
4. Curriculum content is designed based on students’ interest, development, and achievement.
5. Instructional methods are selected by teachers.
6. The organization of the learning activities is determined by the teacher.
7. Evaluation procedures are determined by students and teachers.
2. Convergent - It is the type of question that requires inferences or conjecture. Answers to this type of
question is usually within a very finite range of acceptable accuracy.
Example: What were the reason why the boy got mad? (This is not specifically stated in one direct
statement in the text or story so, the reader must make simple inferences as to why the boy got mad.)
3. Divergent - It is the type of question that allows the learners to generate variety of answers. This type of
question often requires students to analyze, synthesize, or evaluate a knowledge base and then project or
predict different outcomes.
Example: In the story, what do you think will happen to the boy if he ran away from their home?
4. Evaluative - It is the type of question that usually requires sophisticated levels of cognitive and
emotional judgment. To answer evaluative question, the students must combine multiple logical
and affective thinking process or comparative frameworks. Answers in this type of question is analyzed at
multiple levels and from different perspective to arrive at the newly synthesized information or
conclusions.
Example: What are the similarities and differences between Erikson and Freuds theory of development?
Here are the republic acts for all teachers in the Philippines:
REPUBLIC ACT No. 137 -Board of Textbooks. It provided for all public schools to use only
those books approved by the board for a period of six years from the date of their adoption.
REPUBLIC ACT No. 1425 -The inclusion of a course on the life, works and writings- especially
the Noli Me Tangere and El Filibusterismo of Dr. Jose Rizal in the curricula of all public and
private schools.
REPUBLIC ACT No. 4670 -The Magna Carta for Public School Teachers.
REPUBLIC ACT 1079 - Commonwealth Act No.117. Civil Service Eligibility shall be
permanent and shall be valid throughout a person’s lifetime.
REPUBLIC ACT No. 6728 -The Act Providing Government Assistance to Students and
Teachers in Private Education. (Scholarship Programs)
REPUBLIC ACT No. 7722 -Creating the Commission on Higher Education (CHED) composed
of a chairperson and four (4) commissioners.
REPUBLIC ACT No. 7743 - The establishment of public libraries and reading centers in every
barangay and municipality of the country.
REPUBLIC ACT No. 7784 - The Centers of Excellence Law
REPUBLIC ACT No. 7796 - The TESDA Law
REPUBLIC ACT No. 7836 - Philippine Teachers Professionalization Act of 1994
REPUBLIC ACT No. 7877 - Anti Sexual harassment Act of 1995
EXECUTIVE ORDER No. 27 - the inclusion of subject courses on human rights in the school
curricula, textbooks, and other reading materials
EXECUTIVE ORDER No. 189 - All public Secondary School teachers under the administrative
supervision and control of DECS. Issued by former President Corazon Aquino.
PRESIDENTIAL DECREE No. 6-A - Known as the Educational Development Decree of 1972,
and was implemented by the late former President Ferdinand Marcos.
PRESIDENTIAL DECREE No. 146 - This decree requiring ALL senior high school students to
pass the National College Entrance Examination (NCEE) as pre-requisite for admission to any
post- secondary academic or professional degree program.
PRESIDENTIAL DECREE No.451 - This law repealed R.A No. 6139 and authorized the Sec.
of Education and Culture to regulate the imposition of tuition fee and other school fees in all
private educational institutions.
PRESIDENTIAL DECREE No. 688 - This law gave the Civil Service Commission the power
and authority to give the appropriate examination for all public school teachers.
PRESIDENTIAL DECREE No. 1139 - This decree issued on May 13, 1977, created the position
of the undersecretary for NON-FORMAL Education who shall make an overall assessment of the
existing non formal education programs and shall take charge of all non-formal education
programs of DECS.
DEPARTMENT ORDER No. 1, s.1973 - This DECS order reiterates the policy on the use of
locally published textbooks of Filipino authorship in all levels of education, both public and
private.
DEPARTMENT ORDER No. 25, s.1974 - The implementation of BILINGUAL EDUCATION
Program which mandates the use of English and Filipino as separate media of instruction.
MEC ORDER No. 22, s.1978 - ALL institutions shall offer in all their curricular programs at
least six (6) units of Filipino, starting the FIRST SEM Of school year 1979- 1980.
DECS ORDER No. 30, s. 1993 - This order issued on May 20, 1993, providing for a National
Elementary Achievement Test (NEAT) for ALL grade six pupils in Public and Private schools
DECS ORDER No. 38, s. 1994 - Provided for a National Secondary Assessment Test (NSAT) to
be administered to ALL graduating public and private high school.
REPUBLIC ACT No. 1265 - The Law on the Observance of Flag Ceremony
EXECUTIVE ORDER No. 200, sec.3 -The Law prohibits fund raising in school
1987 CONSTITUTIONS ARTICLE XIV, sec. 3:2 -The Law teaches and imposes discipline
BATAS PAMBANSA BLG. 232, sec. 13:2 / 1987 CONSTITUTION, ARTICLE XIV, sec
5:2,/ 1973 CONSTITUTION, ARTICLE XV, sec. 8:2 -the Law recognizes Academic Freedom
1992 MANUAL OF REGULATION FOR PRIVATE SCHOOL, sec 48-49 - The Law requires
to have a fixed calendar
1992 MANUAL OF REGULATION FOR PRIVATE SCHOOL, sec. 44-47 - The Law on
Education specifies faculty qualification
R.A No. 1054 AS AMENDED BY P.D.’s Nos. 442, 570-A, 622, AND 643 - The Law requires
Education to provide Medical and Dental Services
CIVIL CODE, ARTICLE 349 - The Law considers teachers, professors, and administrators to be
in LOCO PARENTIS to their pupils and students
1987 CONSTITUTIONS ARTICLE XIV, sec. 5:4 - The Law requires Education to provide
professional advancement teachers.
b. The archipelago was divided into school divisions and districts for effective management of the school
system.
c. English was made as medium of instruction in all levels of schooling
e. Establishment of a Trade school in Manila (Philippine College of Arts and Trade- PCAT now known as
Technological University of the Philippines), a school of Agriculture in Negros, a Normal school in Manila
(Philippine Normal School) (Section 18)
• Philippine Normal School, however, was renamed Philippine Normal College (PNC) by virtue of
Republic Act No. 416 on June 18, 1949. And on December 26, 1991, the PNC was converted to Philippine
Normal University as provided by Republic Act No. 7168.
2. Republic Act No. 2706
This was known as the “Private School Law”, enacted on March 10, 1917 by the Philippine Legislature,
which made obligatory the recognition and inspection of private schools and colleges by the Secretary of
Public Instruction so as to maintain a standard of efficiency in all private schools and colleges in the
country.
This law was amended by Commonwealth Act No. 180 passed on November 13, 1936 which provided
that:
The Secretary of Public Instruction was vested with power to “supervise, inspect and regulate said schools
and colleges in order to determine the efficiency of instruction given in the same.”
And all private schools come under the supervision and regulation of the Secretary of DPI, thus
eliminating “diploma mills” and substandard schools.
This Act also provided a penalty of imprisonment ranging from six months and one day to six years and a
fine ranging from 500 to 1, 000 pesos upon any person found guilty of assault upon those teaching
personnel.
d. Compulsory attendance in the primary grades for all children who enroll in Grade I.
e. Introduction of double- single session- one class in the morning and another in the afternoon under one
teacher to accommodate more children.
The private schools may use books of their choice, provided the Board of Textbooks has no objections
with those books.
b. Abolition of the double - single session and return to the former practice of only one
c. Class under one teacher in the primary and three teachers to two classes or five teachers to three classes
in the intermediate level
e. Compulsory enrollment of children in the public schools upon attaining seven years of age.
b. No tuition or other fees shall be collected except fees related to membership in the school community
such I.D., student organization and publication.
c. Non- payment of these shall not hinder a student from enrollment or graduation.
e. A student who fails in majority of his academic subjects for two consecutive years could no longer avail
of their program.
Here are some of the important dates in the Philippine History:
January
January 1, 1571 – LaVilla de San Miguel renamed Ciudad del Santissimo, Nobre de Jesus “Sto
Nino”
January 12, 1889 – La Association Hispano founded by Miguel Morayta to introduce changes in
the Philippines and have a Filipino representative in the Spanish Cortes
January 20, 1872 – Meeting in Cavite led by Sargent Lamadrid and killed their Spanish officers
January 23, 1899 – Inauguration of the first republic (Mololos) Aguinaldo as president
February
February 2, 1543 – Villalobos named Samar and Layte “Pilipinas”
February 13, 1565 – Miguel Lopes de Villalobos reached Cebu
February 14, 1899 – Outbreak of Filipino – American War (Sta. Mesa Manila)
February 15, 1898 – Spanish blew up the amiracan warship in Havana Cuba
February 15, 1889 – The newspaper La Soliraridad founded by Graciano Lopes Jaena
February 17, 1872 – Execution of GOMBURZA
February 18, 1891 – Rizal second novel El Filibusterismo was publish and finance by Valentin
Ventura
March
March 16, 1521 – Magellan sighted the island of samar
March 16, 1565 – Blood compact Legaspi and Rajah Sikatuna of Bohol
March 17, 1521 – Magellan landed Homnhon “Archipelago of St. Lazarus”
March 22, 1897 – Tejeros Convention resolved the conflict between Magdalo and Magdiwang
March 23, 1935 – ConCon was headed by C.M. Recto
March 23, 1901 – Gen. Aguinaldo captured at Palanan
March 24, 1934 – Creation of Commonwealth Government as provided by Tyding McDuffie Law
and approved by US President F. Roosevelt
March 14, 1947 – Formal agreement between US and Philippine (22 sites as military bases for
99yrs in return AFP accepted US $100 M worth of military equipment)
March 17, 1957 – Pres. Magsaysay died in a plane crash in Mt. Manunggal Cebu
March 17, 1957 – Garcia become the president of the Philippines
March 29, 1512 – Blood compact Magellan and Rajah Kulambo of Limasawa
March 29, 1942 – Creation of HUKBALAHAP (Luis Taruc)
March 31, 1899 – Transfer of capital republic from Malolos to San Fernando Pampanga
March 31, 1521 – First mass officiated b y Father Pedro de Valderrama
April
April 4, 1947 – Pres. Roxas died of cardiac arrest at Clark air base
April 4, 1947 – Elpidio Quirino become the president
April 9, 1942 – Fall of Bataan, Death March from Bataan to San Fernando Pampanga
April 13-14, 1671 – defeat of the 6 Dutch led by Juan Ronquillo in battle of Playa Honda, Zam
April 25, 1898 – US declare war against Spain
April 27, 1521 – Magellan killed in the battle of Mactan
April 27, 1565 – First Spanish settlement establish by Legaspi name La Villa de San Miguel
April 30, 1846 – Approved of Philippine Rehabilitation Act by the US.
May
May 1, 1898 – US naval under George Dewey defeat the Spain armada led by Patrico Montojo in
famous battle of Manila Bay
May 6, 1942 – Fall of Corregidor Island (Gen. Jonathan Wainwright) – (Gem. Homma of Japan)
May 10, 1897 – Execution of Bonifacio brathers
May 12, 1935 – SAKDALISTA Party by Benigno Ramos against the Commonwealth
Government
May 12, 1962 – Macapagal change the date of Independence day from July 4, 1946 to June 12,
1898
May 16, 1584 – Royal Audiencia referred to as the Supreme Court during Spanish
May 17, 1764 – Britain surrendered the Philippines to Spanish
May 28, 1898 – Gen. Aguinaldo waved the Philippine flag for the first time to celebrate its
victory
May 31, 1764 – Truce was signed between France and England
June
June 3, 1571 – Manila conquered by Martin de Goiti
June 5, 1899 – Assassination of Antonio Luna at Cabanatuan
July 7, 1987 – Biak-na-Bato revolutionary government was established
June 12, 1898 – Proclamation of Philippines Independence by Gen. Aguinaldo
June 18, 1908 – UP was established (Murray Barlett as first President) and (Ignacio Villamor as
first Filipino President)
June 19, 1861 – birth of Jose Rizal
June 24, 1571 – Manila was named “Distinguished and Ever Loyal City” by Legaspi and First
Governor-General of the Philippines
July
July 3, 1892 – La Liga Filipina founded by Dr. Rizal
July 4, 1946 – Inauguration of 3rd Republic and the signing of the Treaty of General legalized the
retention of US bases in the Philippines
July 7, 1892 – Rizal exiled in Dapitan for 4yrs
July 7, 1892 – KKK organized by Andres Bonifacion in Azcarraga st. (C.M. Recto)
August
August 6, 1945 – First Atomic bomb dropped in Hiroshima Japan
August 8, 1963 – Macapagal approved the Agriculture Land Reform to abolish tenancy
August 9, 1945 – Second Atomic bomb dropped in Nagasaki Japan
August 13, 1898 – Mock battle of manila bay between Spain and America
August 14, 1898 – Military government under General Wesley Merit
August 19, 1896 – Katipunan was discovered by Fr. Mariano Gil trough Teodoro Patino
August 23, 1896 – Philippine Revolution “Cry of Balintawak”
August 25, 1896 - Battle of Pasong Tamo
August 26, 1930 – Founding of the Communist Party of the Philippines CPP by Crisostomo
Evangelista
August 29, 1916 - Creation of bicameral legislature as granted by the jones law
August 30, 1896 – Battle of Pinaglabanan
August 31, 1896 – Gen. Aguinaldo led the uprising in Kawit Cavite
September
September 2, 1945 – Japanese imperial surrendered and ended the war in asia pacific
September 5, 1955 – The Laure-Langley Agreement was replacing the Bell Trade Act
September 6, 1834 – manila was opened to world trade led to an era of commercial revolution I
the Philippines
September 8-10, 1954 – SEATO (Southeast Asian Treaty Organization)
September 12, 1896 – 13 men from Cavite know as “Los Tresce Martirez” was executed
September 28, 1901 – Gen. Antonio Lucban attacked the American Garrison in Balangiga, Samar
October
October 3, 1646 – defeat of Dutch in battle of manila
October 5, 1762 – manila was conquered by British forces under Gen. William Draper and
Admiral Samuel Cornish
October 6, 1913 – Francis Burton Harrison first American Governor General of the Philippines
October 13, 1913 – Signing of underwood-simons tariff law (open trade Phil. and American)
October 14, 1943 – Inauguration of Japanese puppet republic Jose P. Laurel as President
October 16, 1907 – First Philippine Assembly (M. Quezon as M.Floor Leader) and (S. Osmena as
Speaker)
October 20, 1943 – McArthur landed the Red Beach, Polo Layte (Osmena as President with C.
Romulo)
October 24 – 26, 1944 – Battle of Leyte Gulf
October 31, 1829 – Dagohoy Longest Revolt in the Philippines lasted 85yrs
November
November 4, 1841 – Apolinario Dela Cruz “Hermano Pule” was executed by Spanish
November 10, 1953 – Magsaysay and Garcia were elected as Pres and Vice Pres
November 11, 1957 – Macapagal (Poor boy from Lubao) elected as President of the Philippine
November 15, 1935 – Inauguration of Commonwealth government with Quezon as president and
Osmena as vice president
November 30, 1574 – De Goiti was killed by Limahong
December
December 2, 1899 – Gen. Gregorio del Pilar was killed by the Americans
December 7, 1933 – Right of Suffrage was granted to Filipino by Gov. Frank Murphy
December 8, 1941 – Bombing of Pearl Harbor
December 10, 1898 – Treaty of Paris was signed between Spain and America
December 15, 1897 – treaty Biak-na-Bato was signed by Pedro Paterno and Gov. Primo de Rivera
December 21, 1898 – The Philippines was considered American benevolent assimilation
December 26, 1941 – Declaration of manila as open city by Gen. McArthur
December 30, 1896 – Execution of Rizal at Luneta de Bagumbayan
Social learning theory focuses on the learning that occurs within a social context. It considers that
people learn from one another, including such concepts as observational learning, imitation, and
modeling. Among others Albert Bandura is considered the leading proponent of this theory.
Discussion
There are several guiding principles behind observational learning, or social learning theory:
l. The observer will imitate the model's behavior if the model possesses characteristics- things
such as talent, intelligence, power, good looks, or popularity-that the observer finds attractive or
desirable
2. The observer will react to the way the model is treated and mimic the model's behavior. When
the mddel's behavior is rewarded, the observer is more likely to reproduce the rewarded behavior.
When the model is punished, an example of vicarious punishment, the observer is less likely to
reproduce the same behavior.
3. A distinction exists between an observer's "acquiring" a behavior and "performing" a behavior.
Through observation, the observer can acquire the behavior without performing it. The observer
may then later, in situations where there is an incentive to do so, display the behavior.
4. Learning by observation involves four separate processes: attention, retention, production and
motivation.
- Attention: Observers cannot learn unless they pay attention to what's happening around them.
This process is influenced by characteristics of the model, such as how much one likes or
identifies with the model, and by characteristics of the observer, such as the observer's
expectations or level of emotional arousal.
- Retention: Observers must not only recognize the observed behavior but also remember it at
some later time. This process depends on the observer's ability to code or structure the information
in an easily remembered form or to mentally or physically rehearse the model's actions.
- Production: Observers must be physically and/intellectually capable of producing the act. In
many cases the observer possesses the necessary responses. But sometimes, reproducing the
model's actions may involve skills the obseryer has not yet acqufued. It is one thing to carefully
watch a circus juggler, but it is quite another to go home and repeat those acts.
- Motivation: In general, observers will perform the act only if they have some motivation or
reason to do so. The presence of reinforcement or punishment, either to the model or directly to
the observer, becomes most important in this process.
5. Attention and retention account for acquisition or learning of a model's behavior; production
and motivation control the performance.
6. Human development reflects the complex interaction of the person, the person's behavior, and
the environment. The relationship between these elements is called reciprocal determinism.A
person's cognitive abilities, physical characteristics, personality, beliefs, attitudes, and so on
influence both his or her behavior and environment. These influences are reciprocal, however. A
person's behavior can affect his feelings about himself and his attitudes and beliefs about others.
Likewise, much of what a person knows comes from environmental resources such as television,
parents, and books.
Environment also affects behavior: what a person observes can powerfully influence what he does.
But a person's behavior also contributes to his environment.
By the 1920s John B. Watson had left academic psychology and other behaviorists were becoming
influential, proposing new forms of learning other than classical conditioning. Perhaps the most
important of these was Burrhus Frederic Skinner. Although, for obvious reasons he is more
commonly known as B.F. Skinner.
Skinner's views were slightly less extreme than those of Watson. Skinner believed that we do have
such a thing as a mind, but that it is simply more productive to study observable behavior rather
than internal mental events.
Skinner believed that the best way to understand behavior is to look at the causes of an action and
its consequences. He called this approach operant conditioning.
Skinner's theory of operant conditioning was based on the work of Thorndike (1905). Edward
Thorndike studied learning in animals using a puzzle box to propose the theory known as the 'Law
of Effect'.
Skinner is regarded as the father of Operant Conditioning, but his work was based on Thorndike’s
law of effect. Skinner introduced a new term into the Law of Effect - Reinforcement. Behavior
which is reinforced tends to be repeated (i.e. strengthened); behavior which is not reinforced tends
to die out-or be extinguished (i.e. weakened).
Skinner (1948) studied operant conditioning by conducting experiments using animals which he
placed in a “Skinner Box” which was similar to Thorndike’s puzzle box.
B.F. Skinner (1938) coined the term operant conditioning; it means roughly changing of behavior
by the use of reinforcement which is given after the desired response. Skinner identified three
types of responses or operant that can follow behavior.
Skinner coined the term operant conditioning; it means roughly changing of behavior by the use of
reinforcement which is given after the desired response. Skinner identified three types of
responses or operant that can follow behavior.
• Neutral operants: responses from the environment that neither increase nor decrease the
probability of a behavior being repeated.
• Reinforcers: Responses from the environment that increase the probability of a behavior being
repeated. Reinforcers can be either positive or negative.
• Punishers: Response from the environment that decrease the likelihood of a behavior being
repeated. Punishment weakens behavior.
We can all think of examples of how our own behavior has been affected by reinforcers and
punishers. As a child you probably tried out a number of behaviors and learnt from their
consequences.
For example, if when you were younger you tried smoking at school, and the chief consequence
was that you got in with the crowd you always wanted to hang out with, you would have been
positively reinforced (i.e. rewarded) and would be likely to repeat the behavior. If, however, the
main consequence was that you were caught, caned, suspended from school and your parents
became involved you would most certainly have been punished, and you would consequently be
much less likely to smoke now.
Token Economy
The token economy is a system in which targeted behaviors are reinforced with tokens (secondary
reinforcers) and are later exchanged for rewards (primary reinforcers).
Tokens can be in the form of fake money, buttons, poker chips, stickers, etc. While rewards can
range anywhere from snacks to privileges/activities.
Token economy has been found to be very effective in managing psychiatric patients. However,
the patients can become over reliant on the tokens, making it difficult for them once they leave
prisons, hospital etc.
Teachers use token economy at primary school by giving young children stickers to reward good
behavior.
Critical Evaluation
Operant conditioning can be used to explain a wide variety of behavior, from the process of
learning, to addiction and language acquisition. It also has practical application (such as token
economy) which can be applied in classrooms, prisons and psychiatric hospitals.
However, operant conditioning fails to taken into account the role of inherited and cognitive
factors in learning, and thus is an incomplete explanation of the learning process in humans and
animals.
For example, Kohler (1924) found that primates often seem to solve problems in a flash of insight
rather than be trial and error learning. Also social learning theory (Bandura, 1977) suggests that
humans can learn automatically through observation rather than through personal experience.
The use of animal research in operant conditioning studies also raises the issue of extrapolation.
Some psychologists argue we cannot generalize from studies on animals to humans as their
anatomy & physiology is different from humans, & they cannot think about their experiences and
invoke reason, patience, memory or self-comfort.
Behaviorism is essentially the study of how we learn. Humans are different from many
animals in that we possess very little instinct, or genetic blueprint for our behaviors. For
example, humans do not instinctively know how to perform a ritual mating dance or we do
not instinctually fly south for the winter. Instead, humans progress through life continually
changing our behaviors due to new or repetitive experiences. In a word, we LEARN.
It was the Greek philosopher, Aristotle who came to the conclusion, over 2000 years ago
that we learn by association. Learning by association is connecting events that occur in
sequences. Psychologists have determined that there are two basic types of learning by
association: Classical Conditioning and Operant Conditioning.
Classical Conditioning was first developed by a Russian physiologist named Ivan Pavlov
during the late 1920’s. Pavlov was originally trying to study the saliva’s role in
the digestive system of dogs. During the course of his experiments he made the connection
between reflex and a conditioned response.
Essentially, what Pavlov discovered was the model of learning that works on both animals
and humans. To understand classical conditioning it is best to describe Pavlov’s experiments.
Pavlov realized that when a dog is introduced to a plate of food, the dog’s natural reaction
or reflex was to begin to drool. Drooling was then an Unconditioned Response (UCR) to the
presence of the food. The food was then the Unconditioned Stimuli (UCS). What Pavlov then
stumbled upon was an association that took place when a bell was rung when the food was
presented to the dog. Normally, a bell is a Neutral Stimuli (NS), which means that on its own
a bell will not cause any real reaction to a dog. However, when the bell was rung in
conjunction with the presenting of the food, the dog began to associate the ringing of the
bell with the presence of food. After awhile, Pavlov had only to ring the bell and the dog
would begin to drool. In this sense the bell became a Conditioned Stimuli (CS) and the
drooling at the bell became the Conditioned Response (CR).
This discovery led Pavlov on another 30 years of study around the concept
of conditionedresponses and learning. During this time Pavlov identified 5 major
conditioning processes;
In the end, Pavlov was a Nobel Prize-winning physiologist who discovered classical conditioning
in the course of his physiological research. He eventually and begrudgingly became a psychologist
and in the process helped change the direction of psychological research. Classical conditioning
became a major tool in the theoretical formulations of later behaviorists. It allowed them to
explain behavior without having to consider consciousness. Pavlov's discovery of classical
conditioning provided the first mechanism for explaining learning without reference to the mind.
Definition of Learning
Life is a process of continual change. From infancy to adolescence to adulthood to death, we are
changing. Many factors work together to produce those changes, but one of the most important is
the process of learning. Through our experiences, we learn new information, new attitudes, new
fears, and new skills; we also learn to understand new concepts, to solve problems in new ways,
and even to develop a personality over a lifetime. And in the course of reading textbooks, we learn
new definitions for words like learning: In psychology the term learning refers to any relatively
permanent change in behaviour brought about through experience—that is, through interactions
with the environment.