Longitudinal research

 long study ( ex. grounded theory study ) require the research to stay in the subject in
the study.
 subject the bias of the study.

Naturalistic observation
 qualitative study

questionnaire
 qualitative study ( case study )/ quanti

standardized

 quantitative

physiological

 quantitative / qualitative

observation

 qualitative

ethical principles

 ethical principles in American ?

 BELMONT REPORT ETHICAL PRINCIPLES (THREE CORE PRINCIPLES respect of
person ,beneficence ( participants have the benefit ) and justice ( requires the
researcher to make sure, (exclusion( who are not enrolled ) and (inclusion criteria-
enrolled in school )
 BENEFITS OF STUDENTS IN CONDUCTING THE RESEARCH ( ABLE TO CONNECT DATA ).

Subjective perspective – based on on personal feelings, likes,

interest, dislikes and like.

 Social skills deficiet

 o Not being to understand or the rejection to them. poor
listener or poor in social skills. ( were not able to grasp,
the message that is being relay.
o Anti-social ( introvert).

Factors affecting in social skills literacy in students

1. family and home environment
2. school and teacher role
3. peer group
4. media

 Social literacy skills more in nurture( both nature and

nurture may kukuha tayong social literacy skills )

Equality – a fix standard of treatment ( pantay2 )

Equity – seeking the good of others ( the needs of quality)
focus on one person who have a hard time.

Code of ethics ( act of 1994

Republic Act 7836: Philippine Teachers
Professionalization 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.
Article 3 – section 3 ( shall not do elicit relationship with
other people)
Article

Chapter 4
Bsp ( bangko sentral ng pilipinas ) governor of bsp

 emphasize the important of financial literacy

 not only to people but the economy

Financial resilience citizenship

  the ability to withstand life events that impact one's income and/or assets. 

Financial inclusion 

 individuals and businesses have access to useful and affordable financial products and
services that meet their needs
 have the wide access to financial products and services ( savings,

financial education

 is to teach and educate in every Filipino to be financially responsible.

 the process by which financial consumers/investors improve their un- derstanding of
financial products and concepts and, through information, instruction, and/or objective 

consumer protection

 protecting the rights of the consumer ( RA 1022)

habitual spending

 regular spending( personal necessity)

 daily need of an individual

impulsive spending

 the wants of a person

fixed expenses

 paid the same amount every month/ every day

variable expenses

 you pay in a regular basis with different amount ( bill of water and electricity)

frugal ( kuripot, masinop ) a person who will prioritize the needs.

pleasure ( they spend money more than they save).

Status ( person just to show off

Indifference ( they view money as very little importance, walang pakialam anung sasabihin nila )

Powerful ( similar to status, uses to money to control others)

Self-worth (

MODULE 5

Anal stage
Anal retentive 

 Obsession on cleanliness/perfection
Anal expulsive

 A person become disorganize/ you become.

Oral receptive

 Tendency to smoke
Oedipus Complex (boys)
During phallic , the boy develop unconscious or a sexual desire to
her mother

2 types of Frustration anxiety

 Literal masculation

Overwhelming fear

 Metaphorical
Fear of emasculation,
Latency stage
Sexual urges remain repress
Important of Freud theory
 Help us to shape the views of an child in their childhood
 Understand the personality of the learners.

The imbalance of id, etc.

 may at risk to Mal-adaptive personality(
Mal-adaptive personality behavior ( stop a person stop to adapt new
environment, hard to move on)

The balance of the 3

 It will resolve to a healthy and well-adjusted personality

Connection of Freud’s personality component in education

 Help us to know the personality of our children.
 Education is the primary task “to educate the children or to control its
instinct”
 MODULE 6
What the genetic epistemology proposes
is discovering the roots of the different varieties of knowledge

schema
what a students or child picture out )

assimilation
difference2 of an schema

assimilation

accommodation
BALANCING ACCOMODATION AND EQUILIBRATION)

Stage 1

Object permanence
the ability of the child to know that an object still exist even when out
of sight

symbolic function
one thing can symbolize what it is function
imaginary things to play on

egocentrism
child emitate what she/he can see, hear from the adults.
Child become more observant.
( being self-centred. Has the tendency to imitate, without thinking
what is going to bring to her/him)
Stage 2

Centration
Develop a critical thinking.
Focus on one object.

Irreversibility
The child is confuse in one problem.

Animism
A children tend to ( a child think that a things has a life and they tend
to talk to that.)

Transductive reasoning
A child think to generalize around her or the surroundings

Stage 3

Decentering
 this refers to the ability of a child to perceive the different features of
objects and situations.
 children already what is around them.

Reversibility

 A child already know the irreversibility

 Child develop a critical thinking
Conservation

o Kabaliktaran sa centration
o A child already know about the same amount of water
o A child is not already focus in one onject
Seriation
 order or arrange things in a series based on one dimension such as
weight, volume or size.

Stage 4

HYPOTHETICAL REASONING
A child already know what is the differentiate things
They tend to be are more curios around he/she

Analogical reasoning

CHAPTER 7

Widrawal
Characterized by depression, paranoria

Stage 4
Alfred (At first if we dnt succed don’t ever do it again)

Narrow virtuosity
o Pushing the chil in to the doing she doesn’t want to do.
o Child tend to be over achiever

Inertia
o Inferiority complex.
o Tends to be under achiever
o They are shy. ( they are not enough)

Stage 5
 Task during in adolescence is to achieve ( EGO IDENTITY and avoid
ROLE CONFUSION )

FANATICISM
  Gather others around them and Promote their own belief and life
styles.
 a person has their own belief. They encourage or promote to other
people about your belief. (strong belief)
Ex. ( tni Gonzaga )

Repudiation
o They reject their membership.( they always reject)
o Always dika mutuo dayun.

Stage 6
Intimate relationship
Closessness, intimate,
Benefits
They are not undergo promiscuity

Characteris
 Strong relationship
 Deep meaningful relation
 Enduring to other people
 A person has the capacity to share parts to other.

Intimacy

Promiscuity
o ( igat-igaton or malandi)
o They free to show their feelings

Exclusion/ Isolation
They being abuse,
Divorce , fear of commitment
Past relationship
 Module 5 ( 21st century)

Digital liter
It focus on understanding how media tools how this interact in society at
large

Literacy
1. how media literacy is being taught
Critical thinking
2.
Education through

Media
It looks as media

Data veracity
How accurate/ truthful a data is set.
Highly volatile media

Steps in Ensuring data veracity

1. skiptical (engage your critical thinking skills)
2. we have to be ware to provoke emotional response
3. we have to check our own biases
4. take a look before you get the information.

Disinformation
Both false information
Created and purpose to create to deceive people
To spread fear
To Supressed
To create chaos

Mis-information
 False information
Spread unknowingly
Significance of dis-information and mis-information
1. to protect yourself

Digital natives
People or children who are bor

Digital literate

The root of environmental crisis

Long term effects of human action

Green campus

Eco literacy
More specific , a clearly emphasis in sustainability

Environmental literacy

Have a positive view in life.

Eco literacy
Understand the natural system

Ecological literacy
Another form of intelligence
It foster social and emotional learning.

The ecologically literate person of the 21st century will be considered as

the responsible, lifelong learner who strives to improve the human condition
and the environment within the context of self, human groups, the
biosphere and the ecosphere.
 MODULE 8

Pre-conventional morality
- The child are not aware what is morally.
- It is based on the action of the child ( or the
consequences of the child in their action.
- Punishment/ awarding
- There is authority outside of the individual.

STAGE 1: PUNISHMENT/OBEDIENCE

- Similar with pre-conventional morality

- One is motivated by fear of punishment. He will act in
order to avoid punishment.

STAGE 2: MUTUAL BENEFITS

- Both of them benefit.
- They focus in their self- interest.
- They view an action how good and bad benefit from it.
- They don’t have the right concept of right and wrong.

Conventional morality level

- This the child already know what is right and wrong.
- Stress the relationship of border.

Stage 3:Social Approval 

- The person acts because he/she values how he/she
appear to others. He/she gives importance on what
people will think or say.
- Good interpersonal relationship

Stage 4 Law and order

 - Maintaining the law and order
- Will do something good. He/she obey the rules in the
society.
- Become aware of the rules of society

Post-conventional morality level

- Individual will the understanding the universal ethical
principles ( preservation of life at all cost )
- Self-chosen principles
- Individual have their own moral views

Stage 5 SOCIAL CONTRACT

- Social contract and individual rights
- Individual is aware that the law exist
- Law that are wrong can be change.
- Kanang nagduha2 sya

Stage 6 UNIVERSAL PRINCIPLE

- Individual at this stage
- They value universal and universal principles
- Abstract values – guiding force dignity, respect, justice
and equality.