THE CHILD AND ADOLESCENT

(Educ 101)

LEARNERS AND LEARNING PRINCIPLES

LEARNERS  center of instruction; revolves around the students.

14 LEARNER-CETERED PRINCIPLES
A. Cognitive and Metacognitive Factors (6 Principles)
B. Motivational and Affective Factors (3 Principles)
C. Developmental and Social Factors (3 Principles)
D. Individual Difference Factors (3 Principles)

LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES

 American Psychology Association
 Learner/learning process
 Psychological factors
 To all learners

A. COGNITIVE AND METACOGNITIVE FACTORS

1. NATURE OF THE LEARNING PROCESS
 Intentional process; information and experience.

2. GOALS OF THE LEARNING PROCESS

 Successful learners; support and guidance -> knowledge.

3. CONSTRUCTION OF KNOWLEDGE
 New information in meaningful ways.

4. STRATEGIC THINKING
 Create thinking and reasoning -> achieve learning goal.

5. THINKING ABOUT THINKING

  HOTS for selecting and monitoring; facilitate critical thinking.

6. CONTEXT OF LEARNING
 Environmental factors; culture, technology and instructional practices.

B. MOTIVATIONAL AND AFFECTIVE FACTORS

7. MOTIVATIONAL AND EMOTIONAL INFLUENCES ON LEARNING
 Motivation to learn; emotional states, beliefs, interests.

8. INTRINSIC MOTIVATION TO LEARN

 Interest and providing for personal choice and control.

9. DEVELOPMENTAL INFLUENCES ON LEARNING

 Physical, intellectual, emotional and social domain taken into account.

C. DEVELLOPMENTAL AND SOCIAL FACTORS

10. EFFECTS ON MOTIVATION ON EFFORT
 Without learner’s motivation effort is unlikely without coercion.

11. SOCIAL INFLUENCES OF LEARNING

 Social interactions, interpersonal relations and communications.

D. INDIVIDUAL DIFFERENCES FACTORS

12. INDIVIDUAL DIFFERENCES IN LEARNING
 Different strategies, approaches and capabilities for learning.
13. LEARNING AND DIVERSITY
 Differences in learners linguistic, cultural and social backgrounds are taken
into account.

14. STANDARDS AND ASSESSMENT

 Setting appropriate standards and assessing the learners.
 Diagnostic process and outcome assessment.
(alexander and murphy) summary of 14 Principles (5 AREAS)
1. THE KNOWLEDGE BASE
 existing knowledge (foundation of future learning).

2. STRATEGIC PROCESSING CONTROL

 Learners develop skills to reflect thoughts in order to learn (metacognition).

3. MOTIVATION AND EFFECT

 Intrinsic motivation (from within).
 Wanting to learn, personal goals and enjoyment of learning tasks.

4. DEVELOPMENTAL AND INDIVIDUAL TASKS

 Own unique combination of genetic and environmental factors.

5. SITUATION OR CONTENT
 Learning happens in the context of a society as well as within an individual.

HUMAN DEVELOPMENT: MEANING,

CONCEPTS AND APPROACHES
TWO (2) APPROACHES IN HUMAN DEVELOPMENT
1. TRADITIONAL APPROACH -> little or no change even in adulthood.
2. LIFE-SPAN APPROACH -> even in adulthood development change take place.

CHARACTERISTICS OF HUMAN DEVELOPMENT FROM A LIFE-

SPAN PERSPECTIVE
(paul baltes) -> expert in life-span development.
1. DEVELOPMENT IS LIFELONG
 it does not end.

2. DEVELOPMENT IS PLASTIC
 potential for change, possible throughout the lifespan.

3. DEVELOPMENTAL IS MULTIDIMENSIONAL
 complex because the product of biological, cognitive and
socioemotional process (SantrOck, 2002).

 Biological Processes
 Changes in individual physical nature.

 Cognitive Processes
 Changes in individual thought, intelligence and language.

 Socioemotional Processes
 Changes individual relationship with other people, emotion and personality.
4. DEVELOPMENTAL IS CONTEXTUAL
 Respond to an act or context; physical, environment, historical, social, cultural.

5. DEVELOPMENT INVOLVES GROWTH, MAINTENANCE AND REGULATION

 3 goals of human development.

THE STAGES OF DEVELOPMENT AND

DEVELOPMENTAL TASKS
CONCEPT OF DEVELOPMENT TASKS
(Robert havighurst) -> Arises at a certain period in our life.
Successful achievement; happiness and success.
Failure; unhappiness and social disapproval.
 DEVELOPMENTAL STAGES
(SANTROCKS) -> 8 developmental stages
(HAVIGHURST) -> 6 developmental stages (not include prenatal period)
(combined infancy and early childhood)

SANTROCK’S (8 DEVELOPMENTAL STAGES WITH

DEVELOPMENTAL TASKS)
1. Prenatal
2. Infancy
3. Early Childhood
4. Middle and Late Childhood
5. Adolescence
6. Early Adulthood
7. Middle Adulthood
8. Late Adulthood
1. PRENATAL PERIOD
 Single cell to organism.
 Complete with brain and behavioral capabilities.
(3 Stages)
A. Germinal B. Embryonic C. Fetal

2. INFANCY
 18 – 24 months (extreme dependence on adults).
 Psychological activities (beginning; language, symbolic, thoughts, social learning).

3. EARLY CHILDHOOD
 5 – 6 years old (preschool years – Grade 1).
 Self-sufficient, care for themselves, school readiness skills, play with peers.

4. MIDDLE AND LATE CHILDHOOD

 6 – 11 years old (elementary years)
 Exposed to large world, self-control increase, achievement (center).
5. ADOLESCENCE
 10 – 12 years old to 18 – 22 years old.
 Rapid physical change, independence and identity, spent more time outside.

6. EARLY ADULTHOOD
 Late teens or early 20s to 30s
 Personal and economic independence, starting family.
 career development, selecting mate.

7. MIDDLE ADULTHOOD
 40 to 60 years old
 Expanding personal and social involvement, assisting new generation.

8. LATE ADULTHOOD
 60s and above
 Decreasing strength and health, life review, retirement.

HAVIGHURST’S (6 DEVELOPMENTAL STAGES WITH

DEVELOPMENTAL TASKS)
1. Infancy and Early Childhood
2. Middle Childhood
3. Adolescence
4. Early Adulthood
5. Middle Adulthood
6. Late Maturity

1. INFANCY AND EARLY CHILDHOOD

 0 – 5 years old.
 Learning: to walk, to talk, acquiring concepts and language, readiness for reading.

2. MIDDLE CHILDHOOD
  6 – 12 years old.
 Physical skills, get along with peers, personal independence.

3. ADOLESCENCE
 13 – 18 years old.
 Emotional independence, marriage, economic career, responsible behavior.

4. EARLY ADULTHOOD
 19 – 29 years old.
 Learning to live with partner, starting a family/ occupation.

5. MIDDLE ADULTHOOD
 30 to 60 years old.
 Helping teenage children, satisfactory career achievement.

6. LATE MATURITY
 61 and above.
 Decreasing health, retirement.

ISSUES ON HUMAN DEVELOPMENT

THREE (3) ISSUES IN DEVELOPMENT
1. Nature versus Nurture
2. Continuity versus Discontinuity
3. Stability versus Change

1. NATURE versus NURTURE

NATURE
 Genetics/ biology (human behavior).
 Determinist view -> behavior determined by hereditary, inherited characteristic.
Genes  blueprints for behavior, some present from birth.
(PIAGET)
“Children’s thought processes change at pre-determined age-related stages
changes in age are related to changes in behavior”

NUTURE
 Interacting with environment (human behavior).
 Determinist view -> behavior is the result of interactions with environment.
BEHAVIORIST THEORY => nurture theories.
BEHAVIOR => is often result of interaction between nature and nurture.

SUPPORTING APPROACHES AND PERSPECTIVE

SUPPORTING NATURE (physiological help, individual difference, developmental).
SUPPORTING NURTURE (social (e.g. behavior), behavioral).

2. CONTINUITY versus DISCONTINUITY

CONTINUITY THEORY
 Changes throughout their life along a smooth course (QUANTITATIVE).

DISCONTINUITY THEORY
 People change abruptly (QUALITATIVE).

THEORY OF DEVELOPMENT
 theories divide child development into stages, qualitative differences in behavior.
 Different views about in which psychological and physical development proceed.

3. STABILITY versus CHANGE

STABILITY
 Personality traits present during infancy.

CHANGE THEORIST
 Modified by interactions.
(FREUD) -> first psychologist to emphasize the critical nature of our early
 Experiences for our development.

FREUD’S PSYCHOANALYTIC THEORY

FOUNDER: SIGMUND FREUD (Sigismund Schlomo Freud)
BORN: May 6, 1856 in Freyberg Town, Czechia
DEATH: September 23, 1939 in Hampstead House

1881 – he graduated from Medical Faculty, University of Vienna.

1896 – Sigmund Freud was officially recognized.
1990 – released of “INTERPRETATION OF DREAMS”

 studied development of personality, most popular psychologist and controversial.

EROGENOUS ZONE: “pleasure areas” focal points of particular stage.

FIXATION: if needs are not met along the areas. “stuck”

5 PSYCHOSEXUAL STAGES OF DEVELOPMENT

1. Oral 4. Latent
2. Anal 5. Genital
3. Phallic

{ 1. ORAL STAGE }
 Birth to 1 year.
 Mouth sucking, eating, chewing and biting.
Erogenous Zone: Mouth
ORAL STAGE FIXATIONS:
A. ORAL RECEPTIVE (smoking, overeat, drink alcohol).
B. ORAL AGGRESSIVE (cursing, gossiping, biting of nails).

{ 2. ANAL STAGE }
 1 to 3 years.
  Bowel movement (with holding/ eliminating feces).
Erogenous Zone: Bowel and Bladder Control
ANAL STAGE FIXATIONS:
A. ANAL EXPULSIVE (messy and disorganized).
B. ANALA RETENTIVE (obsession with cleanliness, perfection and control).

{ 3. PHALLIC STAGE }
 3 to 6 years.
 Through genitals, recognize what means to be a girl or a boy.
 Conflict to emotional attachment to one parent to another.
Erogenous Zone: Genitals
o OEDIPUS COMPLEX (sexually attracted to mother -boys- ).
o ELECTRA COMPLEX (sexually attracted to father -girls- ).
PHALLIC STAGE FIXATIONS:
A. VANITY
B. SEXUAL DEVIANCES (EXHIBITIONISM)
C. WEAK OR CONFUSED SEXUAL IDENTITY

{ 4. LATENT STAGE }
 6 to Puberty.
 Physical academic skills, sexual urges repressed, social group with same gender.
Erogenous Zone: Sexual Feelings Are Inactive

{ 5. GENITAL STAGE }
 Puberty to Death
 Sexual urges awaken towards opposite sex peers,
Erogenous Zone: Maturing Sexual Interests
3 STRUCTURES OF PERSONALITY
1. [ ID ] 2. [ EGO ] 3. [ SUPER EGO ]

1. ID
 Infancy stage formed.
 PLEASURE PRINCIPLE – to gain gratification and avoiding pain.
 “Bad Boy of our Personality”
 Not considering reality of the needs of others.
“When ID wants something, it wants it now and it wants it fast”.

2. EGO
 During toddler and preschool.
 REALITY PRINCIPLE – realistic and logical thinking.
“The Rational Level”
 Aware that others have also have needs to meet.
 Decoding agent of the personality.

3. SUPER EGO
 Conscience; influence on what is right or wrong.
 Develops from what other influence to be good or moral.

OVERVIEW OF PSYCHOANALYSIS:
1. The Concious
2. The Unconcious
3. The Preconscious
1. THE CONSCIOUS
 Comprises a small part of who we are.

2. THE UNCONSCIOUS
 (FREUD) believe that what we go through in our lives influence as unconscious.

3. THE PRECONSCIOUS
 Subconscious, child memory, it is not in our active conscious.
 PIAGET’S STAGES OF COGNITIVE
DEVELOPMENT
(JEAN PIAGET) COGNITIVE DEVELOPMENT THEORY
“Intelligence is what you use when you don’t know what to do”

BASIC COGNITIVE CONCEPTS

1. Schema 3. Accommodation
2. Assimilation 4. Equilibrium

1. SCHEMA
 Individuals intellectually adapt to and organize their environment.

2. ASSIMILATION
 Process of fitting new experience into an existing created schema.

3. ACCOMMODATION
 Process of creating new schema.

4. EQUILIBRIUM
 Achieving proper balance between assimilation and accommodation.

The boy learned Boy saw a cub & He

ACCOMMODATION
ASSIMILATION

schema of a cat. called it "cat". accommodate

SCHEMA

Sister said "no, new schema of a

its a cub" cub.

STAGES OF COGNITIVE DEVELOPMENT

1. Sensorimotor Stage
2. Pre-operational Stage
3. Concrete Operational Stage
4. Formal Operational Stage
1. SENSORIMOTOR STAGE
 Birth to 2 years.
 Begins to interact in the environment.
 OBJECT PERMANENCE – knowledge that objects exists even out of sight.

2. PRE-OPERATIONAL STAGE
 2 to 7 years.
 Begins to represent the world symbolically.
 SYMBOLIC FUNCTION – ability to represent objects and events.

A. EGOCENTRISM
 Child see only his point of view and think that everyone has his same
point of view.

B. CENTRATION
 Child only focus on one thing and excluded other aspects.

C. IRREVERSIBILITY
 Pre-operational children have inability to reverse their thinking

D. ANIMISM
 To attribute huma like traits to inanimate object.

E. TRANSDUCTIVE REASONING
 Neither inductive or deductive.

3. CONCRETE OPERATIONAL STAGE

 7 to 11 years.
 Learn rules such as conservation.

A. DECENTERING
  To perceive the different features of objects and situations.

B. REVERSIBILITY
 Operation can be done in reverse.

C. CONSERVATION
 To know certain properties of objects even there is a change in appearance.
 (number, mass, volume or area).

D. SERIATION
 Ability to arrange things in series based on dimension (weight, size, etc.).

4. FORMAL OPERATIONAL STAGE

 11 years and beyond.
 Concrete thinking.
 Can transcend situation.

A. HYPOTHETICAL REASONING
 Come up with different hypothesis.

B. ANALOGICAL REASONING
 Relationship in one instance and use to down possible answer in similar problems.

C. DEDUCTIVE REASONING
 To think logically by applying general tule to particular situation.
 (Educ 102) THE TEACHING
PROFESSION
THE NATURE OF TEACHING
EDUCATION
“Educare” (Latin) act of breeding, bringing up.
another parent (LOCO PARENTIS PRINCIPLE).
learning through teaching.
TEACHING METHODOLOGY > blended learning.
BLENDED LEARNING > combination (face-to-face and online instruction).
LEARNING MANAGEMENT SYSTEM (LMS) > technology platform.

AMOROUS RELATIONSHIP > exist when two individuals mutually and

consensually understand the relationship to be romantic or sexual in nature.
CORPORAL PUNISHMENT
Act that inflicts any pain or harm upon child’s body through beating or spankings.

ARTICLE VIII – THE TEACHER AND THE LEARNERS

SECTION 1: Not inflict corporal punishment on offending learners.
 Nor make deduction from their ratings as a punishment.

PROHIBITED ACTS
A. Child abuse E. Corporal Punishment
B. Discrimination against children F. Any analogous or similar acts
C. Child exploitation G. Bullying or peer abuse
D. Violence against children in school
(G. WELLS – 1998) – “teaching is a cluster of activities”.
> Explaining > Motivating
> Questioning > Keeping records of work

(COHEN – 1988) – “teaching is a practice of human improvement”.

+ TEACHING +
ART
SCIENCE

ART (TALENT)
Natural to human being (humanities).
Prowess in public speaking and explaining.

SCIENCE (SKILLS)
Theoretical knowledge than can be learn.
Pedagogy “teaching hot to teach”.

LEGAL FOUNDATIONS OF TEACHING IN THE PHILIPPINES

1987 PHILIPPINE CONSTITUTION – ARTICLE XIV

EDUCATION SCIENCE AND TECHNOLOGY, ARTS, CULTURE AND SPORTS
SECTION 1: Right of all citizens to quality education at all level.
SECTION 2: (1.) Complete adequate and integrated system of education relevant to
the needs of the people.
(2.) Free public education in the elementary and high school levels.
Elementary education is compulsory for all children of school age.
 (3.) System of scholarship grants, subsidies and other incentives
Available to deserving student both public and private schools.
RELATED LAWS AS PER CONSTITUTION:
REPUBLIC ACT 7610
ARTICLE XIV SECTION 2, PARAGRAPH 2
An act providing for stronger deterrence and special protection against child abuse,
exploitation and discrimination, providing penalties for its violation and for other
Purposes.

REPUBLIC ACT 8545 (AMENDING R.A. 6728)

ARTICLE XIV SECTION 2, PARAGRAPH 3
Expanded government assistance to students and teachers in private education.

REPUBLIC ACT 10931

ARTICLE XIV SECTION 1, PARAGRAPH 1
Universal access to quality tertiary education act.

REPUBLIC ACT 9163

ARTCILE XIV SECTION 2, PARAGRAPH 5
National Service Training Law.

REPUBLIC ACT NO. 7836

PHILIPPINE TEACHERS PROFESSION ACT OF 1994
An act to strengthen the Regulation and Supervision of the practice of teaching in
the Philippines and prescribing a Licensure Examination for Teachers and for other
purposes.

REPUBLIC ACT NO. 9293

An act Amending certain sections of Republic Act numbered Seventy-eight Hundred
And Thirty-six (R.A. No. 7836), otherwise knowns as the “The Philippine Teachers
Professionalization Act of 1994” July 2003.
LEGAL DEFINITION OF TEACHING
R.A. 7836 (THE PHILIPPINE TEACHER PROFESSIONALIZATION ACT OF 1994)
 Refers to the profession concerned primarily with classroom instruction, at the
elementary and secondary levels in accordance with the curriculum prescribed by the
Department of Education, Culture, and Sports, whether on part-time or full-time basis
in the private or public schools.

BASIC OF TEACHING
(WHAT) Mandated by the curriculum (K to 12 Law: R.A. 10533, Enhanced Basic
Education Act of 2013); mandatory 1 year Kindergarten – R.A. 10157-
Universal Kindergarten Law.
(WHO) Licensed Professional Teacher (LPT) (LET law: R.A. 7836, Philippine
Teachers Professionalization Act of 1994) R.A. 9293 – requires 18 units
of pedagogy for none teacher education to take the LET.
(WHERE) Public and Private, Section 4, Article XIV of 1987 Philippine
Constitution.
(WHEN) R.A. 7797 of 1994, Act to lengthen the School Days from 200 to not
More than 220 Class Days.
(HOW) Instruction also known as – Teaching.

HOW TO TEACH?
1. Personal Characteristics
2. Experience and Preparation
3. Context of Teaching

1. PERSONAL CHARACTERISTICS
> Age > Family Background > Economic Status
> Gender > Personality > Attitude
> Religion > Civil Status > Culture
2. EXPERIENCE AND PREPARATION
> Educational Background > Seminars Attended
> Years in Teaching > Professional Development

3. CONTEXT OF TEACHING
> Subject Handled > School Policies
> Students Diversity > Community
> School Facilities

CODE OF ETHICS FOR PROFFESIONAL TEACHERS

ARTICLE XI – THE TEACHER AND THE PROFESSION

PURPOSE OF EDUCATION
SOCIOLOGICAL DEFINITION OF EDUCATION
Education is the social institution responsible for the transmission of knowledge,
skills, and cultural values with a formally organized structure (schools) in order to
Survive.

PRINCIPLES
PURPOSE OF EDUCATION
Transmission of knowledge.
Privileged for a large portion of the population.

CONTEMPORARY OBJECTIVE OF EDUCATION

Development of human talent, for better citizenship.
Requirement of socio-economic growth.
Education is right for all.

6 MAJOR MANIFEST FUNCTIONS OF EDUCATION

1. Socialization
2. Social Control
3. Social Placement
4. Transmitting Culture
5. Promoting Social and Political Integration
6. As an agent of change

SEVEN CARDINAL PRINCIPLES OF EDUCATION

 Schooling had a larger purpose that just preparing students for colleges and
universities.

SEVEN (7) CARDINAL PRINCIPLES OF EDUCATION:

1. HEALTH
Health, nutrition and physical education were instituted.
AIDS, sex education and alcohol/ drug education.

2. COMMAND OF FUNDAMENTAL PROCESSES

“reading, writing, arithmetic” ability.
BASIC – read and write.

3. WORTHY HOME MEMBERSHIP

Schools should prepare student to establish a healthy, stable home.
“Home Economics”.

4. VOCATIONAL PREPARATION
Produce workers for the growing economy.

5. CITIZENSHIP
Democracy depends on an educated citizen.
“maintain the peace in state”.

6. WORTHY USE OF LEISURE TIME

Schools prepare young people for a healthy life style, and physical activity.

7. ETHICAL CHARACTER
“right and wrong”, “moral” concerns.

MODERN AIMS OF EDUCATION

“HOW WE TEACH IN SCHOOLS”
 4 PILLARS OF EDUCATION
1. LEARNING TO KNOW
Cognitive tools required to better comprehend the world and its completion.

2. LEARNING TO DO
Skills that enable individuals to effectively participate in the global economy.

3. LEARNING TO BE
Self-analytical and social skills to enable individuals to develop to their fullest
potential psycho-socially.

4. LERNING TO LIVE TOGETHER

Values implicit within human rights, democratic principles, intercultural
understanding.
To live in peace and harmony.

PHILOSOPHIES OF TEACHING
PHILOSOPHY (ETYMOLOGY)
Greek – philia “love” and Sophia “wisdom” (( LOVE OF WISDOM ))
Search for broader knowledge and concepts.

PURPOSE OF PHILOSOPHY
To understand ourselves, others and the world together.
To understand others way of thinking.
Significance, meaning, value of human life.

PHILOSOPHICAL INQUIRY (BRANCHES OF PHILOSOPHY)

METAPHYSICS
: Nature of reality. What is the nature of reality?

EPISTEMOLOGY
 : Nature of knowledge. What is the nature of knowledge? How do we know?

LOGIC
: Reasoning and arrangement. What is the correct order?

AXIOLOGY
: Nature of ethics. What is good or bad?

AESTHETICS
: Art and Beauty. What is beautiful or not?

PHILOSOPHICAL INQUIRY (IN RELATION OF TEACHING)

METAPHYSICS -> curriculum, truth
EPISTEMOLOGY -> knowing, methods
LOGIC -> how curriculum is organized
AXIOLOGY -> character, values
AESTHETICS -> art, literature, self

TEACHING PHILOSOPHY
Nature of learning (WHY, WHAT, HOW, WHOM).

PERSONAL TEACHING PHILOSOPHY

Will help you to determine and shape your own educational philosophy.

PHILOSOPHICAL IDEOLOGIES (GENERAL PERSPECTIVE)

1. IDEALISM
Asserts that because the physical world is always changing, IDEAS are the
only reliable form of reality.

2. REALISM
Feature of universe EXIST whether or not a human being is there to
 perceive them.

3. PRAGMATISM
Rejects the idea of absolute, unchanging truth, instead asserting that
truth is WHAT WORKS.

BASIC TEACHING PHILOSOPHIES

TEACHER-CENTERED STUDENT-CENTERED
(focuses on SUBJECT) (focuses on SELF & SOCIETY)

PERENNIALISM SOCIAL RECONSTRUCTIVISM

ESSENTIALISM EXISTENTIALISM
PROGRESSIVISM

1. PERENNIALISM (emphasis on teachers)

Rationale to control emotions.
Human nature is consistent.
The Teacher “knows”, and the student “shows”.

2. ESSENTIALISM (emphasis on subject)

To teach mastery over a set core of a “basic knowledge”
Drill, memorize, “know” the content.
Teacher is all knowing and disciplinarian controlling the curriculum and student.

3. PROGRESSIVISM (emphasis on student experiences)

Student’s word is the focus and starting point.
Learning: active, democratic and social progress.
Teacher: facilitator, and guide.
School: reflection of wider world.
4. EXISTENTIALISM (emphasis on student individuality)
Experience of individuals and personal growth.
Personal awareness of existence as free agent.
“self-actualization”.
5. SOCIAL RECONSTRUCTIVISM (emphasis on societal reform)
School: “agents of change”.
Community based learning, real problem.
Teachers: prime units of social and political change.

PERENNIALISM > emphasis on traditions (TEACHER CENTERED)

ESSENTIALISM > emphasis on knowledge (SUBJECT CENTERED)
PROGRESSIVISM > emphasis on experiences (EXPERIENCE CENTERED)
EXISTENTIALISM > emphasis on student individuality (STUDENT CENTERED)
SOCIAL CONSTRUCTIVISM > emphasis on societal reform (SOCIETY CENTERED)

PSYCHOLOGICAL PERSPECTIVE
1. COGNITIVISM
Mind and how it works to explain how learning occurs.
Teacher’s job is to help students to develop thinking and remembering.

2. BEHAVIORISM
Respond to the reinforcements.
Learning/ change in behavior.

3. CONSTRUCTIVISM
“Build” their knowledge as experiences.
Combining previous knowledge, current experiences.

4. HUMANISM
Human potential.
Control own destiny.
COGNITIVISM > emphasis on student’s mind.
BEHAVIORISM > emphasis on student’s response to stimulus.
CONSTRUCTIVISM > emphasis on creating their own learning through experiences.
HUMANISM > emphasis on human potential.

THE ACT OF TEACHING

STRATEGIC NATURE OF TEACHING
ELEMENTS OF TEACHING
1. Learner 2. Teacher 3. Content

CONCEPTS OF INSTRUCTION
1. Teaching Approach
2. Teaching Strategy
3. Teaching Methodology
4. Teaching Technique

1. TEACHING APPROACH
General, personal purpose, teaching philosophies.

2. TEACHING STRATEGY
Specific, teacher’s individuality, personal style (voice, appearance, etc.)

3. TEACHING METHODOLOGY
Step-by-step procedure, plan of action (lesson plan).

4. TEACHING TECHNIQUE
Specific, teaching methodology, personal style.

STEPS IN TEACHING:
Adequate explained
 Visual aids
Concrete examples
Connecting in everyday life

ACTOR WRITER MANAGER

DEVELOPER
SALESPERSON
PROFESSIONAL

E A C H E R
SUBJECT
SPECIALIST

CODE OF ETHICS OF PROFESSIONAL TEACHERS

ARTICLE IV – THE TEACHER AND THE PROFESSION

SECTION 1: Actively ensure that teaching is the noblest profession.
Manifest genuine enthusiasm.
SECTION 2: Uphold the highest possible standards of quality education.
Shall be at his best at all times and in the practice of his profession.

ARTICLE VIII – THE TEACHER AND LEARNERS

SECTION 2: Recognize that the interest and welfare of learners.
SECTION 3: No prejudice or discrimination against any learner.

ARTICLE IX – THE TEACHER AND PARENT

SECTION 1: Establish and maintain cordial relations with parents.
SECTION 2: Inform parents through proper authorities of the progress and
deficiencies of learner.
Parent’s cooperation
ARTICLE X – THE TEACHER AND THE BUSINESS
SECTION 1: The right to engage, directly or indirectly, in income generation;
Does not relate to or adversely affect his work.

ARTICLE III – THE TEACHER AND THE STATE

SECTION 3: Teacher shall be physically, mentally and morally fit.

EVENTS OF INSTRUCTION
(ROBERT GAGNE) > create (9) step process of events of instruction.
> systematic instructional design process.
> behaviorist approach to learning.

(9) STEP ON EVENTS OF INSTRUCTION

1. Gain attention (hook)
2. Inform learners of objectives
3. Stimulate recall of prior learning
4. Present the content
5. Provide “learning guidance”
6. Elicit performance (practice)
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

1. GAIN ATTENTION (HOOK)

To obtain the student’s attention so that they will listen and watch.
Learners are ready to learn.

2. INFORM LEARNERS OF OBJECTIVES

Help them understand what they are to learn during the course.
Organize their thoughts.

3. STIMULATE RECALL OF PRIOR LEARNING

To make sense of new information.

4. PRESENT THE CONTENT

Strategies to present and cue lesson content to provide more effective,
 efficient instruction.

5. PROVIDE “LEARNING GUIDANCE”

Instructions on how to learn such as guided activities.
Advise students of strategies.

6. ELICIT PERFORMANCE (PRACTICE)

Allows students to apply knowledge and skills learned.

7. PROVIDE FEEDBACK
Correcting isolated problems rather than having little idea of where problems
and inconsistencies in learning are occurring.
Assess and facilitate learning.

8. ASSESS PERFORMANCE
See content areas that they have not mastered.

9. ENHANCE RETENTION AND TRANSFER TO THE JOB

Apply information to personal contexts.

RESEARCH FINDINGS AND TIPS IN THE CLASSROOM (UNESCO)

TEACHING (BOOK) by JERE BROPHY

This booklet is a synthesis of principles of effective teaching.
Aspects of curriculum, instruction, assessment, classroom organization.

E-BOOK STRUCTURE
I. MAIN TOPIC
Focuses on topics affecting the act or practice of teaching.

II. RESEARCH FINDINGS

Focuses on the pieces of evidence related to the topic, might include research
problems and conclusions.
III. IN THE CLASSROOM
Recommended classroom and act of teaching activities that will might include
tips and suggestions for practicing or future teachers.

TEACHING BY (JERE BROPHY)

1. A supportive classroom climate
2. Opportunity to learn
3. Circular alignment
4. Establishing learning orientations
5. Coherent content
6. Thoughtful discourse
7. Practice and application activities
8. Scaffolding student’s task engagement
9. Strategy teaching
10. Co-operative learning
11. Goal-oriented assessment
12. Achievement expectations

THE PHILIPPINE PROFESSIONAL

STANDARDS FOR TEACHERS
August 11, 2017
Department of Education, through the Teacher Education Council
issued DO No. 42 entitled National Adoption and Implementation of
the Philippine Professional Standards for Teachers (PPST)

(NCBTS) > National Competency-Based Teacher Standards

was institutionalized through… CHED Memorandum Order No. 52, s. 2007
DepEd order No. 32, s. 2009.
It emerged as part of the implementation of the Basic Education Sector
Reform Agenda (BESRA).

(PPST) > Philippine Professional Standards for Teachers

complements the reform initiatives on teacher quality from pre-service
 education.
teacher quality in the K to 12 Reform through well-defined domains, strands and
indicators that provide measures of professional learning, competent
practice and effective engagement.

PPST aims to:

Set out clear expectations of teachers along well-defined career stages
of professional development from beginning to distinguished practice.
Engage teachers to actively embrace a continuing effort in attaining proficiency;
Apply a uniform measure to assess teacher performance, identify needs,
and provide support for professional development.

SUMMARY OF (7) DOMAINS OF PPST

Recognize the importance of mastery of content knowledge and its
interconnectedness.
Provide learning environments that are safe, secure, fair.
Interact with the national and local curriculum requirements.
Apply a variety of assessment tools and strategies.
Value personal growth and professional development.

(7) DOMAIN OF PPST COLLECTIVELY COMPRISE (37) STRANDS

DOMAIN 1: CONTENT KNOWLEDGE AND PEDAGOGY

1. Content knowledge and its application within and across curriculum areas.
2. Research-based knowledge and principles of teaching and learning.
3. Positive use of ICT
4. Strategies for promoting literacy and numeracy
5. Strategies for developing critical and creative thinking, as well as other higher-order
thinking skills.
6. Mother Tongue, Filipino and English in teaching and learning.
7. Classroom communication strategies.

DOMAIN 2: LEARNING ENVIRONMENT

1. Learner safety and security.
2. Fair learning environment.
3. Management of classroom structure and activities.
4. Support for learner participation.
5. Promotion of purposive learning.
6. Management of learner behavior.

DOMAIN 3: DIVERSITY OF LEARNERS

1. Learners' gender, needs, strengths, interests and experiences.
2. Learners' linguistic, cultural, socio-economic and religious backgrounds.
3. Learners with disabilities, giftedness and talents.
4. Learners in difficult circumstances.
5. Learners from indigenous groups.

DOMAIN 4: CURRICULUM AND PLANNING

1. Planning and management of teaching and learning process.
2. Learning outcomes aligned with learning competencies.
3. Relevance and responsiveness of learning programs.
4. Professional collaboration to enrich teaching practice.
5. Teaching and learning resources including ICT.

DOMAIN 5: ASSESSMENT AND REPORTING

1. Design, selection, organization and utilization of assessment strategies.
2. Monitoring and evaluation of learner progress and achievement.
3. Feedback to improve learning.
4. Communication of learner needs, progress, and achievement to key stakeholders.
5. Use of assessment data to enhance teaching, learning practices and programs.

DOMAIN 6: COMMUNITY LINKAGES AND PROFESSIONAL ENGAGEMENT

1. Establishment of learning environments that are responsive to community context.
2. Engagement of parents and the wider school community in the educative process.
3. Professional ethics.
4. School policies and procedures.

DOMAIN 7: PERSONAL GROWTH AND PROFESSIONAL DEVELOPMENT

1. Philosophy of teaching.
2. The dignity of teaching as a profession.
3. Professional links with colleagues.
4. Professional reflection and learning to improve practice.
5. Professional development goals.

CAREER STAGES
STAGE 1: BEGINNING TEACHERS
Gained the qualifications for entry into the teaching profession.
They seek advice from experienced colleagues.
They possess the requisite knowledge, skills and values.

STAGE 2: PROFICIENT TEACHERS

They are professionally independent.
They provide focused teaching programs.
They display skills in planning, implementing and managing learning programs.
They are reflective practitioners.

STAGE 3: HIGHLY PROFICIENT TEACHERS

They consistently display a high level of performance.
They manifest an in-depth and sophisticated understanding of the teaching.
They work with colleagues and provide them support and mentoring.

STAGE 4: DISTINGUISHED TEACHERS

They embody highest standard for teaching grounded in global best practices.
They exhibit exceptional capacity to improve their own teaching.
They are recognized as leaders in education.
They exhibit commitment to inspire the education community.
HISTORY OF EDUCATION
Improves our understanding of human and social behavior.
Valuable for the present and future.
Meeting the changing needs of the society.

HISTORY OF EDUCATION IN THE

PHILIPPINES
1. Pre-colonial Philippines 4. Japanese colony
2. Spanish Colony 5. New Society
3. American Colony 6. Present Time

1. PRE-COLONIAL PHILIPPINES
Prior to “hispanization” or colonialization, Philippines has its own way of doing
things, which are uniquely Filipino.
(William henry-scott) rigorously gathered “glimpse of Filipinos” in
the past, and from them of constructing a fairly good picture of what really
happened “in those days”.

FILIPINO CULTURE OR WAY OF LIFE

CLOTHING (MALE)
Upper part: collarless, short-sleeved jacket.
Lower part: balang
Headgear: putong

CLOTHING (FEMALE)
Upper part: baro or kamisa
Lower part: saya (tagalog) and patadyong (visayan)
Tapis
JEWELS:
Gold, carnelian, pearl, beads, and colored glass.

ORNAMENTS:
 Armlets, pendants, bracelets, gold rings, earrings, and leglets.

TATTOOS:
MEN > tattoos were signs of valor and many attributes.
WOMEN > it enhanced beauty.
The most tattooed were the ancient Bisayans, who were called Pintados and the
Visayas as Islas de los Pintados.

HOUSES:
The nipa house, made of wood, bamboo, nipa palm or cogon grass.
Some built in on treetops.
Houses on boats: Bajaos or Sea Gypsies of Sulu.
Lowland: linear in character.
Upland: scattered and distant from each other.

RELIGIOUS BELIEF AND PRACTICES

They were animistic.
Supreme God: Bathala (tagalog)
Spirits: Anitos or Diwatas
Religious leaders: Babaylan, Baylana or Katalona. Imam or Pandita (muslim).
Worshipped: nature and ancestor.

MUSIC AND DANCE:

Had their own musical instrument, songs, and dance. Had colorful folk dances.
Kudyapi: most popular musical instrument.
DIVINATION OR MAGIC CHARMS
Believe: Black magic, Mambabarang or Manighiwit, Aswang or Withes.
Efficacy: Anting-anting, Amulets, Lumay, Gayuma.

SOCIAL CLASSES (WILLIAM HENRU-SCOTT – 1994)

1. CLASSLESS SOCIETY
Hununuo, Ilongot, Tiruray, Sukud, Batak.
2. WARRIOR SOCIETY
Manobo of Agusan, Bagobo, Kalinga.

3. PETTY PLUTOCRACY
Ifugao, Bontok, Kankanaey, Ibaloy.

4. PRINCIPALITIES
Sulu and the flood plains of Pulangi River, Cotabato.

EDUCATION IN PRE-COLONIAL PHILIPPINES

Informal and unstructured: for survival and enculturation.
“Tell me and show me”, more vocational training and less academics.
First teacher: Babaylan or Katalona.
Education prepared their children to became good husband and wives.
Presence of economic trade, verbal and none verbal communication.
Alphabet in Luzon: Baybayin.

2. SPANISH COLONY
Battle of Mactan > April 27, 1521 > Ferdinan Magellan and Lapu-lapu.

ARRIVAL OF THE CONQUISTADOR

(Miguel lopez de legazpi) : known as El Adelantado and El Viejo.
: Spanish navigator and Governor.
: Spanish settlement > Cebu of the Philippine
Island, 1565.
: He arrived with Augustinian Missionaries.

“THE FIRST FIVE (5)” MISSIONARIES IN THE PHILIPPINES

1. AUGUSTINIANS (St. Augustine of Hippo)
 Legazpi expedition in 1525 as represented by Fray Andres de Urdaneta.
Build the oldest church in the Philippines.
St. Paul – San Agustin Church
San Agustin Manila / Paoy, Ilocos Norte.

2. FRANCISCANS (St. Francis of Assisi)

Second group of friars (June 24, 1578).
Nuestra Senora de los Angeles (Our Lady of Angels).
San Juan de Dios, Pasay / San Lazaro Hospital, Manila.

3. JESUITS (St. Ignatius)

Society of Jesus arrived in Manila (September 17, 1581).
Jesuits are educator.
Escuela Municipal de Manila – Ateneo de Manila University
San Carlos University

4. DOMINICANS (St. Dominic of Osma)

Dominican – Order of the Preacher.
Fray Diego de Sta. Maria – orphan school for boys (1652).
St. Peter and Paul School – Colegio de San Juan de Letran
1611 – Pontifical and Royal University of Santo Tomas.

5. RECOLLECTS
Augustinians Recollects.
San Sebastian Church, Manila / San Sebastian School – Recoletos.

EDUCATION IN SPANISH COLONY

Tribal tutors replaced by: Spanish Missionaries.
Focusing on religious education.
Dictation and memorization/inadequate, suppressed and controlled.
Wealthy Filipinos: Illustrados “the elightened”.
Primary School: Parochial School.
 Equivalent to the present high schools: “Colegios” for boys,”Beatrerios” for girls.
Phililogy: firsts grammars and dictionaries.
Royal Decree of 1863: establish an overall public school system.

3. AMERICAN COLONY
THE FIRST PHILIPPINES REPUBLIC
Malolos Constitution
Political Constitutions of 1899
U.S President McKinley – “they were unfit for self-government”
- “take them all, and to educate the Filipino”.
Philippine American War (1899 – 1913).