According to Urie Bronfenbrenner: The FLIPPED Learning Transition

➢ From “sage on the stage” TO “guide on the side”

CHILD

ITEM DIFFICULTY INDEX (p)

• Easy (P > 0.70)
• includes societal organs that are closest to the
MICROsystem child (e.g. family, school, church)

• Moderately (0.31 ≤ P ≤ 0.70)

• Difficult (P ≤ 0.30)
• the interaction of microsystems (e.g.
MESOsystem school-family-school)

• has an indirect influence on the Realia – real life objects

EXOsystem child's development (parents'
workplace, distance from home) Mock-up – detachable parts (is used to emphasize a
particular part)
• includes institutions that

MACROsystem
have an indirect influence on
the child (e.g. cultural
Audio recording – hear recordings
practices, education system
policies
Simulation – simply follow real life activities

LEARNING DISABILITIES
A REBUS can be a method of helping involve young ➢ DYSLEXIA
children in the act of reading, as well as two types of o A language and reading disability
puzzles in which letters, words, and pictures are ➢ DYSCALCULIA
combined to convey a phrase or a word. o Problems with arithmetic and math concepts
➢ DYSGRAPHIA
A WHOLE LANGUAGE APPROACH is an educational o A writing disorder resulting in illegibility
philosophy that teaches children to read by using ➢ DYSPRAXIA
strategies that show how language is a system of parts o Sensory Integration Disorder; problems with
that work together to create meaning. motor coordination
➢ DYSPHASIA
The SPAULDING METHOD is designed to teach music o Learning disability in speech
from an expressive point of view.

The LANGUAGE EXPERIENCE APPROACH is a method FOUR DIFFERENT PARENTING STYLES

for teaching literacy based on a child’s existing ➢ AUTHORITARIAN
experience of language. o Focus on obedience, punishment over
discipline; high expectation from the child but
less support
5S formula to create a conducive leaning environment ➢ AUTHORITATIVE
(is a five-step organization technique to create and o Create positive relationship, enforce rules;
maintain an intuitive workspace). high expectation from the child and high
• SORT: Keep only necessary items in the guidance/support
workplace. ➢ PERMISSIVE
• SET IN ORDER: Arrange items to promote o Don’t enforce rules, “kids will be kids”; low
efficient workflow. expectations from the child; spoiled kids
• SHINE: Clean the work area so it is neat and ➢ UNINVOLVED
tidy. o Provide little guidance, nurturing, or
• STANDARDIZE: Set standards for a consistently attention; low expectations from the child
organized workplace.
• SUSTAIN: Maintain and review standards.
DISCRIMINATION INDEX – can discriminate or compare PIAGET’s
high performing students to poor performing students. ASSIMILATION
• the same/no change in child’s schema
Diagnosis ACCOMMODATION
Example Selecting the Selecting an Interpretation • change in child’s schema
Index correct incorrect
CONSERVATION
response response
-0.30 More low- More high- A poor item • logical thinking ability that allows a person to
scoring than scoring than (DISCARD IT) determine that a certain quantity will remain the
high-scoring low-scoring same despite adjustment of the container, shape,
0 Same for Same for both A poor item or apparent size
both groups groups (IMPROVE IT) REVERSION
0.30 More high- More low- A good item
scoring than scoring than (RE-USE IT)
• a mental operation that reverses a sequence of
low-scoring high-scoring events or restores a changed state of affairs to
the original condition
• the child learns that some things that have been
SCORE DISTRIBUTION changed can be returned to their original state
➢ Negatively skewed
o Students have high scores; items were easy
➢ Positively skewed OPERANT Conditioning
o Students have low scores; items were difficult • reward, punishment, reinforcement, feedback,
CAI-Computer Aided Instruction
(BURRHUS FREDERIC SKINNER)
SIGMUND FREUD’s PSYCHOANALYTIC THEORY SOCIAL LEARNING theory
➢ ID • learning by observation and imitation
o Animalistic side; uncoordinated instinctual (ALBERT BANDURA)
desires; instincts ATTRIBUTION theory
➢ EGO • explains how human beings evaluate and
o Organized, realistic agent that mediates determine the cause of other people’s behavior
between the ID and the SUPE EGO; mature; (FRITZ HEIDER)
adaptive; behavior; person’s sense of self; PAVLOVIAN conditioning
reality • classical conditioning; phobia, trauma,
➢ EGO generalization, conditioning of the mind
• Moralistic side; critical and moralizing role; ASSOCIATIVE learning
ethical values; morality • you associate a certain thing with another stimulus
and response; STIMULUS-something that can
trigger a reaction; REACTION-your response
GESTALT PSYCHOLOGY MODELING
➢ EMERGENCE • part of behaviorism; learning by modeling; as
o Our ability to perceive a whole without first teachers/parents (our roles are very crucial), we
noticing its parts should be models for our kids; practice what you
➢ THE LAW OF SIMILARITY preach; actions are caught not taught
o Elements that look like one another are
perceived as one unit, can be influenced by
color, shape, orientation or size
➢ REIFICATION x±1 SD : AVERAGE
o Spatial information is perceived more than the x+2 SD : ABOVE AVERAGE
sensory stimulus on which it is based x-2 SD : BELOW AVERAGE
x-3 SD : NEEDS IMPROVEMENT
FOUR DIFFERENT PILLARS OF EDUCATION NATURE
➢ LEARNING TO KNOW • refers to traits that are biological or inherited
o mental capacity/ability, cognitive NURTURE
➢ LEARNING TO LIVE TOGETHER • your environment
o able to live with different types of people from HORMONES
different walks of life, even with those people • chemicals that are responsible for controlling and
who have different opinions from you; you are regulating the activities of certain cells and organs
able to accept people even if they are different GENETICS
from what you are; learning to live together in • branch of science; study of heredity
harmony
➢ LEARNING TO DO
o pertaining to skills or competence; you should DAVIS-MOORE THESIS
have the right skills and competence so that • social stratification has beneficial consequence for
you can really be successful in your job/work the operation of society
➢ LEARNING TO BE CAPITALIST THEORY
o becoming the best version of yourself; self- • capitalism is an economic system based on the
actualization (Maslow’s hierarchy) private ownership of the means of production and
their operation for profit
5TH PILLAR FOR SUSTAINABLE DEVELOPMENT KARL MARX THEOREM
EDUCATION (SDE) • wrote Das Kapital; related to Capitalism
• LEARNING TO TRANSFORM ONESELF AND SOCIETY
o the curriculum should be able to transform with
the needs of the society (e.g. COVID 19) ACHIEVED STATUS
o the curriculum should be able to shift/adjust • status that an individual earns or chooses and that
with needs/demands of the society reflects their skills, abilities, and efforts
o working toward a gender-neutral, ACRIBED STATUS
nondiscriminatory society • status that an individual is born with or otherwise
o integrating sustainable lifestyles for ourselves assigned and has no control over
and others
o being respectful of the Earth and life in all its
diversity NORM-referenced
promoting democracy in a society where peace prevails • test results are compared to the results of a similar
group of people and testers are ranked in relation
to other testers
SOCIAL PSYCHOLOGIST CRITERION-referenced
• interprets social situations and explain why we • test results are compared to a set standard or
behave as we do (relationships w/ family & friends) criteria and testers are ranked in relation to the
COGNITIVE PSYCHOLOGIST body of tested knowledge
• studies internal mental processes NOTE: LET is both NORM and CRITERION referenced
CLINICAL PSYCHOLOGIST
• depression, anxiety
DEVELOPMENTAL PSYCHOLOGIST LEARNERS’ PROGRESS REPORT
• focuses on how human beings grow, change, DESCRIPTOR GRADING SCALE REMARKS
adapt, and mature Outstanding 90 – 100 Passed
Very Satisfactory 85 – 89 Passed
Satisfactory 80 – 84 Passed
Fairly Satisfactory 75 – 79 Passed
Did not meet Below 75 Failed
expectations
TYPES OF CURRICULUM Assessment FOR Learning
➢ RECOMMENDED CURRICULUM • enables teachers to use information about
o proposed by scholars and professional students’ knowledge, understanding and skills to
organizations inform their teaching
➢ WRITTEN CURRICULUM • teachers provide feedback to students about their
o appears in school, district, and division (overt, learning and how to improve
explicit) • formative assessments – you do daily, you use to
➢ TAUGHT CURRICULUM check for understanding (usually NOT graded);
o what teachers implemented in the classroom done during instruction
➢ SUPPORTED CURRICULUM
o resources, computers, textbooks, etc. Assessment AS Learning
➢ ASSESSED CURRICULUM • involves students in the learning process where
o that which is tested and evaluated they monitor own progress, ask questions and
➢ LEARNED CURRICULUM practice skills
o what students actually learn • students use self-assessment and teacher feedback
➢ HIDDEN CURRICULUM to reflect on their learning, consolidate their
o the kinds of learnings children derive from the understanding and work towards learning goals
very nature and organizational design of the • done by the students; students’ self-reflection;
public school, as well as from the behaviors students’ metacognition-they think about their
and attitudes of teachers and administrators thinking, they learn about their learning
(covert)
Assessment OF Learning
• assists teachers to use evidence of student
learning to asses student achievement against
learning goals and standards
• evaluation; summative assessments; achievement
tests; periodical tests; done after instruction
• is the teaching effective to the students learning?